Canada’s Food Guide Teacher observation with verbal ......factors that affect people’s food choices and eating habits. Overall Assessment Teacher observation with verbal feedback

© Ophea 2019 | H&PE Curriculum Resources | Page 1

Grade: 7

Lesson: 1

Unit Name: Personal and External Factors and Influences

Lesson Title: Making Healthier Food Choices

Curriculum Expectations

A1.6, D2.1

Materials

Canada’s Food Guide (1 per student)

Index cards (1 per student)

Teacher Resource: Anecdotal Recording Chart

Learning Goals

We are learning to use information about how foods contribute to or prevent

health disorders, to help us develop healthier eating patterns.

Overall Assessment

Teacher observation with verbal feedback of students’ ability to develop healthier eating

patterns, using information about the role that different foods play as contributing or

preventative factors in a variety of health disorders using an Anecdotal Recording Chart.

Minds-On

Begin a large group discussion with the following Teacher prompt: “Your eating patterns

can contribute positively to your overall physical and mental health. Regularly eating

food from Canada’s Food Guide including vegetables and fruits, whole grains, and

protein foods gives you the vitamins, minerals, and nutrients you need to grow and be

healthy. In addition to the foods we eat, our level of physical activity, our sleep habits,

and our stress levels all influence our health. There are also things outside of our

control that play a big role in influencing our health, such as our genes, the built

environment, and how much money we have. An unhealthy eating pattern is one of the

many factors, including obesity, physical inactivity, smoking, and high blood pressure,

that can increase the risk of illness and disease. Vegetable and fruit consumption helps

protect against a variety of cancers, whereas a diet high in red meat and processed

https://food-guide.canada.ca/en/


meat has been linked to an increased risk of cancer. Avoiding sticky foods and following

good oral hygiene practices helps reduce the risk of tooth decay. Vegetables, fruit,

whole grains, and plant-based protein foods should be consumed regularly. Foods that

contain mostly healthy fats (unsaturated fat) should replace foods that contain mostly

saturated fat to help lower the risk of cardiovascular disease.”

In groups of 3 – 5, students brainstorm healthy eating patterns and habits. Guide

student responses during the brainstorm by circulating through the room to ensure

student understanding (see Notes to Teachers).

Once the brainstorming time is up, record student responses on the board and clarify

responses that need further direction.

Student response: “Follow Canada’s Food Guide.”; “Stop eating when you feel full.”;

“Satisfy your thirst with water.”; “Choose whole grain foods.”; “Eat a variety of foods.”;

“Eat plenty of vegetables and fruit.”; “Eat with others”; “Be mindful of your eating

habits.”; “Eat at home more often.”; "Try new foods. Enjoy eating foods from your

culture."

Action

Explain that Canada’s Food Guide is a tool used to establish healthy eating patterns

through the daily selection of food and the development of healthy habits associated

with eating. Spend time reviewing some of the concepts and distribute a copy of the

Food Guide snapshot to each student.

Divide students into small groups and assign a food grouping to each group. Using a

KWL chart, groups focus on and clarifying ideas on their assigned food grouping.

Review the procedure for completing a KWL chart (see Notes to Teachers).

Teacher prompt: “You are going to complete a KWL chart. We will use this

organizational tool to remind us what we already know about creating positive eating

patterns with Canada’s Food Guide and the Eat Well Plate and the role foods play as

contributing or preventative factors in a variety of health disorders. Complete the first

two columns now, without reviewing Canada’s Food Guide.”

Next, students will use their copies of the Food Guide snapshot (or access the Food

Guide website) to decide as a group what the important information to remember about

the role foods play as contributing or preventative factors in a variety of health

disorders. They will add this information to the third column as something that they have

learned.


Consolidation

Students complete an Exit Card on an index card responding to the following prompt:

“What healthier food choices can you make every day?” Ask for volunteers to share

their responses with the class.

Notes to Teachers

The KWL Chart is a strategy that can be used to organize information related to

what students Know, Want to know and has Learned.

For additional information on healthy eating habits, reference Canada’s Food

Guide.

Reminder: healthy eating is more than the food you eat. It also includes being

mindful of your habits, cooking more often, enjoying your food, eating meals with

others, using food labels, being aware of food marketing, and limiting foods high

in sodium, sugars, or saturated fat.

https://food-guide.canada.ca/en/healthy-eating-habits/

https://food-guide.canada.ca/en/healthy-eating-habits/


Grade: 7

Lesson: 2


Lesson Title: Health Disorders


A1.6, D2.1, D3.1

Materials

Chart paper and markers

Highlighters (optional)


Learning Goals

We are learning to develop healthier eating patterns, using information about the

role foods play as contributing or preventative factors in a variety of health

disorders.

We are learning to demonstrate an understanding of personal and external

factors that affect people’s food choices and eating habits.

Overall Assessment

Teacher observation with verbal feedback of students’ ability to develop healthier eating

patterns, using information about the role that different foods play as contributing or

preventative factors in a variety of health disorders, as well as the personal and external

factors that affect people’s food choices and eating habits using an Anecdotal

Recording Chart.

Minds-On

In a large group discussion, briefly review guidelines that can be used to make healthier

food choices, as identified in the previous lesson. Student response: “Follow Canada’s

Food Guide.”; “Stop eating when you feel full.”; “Satisfy your thirst with water.”; “Have

plenty of vegetables and fruit”; “Choose whole grain foods”; “Be mindful of your eating

habits”; “Eat with others”; “Cook more often”.


Teacher prompt: “What you eat can contribute positively to your overall health, but it can

also contribute to health problems. Let’s brainstorm a list of health problems that an

unhealthy eating pattern may contribute to.” Record answers on the board for student

reference.

Student responses might include: diabetes, heart attack, cancer, stroke, tooth decay or

osteoporosis. Ensure these health disorders are listed among student responses on the

board.

What you eat is one factor that influences your health but there are many other factors

as well. The amount of sleep you get, how physically active you are, and how you

manage stress also play a role in your health. There are also other things that influence

our health, like our genetics and the physical environment.

Action

Arrange students in groups of 3 – 5. Each group chooses one health disorder from

osteoporosis, heart disease, diabetes, food allergy or cancer, based on their group’s

personal interest.

Groups write three questions they would like to answer about their disorder. Using

available technology or classroom resources, groups work to answer their questions.

Groups then trade question-and-answer cards, sit together and discuss the cards, using

the 3 questions to guide their discussion. After a sufficient amount of time, each group

will create 1 new question that is still unanswered or is intriguing for a full -class

discussion led by the teacher or by the students who developed the question.

Using a large group discussion, pose the following questions to students: “What role

might different foods play as contributing or preventive factors in the health disorders

your group explored?” Student response: “Eating vegetables and fruit, whole grains,

and plant-based protein foods gives you the vitamins, minerals, and nutrients you need

to grow and be healthy. Eating vegetables and fruit helps protect against a variety of

cancers, whereas a diet high in red meat and processed meat has been linked to an

increased risk of cancer. A healthy diet that follows the recommendations of Canada’s

Food Guide, contains plenty of vegetables and fruit and high-fibre foods, and avoids too

much sodium (salt), sugars, and unhealthy (saturated and trans) fats can help prevent

illness. Having healthy foods and eating habits also contribute to giving you the proper

energy needed to be physically active.”


Consolidation

Students create a meal that may prevent the health disorder they explored during the

Action activity. Students will write or illustrate their meal. Students share their meal with

a partner from a group discussing a different health disorder. Students share

information about the disorder and then compare and contrast their meals.

Notes to Teachers

If students talk about unhealthy eating and obesity, redirect students by saying

“healthy bodies come in all shapes and sizes and your body size doesn’t tell us

how a person eats, how active they are, or how healthy they are.”

Be mindful of the “do no harm” approach to teaching about healthy eating:

o Avoid labelling food as “good” or “bad.”

o Avoid sharing personal views about food and body weight. Healthy bodies

come in many shapes and sizes.

o Keep messages about food positive and avoid negative or fear-based

statements (e.g., “X food isn’t healthy.”

o Respect that families may define “healthy food” differently and children

have different health needs.


Grade: 7

Lesson: 3


Lesson Title: Who’s Influencing You?


A1.6, D3.1

Materials

Chart paper and markers


Learning Goals



Overall Assessment

Teacher observation with verbal feedback of students’ ability to demonstrate an

understanding of personal and external factors that affect people’s food choices and

eating habits using an Anecdotal Recording Chart.

Minds-On

As a large group, students complete a Mind Map brainstorming “Influences on Healthy

Eating”.

Possible student responses might include: media, likes/dislikes, busy schedule, food

allergies/sensitivities, medical conditions, family budget, emotions, culture, family,

peers, technology, food marketing.

Working in pairs, students sort the identified influences into a T-Chart of either “internal”

or “external” factors. Have pairs share their responses with the class while recording

them on the board or chart paper.

Action

Working with their partner from the Minds-On activity, pairs respond to one of the

following scenarios:


Scenario 1

Nick is a very picky eater. He doesn’t like to try new foods and hates almost everything

except pizza. On his way to school he sees an ad for samosa’s promoted by a local

athlete; Nick’s never had a samosa before, but he’s interested when he sees a local

sport hero enjoying them.

Scenario 2

Today is such a busy day for you. After class you have only about 20 minutes before

the big game and forgot your snack at home. You join your friends at the closest food

court which also happens to have your favourite fast-food restaurant. Today they have a

deal: five mini-burgers for $5. One of your friends gets an idea to pool all your money

and have a mini-burger eating contest. “Let’s see who can eat the most!” your friend

shouts. What do you do?

Guiding Questions:

What would be a healthier choice to make in this scenario?

What are some factors that will influence how you and/or the character will

respond in this scenario?

What do you think is contributing to how you and/or the character is feeling in the

scenario?

After creating a response, pairs team up with another pair who selected the same

scenario and share their responses.

Consolidation

Working individually, students reflect on a time when they made a less healthy choice.

Teacher prompts: “What were some influences on their choice? What were other

solutions they could’ve had?”

Students self-assess their understanding of personal and external factors that affect

people’s food choices and eating habits using the Thumbs-Up Strategy.


Grade: 7

Lesson: 4


Lesson Title: Who’s Influencing You? Continued


A1.6, D3.2

Materials

5-10 sticky notes per pair

Chart paper with scenarios written on them

Markers


Learning Goals

We are learning to analyse the personal and societal implications of issues

related to substance use and addictive behaviours.

Overall Assessment

Teacher observation with verbal feedback of students’ ability to analyse the personal

and societal implications of issues related to substance use and addictive behaviours

using an Anecdotal Recording Chart.

Minds-On

Each pair of students receives a stack of sticky notes. Pairs write their responses to the

following prompt on sticky notes (1 response per sticky note). Teacher prompt:

“Underage drinking can be a concern for youth, their parents, and the community. Who

can be harmed by underage drinking and how?”

Students bring their sticky notes to the board, sort them and post similar ideas together.

Lead a large group discussion, reviewing student responses and continuing to link

similar ideas.

Student response: “Underage drinking can be harmful to the person doing it because it

can lead to legal charges and physical and emotional harm.”; “Alcohol abuse is

connected to violence in relationships and to unwanted pregnancies, so other people


are hurt by it.”; “Intoxication can lead to risky behaviour that can result in injury or death.

Alcohol poisoning can even be fatal.”; “Underage drinking can be harmful to family

members and the community because of the personal injuries or property damage that

can result from actions or behaviour associated with impaired judgment, including car

crashes.”; “Irresponsible behaviour can damage not only the reputation of the person

involved but also the reputation of youth in general. Underage drinkers also risk losing

the trust of their parents and other adults.”

Action

Display the following scenarios on chart paper throughout the room. Working in small

groups students read the scenario together and record on the chart paper the problem

and an alternative before the poster is then passed onto the next group. Each group

now has a new scenario to read together and the task of providing an alternative. This

process continues for each scenario.

Scenario 1

You go to watch a local hockey game with a group of friends. While there, a girl in your

group starts talking to a Grade 9 boy who seems very attracted to her. She is smoki ng

while she talks to him. How does the boy react to the girl who is smoking?

Scenario 2

You are at your uncle Joe’s house. He’s your dad’s younger brother. He comes into the

living room with a joint of marijuana and offers it to you. “Here,” he says. “It’s time you

grew up a little.”

Scenario 3

Anu and Amit, both in Grade 7, are invited to Mark’s party on Saturday night. They know

Mark’s parents will not be home and that Mark is planning to have beer at the party.

Decide what Anu and Amit will do.

Scenario 4

Best friends Ramona and Lesley were just leaving school, when another friend pulled

out a vaporizer with marijuana and invited them to join her behind the plaza. Ramona

wants to go, but Lesley doesn’t and they start to argue. How is the dilemma resolved?

Scenario 5

You have just moved to a new school and sit beside one of the “cool” kids. She has

invited you to hang out with her friends on Saturday. You really want to make a good

impression with her and her friends, and spend ages deciding what to wear. One of the

gang “borrows” cigarettes from his mom for you all to try. What do you do?


Pairs from the Minds-On activity complete a Mind Map. In the centre of the map,

students write “personal and societal implications of issues related to substance use

and addictive behaviours”.

Students brainstorm their responses which might include: effects of technology

dependence on school and workplace performance, personal relationships, and

physical health; risks associated with vaping and chewing tobacco; effects of second-

hand smoke on non-smokers and children; legal and health implications of underage

drinking and cannabis use; body damage and reputation loss among athletes as a result

of the use of steroids and other performance-enhancing drugs; risk of HIV/AIDS with

intravenous drug use; risk of fetal alcohol spectrum disorder (FASD) as a result of

alcohol abuse during pregnancy.

Consolidation

Groups return to their original chart paper and review the alternatives identified by their

classmates. Groups rank their top three alternatives and then share the scenario and

alternatives with the class.

Notes to Teachers

For additional information on supports and resources related to alcohol and

substance use/abuse and driving reference MADD.

https://madd.ca/pages/


Grade: 7

Lesson: 5


Lesson Title: What Do You Have to Say?


A1.6, D3.1, D3.2

Materials

Examples of advertising campaigns that encourage healthy behaviours found in

magazines, online or from a local health provider

Supplies to create an advertisement outline (e.g., pencils, paper)

Teacher Resource: Rubric

Learning Goals



We are learning to analyse the personal and societal implications of issues

related to substance use and addictive behaviours.

Overall Assessment

Teacher observation with verbal feedback of students’ ability to demons trate an

understanding of personal and external factors that affect people’s food choices

and eating habits, as well as analyse the personal and societal implications of

issues related to substance use and addictive behaviours using a Rubric.

Minds-On

Begin a large group discussion with the following teacher prompt: “Over the last few

classes, we have looked at the many factors that affect our healthy behaviours and the

implications of our choices. In this lesson, you will be creating your own media

advertisement to encourage healthy behaviours. You will use the information from the

previous lessons regarding making healthier choices, the implications of your choices

and how to encourage healthier behaviours.”

Share print, television, Internet and radio advertisements with which students may be

familiar and that promote healthy behaviours.

Lead students in a quick discussion around these ads using the following prompts:


What are these ads promoting? How do you know?

Who is their target audience? How do you know?

What techniques are used to attract and engage the audience?

How might these and other ads influence or encourage how you and others

behave?

Ask students whether they have an understanding of what advertising campaigns

consist of and how such campaigns can influence or encourage healthy behaviours.

Students respond using the Thumbs Up Self-Assessment Strategy. If students have a

good understanding they give a thumbs up; if students require more information they

give a thumbs down. Confer with students who give thumbs down to further support

their understanding.

Action

Begin a large-group discussion with the following teacher prompt: “We have looked at

the influences on our behaviours as well as the implications of these behaviours. In the

last lesson we began to look at ways of encouraging positive behaviours in others and

that is what we will continue with in this lesson. I want you to imagine that our grade 7

class has been hired to come up with an advertisement to help others in our school

community make healthier behaviour choices.”

Explain to students the two main tasks in this culminating assignment:

Illustrate or perform an advertisement promoting healthy behaviours. Students

create a print ad or perform a television/Internet commercial or radio jingle. Pairs

(or small groups) work together to develop this campaign.

Individually, students complete a write-up that provides information supporting

the importance of their campaign, including influences on the behaviour as well

as implications of the behaviour.

Share the rubric for the advertisement campaign so students are aware of what

is expected of them.

Review Success Criteria and answer any questions students may have.

Consolidation

Have students present their advertisement campaign in front of the class or, to

accommodate various types of learners, in front of only you. Ask audience members to

share ideas on what they enjoyed about the presentations.

Notes to Teachers

Examples of television/Internet ads may be found on the following websites:

o Tobacco: Stupid.ca

http://www.stupid.ca/


o Impaired Driving: MADD

o Healthy Eating: Stop Marketing to Kids; Heart and Stroke Foundation

http://www.madd.ca/

http://stopmarketingtokids.ca/

https://heartandstroke.ca/

Documents

Canada’s Food Guide Teacher observation with verbal ......factors that affect people’s food choices and eating habits. Overall Assessment Teacher observation with verbal feedback