UNIT EXPECTATIONS - McGraw-Hill Education Canada · PDF file• Photocopy blackline masters. ... a goal-setting process to set a personal health goal and then consider how they might

1

UNIT 1: A HEALTHY FOUNDATION

UNIT 1 AT A GLANCE

Chapter 1: “Living a Healthy Life”Chapter 2: “Building Health Skills and Character”

UNIT EXPECTATIONS

By the end of this unit, the students will be able to

Grade 9• identify personal strengths and areas for growth• demonstrate how they have achieved short-term goals based on a personal vision• produce a sequential action plan to achieve personal health goals• demonstrate understanding of the impact of parents, the media, and culture on values and

goals related to healthy active living• identify coping skills to deal with the internal conflict and stress that often accompany change

Grade 10• identify short- and long-term goals for personal growth • make appropriate revisions to personal plans of action that promote healthy eating and phys-

ical activity• produce a sequential action plan to achieve personal goals related to new situations• explain their reasoning for their personal choices and actions related to health and well-being• analyse the impact of media and culture on decision making

UNIT OVERVIEW

This unit focuses on improving health literacy and on developing skills for a healthy lifestyle.Students learn about the role of lifestyle factors in their overall health. They also learn that, bymaking appropriate choices, they can take responsibility for their own physical, mental/emo-tional, and social well-being.

Chapter 1 “Living a Healthy Life” introduces students to a definition of health and majorinfluences on an individual’s health. The chapter stresses personal responsibility as a primarymeans of promoting health.

Chapter 2 “Building Health Skills and Character” discusses basic health skills. Teens whodevelop these skills are able to promote their own health, as well as the health of others,throughout their lives. The chapter also helps students understand how they can develop anddemonstrate good character.

Estimated Time: 11 hours

Planning Notes• Read chapters 1 and 2 in Glencoe Health: First Canadian Edition.• Photocopy blackline masters.• Decide how to group the students for the various activities.• Collect the following materials: one business envelope per student (and a box for storing the

envelopes), a pan balance with pennies or pebbles as weights, art materials (poster board,

magazines, scissors, markers, glue, coloured paper, drawing paper, lined and unlined paper),newspapers, phone books, and brochures about charitable organizations.

• Prepare sample lists for Chapter 2: risk behaviours observed in teens (Lesson 1), major deci-sions teens make (Lesson 2), advocacy organizations and media celebrities (Media Analysis).

RESOURCES

PrintCôté, James E. (1994). Generation on Hold: Coming of Age in the Twentieth Century. Toronto,

ON: Stoddart.Isler, Charlotte. (1996). The Watts Teen Health Dictionary. New York: Franklin Watts.King, Alan J. C. (1999). Trends in the Health of Canadian Youth. Canada: Health Canada.Klavora, P. PhD. (2004). Foundations of Exercise Science: Studying Human Movement and Health.

Toronto, ON: Sport Books Publisher.McCracken, Bane. (2004). It’s Not Just Gym Anymore. Windsor, ON: Human Kinetics.Pruitt, B.E., et al. (1997). Health: Skills For Wellness. Upper Saddle River, NJ: Prentice-Hall Inc.

VideoCoping With Pressures [Videocassette]. (1988). Canada: Canadian Learning Co.Everyday Character Development [Videocassette Series]. (2004). Princeton, NJ: Films for the

Humanities and Social Sciences.Focus on Health [Videocassette]. (2004). Princeton, NJ: Films for The Humanities and Social

Sciences.Keeping Fit [Videocassette]. (2004). Princeton, NJ: Films for the Humanities and Social Sciences.What is your coping style and what you can do about it [Videocassette]. (1991). Canada: Canadian

Learning Co.

Internetwww.canadian-health-network.caCanadian Health Network, sponsored by Health Canada and other Canadian health

organizations—health information and disease prevention

www-hsl.mcmaster.ca/tomflem/teenhealth.htmlAdolescent health links

www.child.net/health.htmKids, Teens, Parents Health Resources

www.nlm.nih.gov/medlineplus/teenhealth.htmlMedline Plus Teen health information

kidshealth.org/teen/popular approach

www.cdc.gov/U.S. Centers for Disease Control and Prevention

www.aahperd.org/aahe/template.cfmAmerican Association for Health Education

friendscouncil.org/web/PeaceTestimonies/conrespeace.htmlPeace & conflict resolution education bibliography

www.parentbooks.ca/pdfs/violence_bullying_schools.pdfResources for teachers and school administrators on school violence

2 • MHR • UNIT 1 A Healthy Foundation

CHAPTER 1: LIVING A HEALTHY LIFE

EXPECTATIONSBy the end of this chapter, students will be able to

Grade 9• identify personal strengths and areas for growth• demonstrate understanding of the impact of parents, the media, and culture on values and

goals related to healthy, active living

Grade 10• identify short- and long-term goals for personal growth • explain their reasoning for their personal choices and actions related to health and well-being• analyse the impact of media and culture on decision making

LESSON 1 YOUR HEALTH AND WELLNESS

SUGGESTED APPROACH: GOAL SETTING

This activity engages students in evaluating their attitudes and lifestyle choices. Students applya goal-setting process to set a personal health goal and then consider how they might meet thatgoal.

Planning NotesProvide a business envelope for each student and a box into which the envelopes will fit.

Blackline Master 1.1 A Letter to Myself

Resource • Glencoe Health: First Canadian Edition, pages 2–9

Teaching and Learning Strategies1. Tell students that you are giving each of them three wishes. Give them time to jot down their

three wishes. Collate their wishes on the board. Ask: What if you had a choice betweengetting your three wishes or getting a guarantee that you will live a long, healthy life.Which would you choose? Why? Discuss why they made those decisions, emphasizing theimportance of health and wellness and how lifestyle decisions can help determine the levelof one’s wellness, both now and in the future.

2. Guide students while they examine and discuss Figure 1.1 on page 5. Ask: What would youconclude about the health of a person whose rank is at the midpoint of this continuum?What advice would you give a person whose rank is to the left of the midpoint? Nearthe right end of the continuum? Does a person ever reach the right end of the contin-uum (high level of health) and stay there? Explain.

3. After students have read page 6, ask: How does each lifestyle factor on the list improvephysical, mental/emotional, and social well-being?

3

4. After students read the section “Becoming Health Literate,” beginning on page 8, ask: Whatare some of the characteristics of a person who is health literate? Do you think you arehealth literate? What do you think you need to become more health literate?

5. Explain to students that they are going to write letters to very special people — themselves.They should be open and honest about their own ideas, beliefs, and actions. Assure studentsthat the letters they write will not be read by you or by anyone else. Distribute copies of BLM1.1 for them to complete. Give each student an envelope to address himself or herself. Havethem place their letters inside the envelopes and seal them.

6. Collect the envelopes, alphabetize them by last name, and place them in a box. Explain thatthroughout this course students will be able to review, add to, or change their letters. Withinthe context of the course, periodically give students a chance to review and edit their letters,perhaps after each unit.

7. Have students read the Health Skills Activity box on page 8. Give them a few minutes to listspecific healthful habits they think they should be practising but are not. Have them reviewtheir lists and identify a goal for themselves, using the questions listed in “What Would YouDo?” as a guide. Place students in groups that have a similar goals, to share ideas about howthey might work toward achieving that goal.

Formative Assessment• While students are discussing their health goals, look for evidence that they can identify a real-

istic goal, state it clearly, and identify appropriate strategies for reaching the goal.

LESSON 2 PROMOTING A HEALTHY LIFESTYLE

SUGGESTED APPROACH: ANALYSING INFLUENCES

Students track and analyse their daily activities in order to understand the influence of culture,media, technology, and other factors on their health.

Planning NotesPrepare a pan balance with pennies or pebbles as weights. Collect poster board, magazines, scissors, markers, and glue.


Teaching and Learning Strategies1. Place several pennies or pebbles in one pan of a double pan balance. Point out the imbalance

that results. Add pennies or pebbles to the other pan so that the two pans are in balance.Discuss the analogy between balancing the pans and finding a healthy balance in your life.

2. After students have read pages 10, 11, and the top of page 12, ask questions such as: Whatactivity is shown in each picture of the triangle? How does each activity represent goodhealth? Why should all three sides of the triangle be given equal importance? How candwelling on negative thoughts affect health? How do you think your social health isaffected by your physical health? by your mental/emotional health? Have volunteers giveexamples of how they are practising good health habits in each area shown on the triangle.


3. After students have read pages 12–15, discuss the influences on health, asking questionssuch as: How might inherited physical traits affect all three aspects of health — physi-cal, mental/emotional, and social? Why is it important to understand the culture (orcultures) of your family? Why is it important to understand the cultures of other fam-ilies in your community? of families with whom you don’t have direct contact? Whatcould be done to create a more supportive environment at school? What are the healthbenefits of laughing and of having a sense of humour? What is the difference betweenlaughing with others and laughing at others?

4. Have students brainstorm to create a list of behaviours that can have positive effects on theirwell-being at school. Ask: How does each behaviour listed affect physical health? mental/emotional health? social health?

5. Ask students to name some of their daily activities and tell how these activities influencetheir health. Record their responses on the board.

6. Review the Hands-On Health Activity on page 15 and model how to start a grid that uses theideas the students generated in step 5.

7. Have students complete the Hands-On Health Activity individually. Encourage them to asktheir parents/guardians for help in identifying influences and their impacts.

Formative Assessment• While students are discussing the attitudes and actions that indicate good mental/emotional

health, ask them to give specific examples of using positive thinking to move forward in spiteof difficult situations. Explain how dwelling on negative thoughts can have an impact onhealth. Help students to see both the short- and long-term advantages of a healthy lifestyle.

• While students are discussing their activity record, look for evidence that they are includinga variety of influences, identifying and analysing external and internal factors, and under-standing the interrelationships and complexity of the influences.

LESSON 3 YOUR BEHAVIOUR AND REDUCING HEALTH RISKS

SUGGESTED APPROACH: ADVOCACY

Students analyse behaviours that promote health and reduce risks. By creating a poem, poster,song lyric, or cartoon, they demonstrate their ability to promote risk-reducing behaviour amongtheir peers.

Planning NotesPrepare art materials such as coloured paper, markers, glue, drawing paper, and lined andunlined paper.


Teaching and Learning Strategies1. After students have read pages 17–18, ask: In what ways is taking responsibility for your

health the same as taking responsibility for your life?

MHR • UNIT 1 A Healthy Foundation • 5

2. Ask volunteers to describe the teen in the photograph on page 17. What protective gear isthe teen wearing? How does it reduce his health risks? Have students brainstorm a list ofother ways to reduce health risks when participating in sports and other activities.

3. Have students read the bar graph on page 18 with a partner and discuss its meaning. Askeach pair to write one sentence explaining what they can conclude from the graph and topost their sentence for discussion.

4. After students have read pages 19–21, discuss the examples of cumulative risks. Ask: Inwhat sense can smoking one cigarette, eating one high-fat meal, or getting one sunburnbe the beginning of a series of cumulative risks? How can you distinguish between oneunwise choice and the number of unwise choices that may result in a cumulative risk?How is good health about choices? What might happen in a situation where all threedriving-related risk behaviours described on page 19 were present? How could elimi-nating one risk behaviour improve the possible consequences?

5. Have students give examples of how friends influence one another to practise health-pro-moting behaviours.

6. Divide the class into small groups and assign each group one category of risk factors.

7. Review the instructions in “Real-Life Application” on page 19 with students and allow timefor them to complete the task. Direct students to www.mcgrawhill.ca for their research.

Formative Assessment

• Remind students to make their messages persuasive and appealing to teens. Have theminclude positive actions teens can take to reduce health risks among their peers.

• As students are working, look for evidence of a clear, health-enhancing point of view. Theyshould support their position with relevant information, consider their audience, and assesshow well the message encourages others to make healthful choices.

EYE ON THE MEDIA TEENS IN THE MEDIA

SUGGESTED APPROACH: MEDIA ANALYSIS

Students keep a media journal and analyse the data they collect with regard to how teens are por-trayed.

Planning NotesPrepare a pan balance with pennies or pebbles as weights. Collect poster board, magazines, scissors, markers, and glue.

Some studies of media images of teens show that teen stereotypes are still the rule rather thanthe exception. TV shows often portray teens as troublemakers rather than as responsible citizensand contributing members of a community. News stories may also show teens in a negative light.Help students recognize these stereotypes as they share their journal entries. Ask them to watchthe national and local news for images of teens. Encourage them to seek out nonstereotypicalimages in the media.

Resource • Glencoe Health: First Canadian Edition, page 22


Teaching and Learning Strategies1. Ask students to think about all the forms of media they come in contact with each day. List

these on the board.

2. Review the instructions for “Teens in the Media” on page 22. Have students keep a mediajournal for one week, listing all the media they encounter daily.

3. When students have finished the activity, have them read aloud in small groups the para-graphs they wrote for “Express Your Views.”

4. Encourage students to take action by writing to a media organization such as a magazine,Web site, or television network, indicating why it’s important to show images of teensengaged in healthful behaviours.

Formative Assessment• Students should maintain their journal for at least one week. Look for evidence of a compre-

hensive list of media and answers to all the questions listed in the activity.• Have students reflect on the data they are collecting by asking volunteers to read excerpts from

their records to the class. Ask students whether it has been easy or difficult to find mediaimages of youth who are making healthful choices. Ask: Do the teens featured avoid riskbehaviours? Do the teens make healthful choices? Are they health literate?


CHAPTER 2: BUILDING HEALTH SKILLS AND CHARACTER

EXPECTATIONSBy the end of this chapter, students will be able to

Grade 9• demonstrate how they have achieved short-term goals based on a personal vision• produce sequential action plans to achieve personal health goals• demonstrate understanding of the impact of parents, the media, and culture on values and

goals related to healthy, active living• identify coping skills to deal with the internal conflict and stress that often accompany change

Grade 10• make appropriate revisions to personal plans of action that promote healthy eating and phys-

ical activity• produce a sequential action plan to achieve personal goals related to new situations• analyse the impact of media and culture on decision making

LESSON 1 BUILDING HEALTH SKILLS

SUGGESTED APPROACH: COMMUNICATION SKILLS

The students demonstrate their ability to use interpersonal communication skills to enhancehealth by analysing and role-playing appropriate responses in difficult or stressful situations.

Planning NotesPrepare a list of risk behaviours observed in teens.


Teaching and Learning Strategies1. Have students meet in pairs to read and discuss the statements in the Personal Health

Inventory on page 27. Have them consider: How does each statement affect my health?Which aspect of health — physical, mental/emotional, or social — does the statement relateto most directly?

2. Have students work independently to respond to the inventory. Explain that the inventoryis a private tool that they can use periodically to check their health status. Remind studentsto keep their inventories. When they have completed the chapter, they can review theirresponses and plan improvements.

3. Have pairs of students read from page 28 to the end of “Self-Management Skills” on page 31.Invite them to discuss what they think each skill involves and give examples of how theseskills can be used.

4. Ask students to recall a disagreement with a friend. Have them read the Health Skills Activityon page 29. After they have written their own ending, have students share what they wrotewith their partner.

8

5. Divide students into groups of three or four to role-play situations in which teens use effec-tive communication and refusal skills. Within each group, one student should suggest a sit-uation in which such skills are needed. Two other group members should role-play thesituation. In groups with a fourth member, have the fourth student observe and evaluate theuse of communication and refusal skills. Observers give a positive critique by completing thesentence: What I liked most about your refusal was … Have group members switch roles andrepeat the process until every member has performed every task.

Formative Assessment

• Look for evidence of “I” statements, a respectful tone of voice, listening skills, seeking clarifi-cation by asking appropriate questions, and appropriate body language.

LESSON 2 MAKING RESPONSIBLE DECISIONS AND SETTING GOALS

SUGGESTED APPROACH: GOAL SETTING

Students will demonstrate the ability to use goal-setting and decision-making skills to enhancehealth by developing and implementing a plan for achieving a personal health goal.

Planning NotesPhotocopy blackline master.Prepare a sample list of major decisions teens make.

Blackline Masters 2.1 My Health Plan


Teaching and Learning Strategies1. Ask students to cite examples of decisions that would require teens to seek the advice of

adult family members. Have them summarize the advantages of seeking advice and feedbackregarding such decisions. Ask whether there are any disadvantages.

2. Have students meet in groups to read and discuss the steps of the decision-making processsummarized on page 34. Ask group members to choose a major decision that many teenshave faced and discuss how they might apply the process in this case.

3. After students have read the section on “Setting Personal Health Goals,” have them suggestexamples of both short- and long-term goals. Ask: How could an action plan help youreach goals such as these? Help students realize that short-term goals are often steps towardaccomplishing long-term goals.

4. Have students work in groups to read and discuss the “Health Minute” guidelines for settinggoals on page 35. Ask: How can each of these guidelines help you set goals you reallywant to achieve?


5. Give the class three minutes to brainstorm a list of personal health goals that you will writeon the board. Review the “Hands-On Health Activity” on page 35 with the class and estab-lish timelines for completion of the activity.

6. After students have completed the activity, have each person write one or two sentences iden-tifying the most important new insight they gained.

Formative Assessment• Review student progress weekly and inform students that substituting healthy habits for those

that are less healthy can make it easier to reach a goal.• Ensure that students include a regular reward system for their efforts.• Look for evidence of clear progression through a goal-setting process, inclusion of a clear goal

statement, identification of a realistic goal, a plan for reaching the goal, and an evaluation ofor reflection on action taken.

LESSON 3 BUILDING CHARACTER

SUGGESTED APPROACH: ACCESSING INFORMATION

Students will access and analyse information about a community health organization.

Planning NotesBring in newspapers, phone books, and brochures about charitable organizations.


Teaching and Learning Strategies1. Begin by engaging the students in discussion. Ask: What do you think is involved in hav-

ing good character? Do you think character remains the same throughout your life, ordo you think character can and does change? Give examples to support your opinion.What are some ways to demonstrate good character?

2. Guide students in reading and discussing the traits of good character in Figure 2.4 on page38. Ask volunteers to explain each one in their own words and to give specific examples.Ask: Are the traits listed in Figure 2.4 the only traits of good character? Which othertraits would you add to the list? Why? Are there some traits that are important to youbut might not be important to others? If so, what are they?

3. After they have read “Exploring Issues” on page 40, have students discuss the viewpoints insmall groups. Then discuss the issues together as a class.

4. After students have read “Positive Role Models” on page 39, ask: Can teens be role mod-els? How? for whom?

5. Have students brainstorm a list of people whom teens often look to as role models. Ask:What kinds of character traits do these people demonstrate? Who is responsible for thestatus they have as role models? Do you think it is fair to expect a person with unusualathletic or performing ability to serve as a role model? Why or why not? What nega-tive impacts can occur when an athlete or performer demonstrates inappropriate char-acter traits?


6. Ask students to explain how volunteering demonstrates good character. Have them read anddiscuss “Real-Life Application” on page 39.

7. After they have completed the activity on page 39, have students complete the following sen-tence: A person with good character …

Formative Assessment• Look for evidence that students selected an appropriate organization, cited it correctly, and

explained how information from their source relates to character.

EYE ON THE MEDIA HEALTH ADVOCACY IN THE MEDIA

SUGGESTED APPROACH: MEDIA ANALYSIS

Students research a health advocacy organization and write a proposal suggesting how to raiselocal awareness of what it is trying to accomplish.

Planning NotesFor student reference, prepare a list of health advocacy organizations and media celebrities whoare health advocates.

Resource • Glencoe Health: First Canadian Edition, pages 42

Teaching and Learning Strategies1. Have students brainstorm a list of the ways in which they can demonstrate good citizenship

in their school or community.

2. Remind students that the media play a crucial role in the success of advocacy campaigns bymaking people aware of the situation and showing them how to become involved. Have stu-dents read “Health Advocacy in the Media” and discuss the requirements of the task.

3. When the students have completed the activity, discuss the importance of involvement in thelocal community. Encourage them to follow through with their proposals by implementingthe plans they have suggested.

Formative Assessment• Student outlines should explain what the organization does, what sort of media attention it

receives, and what the celebrity has done to further the cause.• Ask students to pay close attention to how the celebrity draws media attention to the cause.

Does the celebrity host large fund-raisers or talk about the cause in interviews? Conducta brief discussion about what the involvement of celebrities in advocating for a health-relatedcause reflects about their characters.


UNIT 1 CULMINATING TASK

Planning NotesProvide magazines, scissors, markers, glue, coloured paper, and drawing paper.

Blackline Masters2.2 My Health Calendar2.3 Health Literacy Activity Rubric2.4 Unit 1 Test


Teaching and Learning Strategies1. Give each student a large piece of paper and ask them to draw and label a large health tri-

angle. For each section of the triangle, ask them to illustrate personal behaviours, includingat least three that are healthful and at least three that are not healthful. Have them highlightany risk behaviours. They can use words and pictures that they have drawn, cut from mag-azines, or made on the computer.

2. Ask each student to give themselves a “health literacy rating” based on their health triangle,on a 1 to 10 scale where 10 is high and 1 is low, and to note the scale on the page.

3. Have each student create a personal health calendar using the steps outlined on the worksheet.

Summative Assessment• BLM 2.3 Health Literacy Activity Rubric• BLM 2.4 Unit 1 Test

12

A LETTER TO MYSELF

Directions: Fill in the lines below to create a letter to yourself that you can review later.

Date: ____________________

Dear ________________________,

This is how I would describe my physical appearance (height, weight, hairstyle, etc.):

This is how I see myself (friendly, outgoing, quiet, etc.):

This is what I like to do in my spare time (hobbies, activities, etc.):

These are my three best friends:

This is how my peers influence my decisions:

BLACKLINE MASTER 1-1

COPYRIGHT © 2004 MCGRAW-HILL RYERSON LIMITED. REPRODUCTION GRANTED FOR CLASSROOM USE ONLY.

MHR • BLM 1-1 • 13

These are my favourite things to eat:

This is the kind of music I enjoy listening to, and these are my favourite songs:

My favourite TV show and favourite movie are:

This is what I want to accomplish in the next four years:

These are two qualities that I like about myself:

I would like to change these two qualities about myself:

BLA

CK

LIN

E M

AS

TE

R 1

-1


14 • MHR • BLM 1-1

These are my views on tobacco:

These are my views on alcohol:

These are my views on marijuana:

This is my view on being sexually abstinent before marriage:

BLA

CK

LIN

E M

AS

TE

R 1

-1


MHR • BLM 1-1 • 15

MY HEALTH PLAN

My health goal:

The steps I will take to reach my goal:

Problems I might encounter:



16 • MHR • BLM 2-1

How I can get help and support from others:

Dates when I will evaluate my progress:

(If you need to change your plan at any time, write the changes on the back of this sheet.)

How I will reward myself when I reach my goal:

Self-Assessment

1. I reached/didn’t reach my goal because

2. How I feel about this experience:

3. What I learned:

BLA

CK

LIN

E M

AS

TE

R 2

-1


MHR • BLM 2-1 • 17


MY HEALTH CALENDAR

A. Planning and Creating

Create a personal health calendar for the month. This will help you to improve your healthchoices and reach your health goals. The layout and design of the calendar and the artwork youuse are of your own choosing, but remember that your aim is to make the calendar as useful aspossible. Here are some things to think about as you plan your calendar.

• Writing down your entries on a calendar helps to clarify your goals. It also reinforcesyour memory.

• Start by examining your health triangle and identifying a) what you want to continuedoing, b) what you want to stop doing, and c) what you want to start doing.

• Consider the kinds of behaviours that will help you achieve what you want. Thinkabout when you will do them and how often.

• Record the various activities on the calendar on the appropriate day(s); for example,bicycle riding every weekend, or salad for lunch two days a week, or joining a schoolclub and attending at least one meeting. Make a note of anyone from whom you willneed help and when you will ask them.

• Colour code your entries by using different colours for different types of entries (forexample, black for daily activities, red for new activities, and green for weekly activities)to help you more easily identify priorities and accomplish your goals.

• Some of your activities may be short-term goals toward achieving a long-term goal.Working backwards from long-term goals will help you set milestone dates for yourshort-term goals.

• Reviewing your calendar first thing each day is a good way to keep on track toward yourgoals.

Answer these questions to help you plan your health calendar. Then create the calendar, fillingin detailed information for the month you chose. Your calendar should become a step towardbetter health.

1. What area(s) of the health triangle do you think you could improve upon the most? Howcould you set up your calendar to help you?



18 • MHR • BLM 2-2

2. What types of entries will you include on your calendar? Into what categories might youclassify your entries? How could you work those different categories into your calendardesign?

3. Will you allow more entry space for weekdays or weekends, or make them all the same?Why?

BLA

CK

LIN

E M

AS

TE

R 2

-2


MHR • BLM 2-2 • 19

4. What kind of artwork or photos might you use on your calendar?

5. Where will you plan to keep your calendar when you are finished with it? How mightthat choice affect your design choices?

B. Reflecting (answer on a separate page)

1. What health literacy rating did you give yourself when you examined your health tri-angle? Why did you choose that rating?

2. What rating would you hope to give yourself after a month of following your calendar?Explain.

3. What would help you to implement the calendar? What might prevent you from imple-menting the calendar?

4. In what ways does your calendar demonstrate that you have self-management skills?

5. How effective do you think using a calendar like this one will be in helping you to makehealthful choices? Explain.

BLA

CK

LIN

E M

AS

TE

R 2

-2


20 • MHR • BLM 2-2



MHR • BLM 2-3 • 21

HEALTH LITERACY ACTIVITY RUBRIC

BLACKLINE MASTER 2-3C

ate

go

ries

Kn

ow

led

ge/

Un

dersta

nd

ing

Th

ink

ing/In

qu

iry

Co

mm

un

icatio

n

Ap

plica

tion

50

-59

%

(Level 1

)

•d

escribes self-m

anag

e-

men

t strategies fo

r

imp

rovin

g h

ealth w

ith

limited

specificity an

d

com

pleten

ess

•evalu

ates perso

nal

health

beh

aviours w

ith

limited

dep

th an

d

accuracy

•an

alyses the in

fluen

ces

on p

ersonal h

ealth

beh

aviours w

ith lim

ited

insig

ht

•exp

resses ideas visu

-

ally an

d in

wo

rds w

ith

limited

effectiveness

•su

pp

orts o

pin

ion w

ith

info

rmatio

n w

ith lim

-

ited effectiven

ess

•d

emo

nstrates a lim

ited

sense o

f respo

nsib

ility

for o

wn h

ealth

•d

emo

nstrates a lim

ited

und

erstand

ing o

f the

relationsh

ips am

ong

influ

ences, ch

oices,

and

health

60

-69

%

(Level 2

)

•d

escribes self-m

anag

e-

men

t strategies fo

r

imp

rovin

g h

ealth w

ith

som

e specificity

and

com

pleten

ess

•evalu

ates perso

nal

health

beh

aviours

with

som

e dep

th an

d

accuracy

•an

alyses influ

ences

on p

ersonal h

ealth

beh

aviours w

ith so

me

insig

ht

•exp

resses ideas visu

-

ally an

d in

wo

rds w

ith

som

e effectiveness

•su

pp

orts o

pin

ion w

ith

info

rmatio

n w

ith so

me

effectiveness

•d

emo

nstrates so

me

sense o

f respo

nsib

ility

for o

wn h

ealth

•d

emo

nstrates so

me

und

erstand

ing o

f the

relationsh

ips am

ong

influ

ences, ch

oices,

and

health

70

-79

%

(Level 3

)

•sp

ecifically an

d co

m-

pletely

describ

es self-

man

agem

ent strateg

ies

for im

pro

ving h

ealth

•accu

rately evalu

ates

perso

nal h

ealth

beh

aviours

•an

alyses influ

ences

on p

ersonal h

ealth

beh

aviours

•exp

resses ideas visu

-

ally an

d in

wo

rds

with

consid

erable

effectiveness

•sup

po

rts op

inio

n w

ith

info

rmatio

n w

ith co

n-

siderab

le effectiveness

•d

emo

nstrates a clear

sense o

f respo

nsib

ility

for o

wn h

ealth

•d

emo

nstrates a clear

und

erstand

ing o

f the

relationsh

ips am

ong

influ

ences, ch

oices,

and

health

80

-10

0%

(Level 4

)

•th

oro

ughly

describ

es

self-man

agem

ent

strategies fo

r imp

rov-

ing h

ealth

•th

oro

ughly

evaluates

perso

nal h

ealth

beh

aviours

•in

sightfully an

alyses

influen

ces on p

ersonal

health

beh

aviours

•exp

resses ideas visu

-

ally an

d in

wo

rds

with

a hig

h d

egree

of effectiven

ess

•su

pp

orts o

pin

ion

with

info

rmatio

n w

ith

a hig

h d

egree o

f

effectiveness

•d

emo

nstrates an

intern

alized sen

se of

respo

nsib

ility fo

r ow

n

health

•d

emo

nstrates a th

or-

ough u

nd

erstand

ing

of th

e relationsh

ips

amo

ng in

fluen

ces,

cho

ices, and

health

UNIT 1 TEST

A. Knowledge and Understanding

Directions: In the space provided, write the letter of the choice that best completes the state-ment or answers the question.

______ 1. Which of the following best describes the health triangle?

a) When two sides of the triangle are strong, the third will take care of itself.

b) It is best to focus on improving one side of the triangle at a time.

c) To be truly healthy, all three sides need to be in balance.

d) The triangle has two sides that are more important to overall health than the third.

______ 2. Which of the following is an incorrect statement if you are in good health?

a) You are able to resist diseases.

b) You can cope with everyday stresses and challenges.

c) You are able to protect yourself from injury.

d) You do not have the energy to perform daily tasks.

______ 3. Abstinence can lead to

a) getting a sexually transmitted disease.

b) an addiction to tobacco or alcohol.

c) an unplanned pregnancy.

d) a lower risk for disease.

______ 4. The dynamic nature of our health means that

a) it is constantly changing.

b) we have little control over it.

c) it changes very little.

d) it is largely inherited.

______ 5. Which of the following is a cumulative risk?

a) not wearing a seatbelt

b) riding a bike without a helmet

c) eating a high-fat diet

d) abstaining from the use of alcohol

______ 6. Which of the following is most likely to be an unreliable source of health information?

a) an online chat room

b) an encyclopedia



22 • MHR • BLM 2-4

c) a medical school’s Internet site

d) a magazine written by health professionals

______ 7. Which of the following is NOT a good strategy when refusing to engage in arisky behaviour?

a) suggesting an alternative to the risky behaviour

b) threatening to tell an adult about the risky behaviour

c) walking away if the other person won’t take no for an answer

d) explaining that you won’t take part because your parents would not approve

______ 8. Which of the following is necessary for effective communication?

a) making sure your facial expressions and gestures reflect your verbal message

b) interrupting your speaker to ask questions

c) speaking in a sarcastic tone

d) using “You” messages to explain your point.

______ 9. Which of the following accurately describes setting and reaching a goal?

a) Punishment for failure is a better motivator than a reward for meeting a goal.

b) Check your progress periodically and make any necessary adjustments.

c) Breaking a goal down into smaller goals will only distract you.

d) Asking friends and family for help in reaching your goals is cheating.

______ 10.Your beliefs and attitudes about what is important and that help guide yourbehaviour are your

a) values

c) decision-making skills.

b) role models.

d) options.

B. Thinking and Inquiry

Directions: Answer the following questions on a sheet of paper.

1. Explain how being health literate helps you avoid being a victim of health fraud. Give examples.

2. Having good character can help you in refusing to engage in risky behaviours. How would you explain this so that a student in grade 5 will understand it?

3. List the five steps of the decision-making process and apply them to purchasing a newbicycle helmet.

4. Describe how a person’s actions and behaviours can affect the health of others. Give specific examples.

BLA

CK

LIN

E M

AS

TE

R 2

-4


MHR • BLM 2-4 • 23

C. Health Skills Application

______ 1. Conflict resolution is easier when both parties are willing to compromise.

______ 2. Any time you purchase or use a health product or service, you are a healthadvocate.

______ 3. Practising self-management means taking responsibility for your health andacting in specific ways that promote your wellness.

______ 4. Environmental factors that have a negative effect on your health includesmoking and not exercising.

______ 5. Health Canada routinely collects information that is used to monitor thehealth behaviours of teenagers.

______ 6. Examples of short-term goals would include finishing a project for Friday orcleaning your room.

______ 7. One influence on our health we cannot control is heredity.

______ 8. Lifestyle factors are personal behaviours and habits that affect you level ofhealth.

______ 9. The six primary traits of good character include trustworthiness, respect,and responsibility.

______ 10. Your feelings about yourself and how well you cope with stress are bothparts of your social health.

D. Communication

Directions: Answer the following questions on a sheet of paper.

1. Give an explanation of what health literacy is and why is it important.

2. Using a graphic organizer, describe the difference between risk factors and lifestyle factors.

3. Explain what good character has to do with conflict resolution.

4. How can good communication skills be an important part of health advocacy?

BLA

CK

LIN

E M

AS

TE

R 2

-4


24 • MHR • BLM 2-4

Documents

UNIT EXPECTATIONS - McGraw-Hill Education Canada · PDF file• Photocopy blackline masters. ... a goal-setting process to set a personal health goal and then consider how they might