Sun West School Division

Grade 9 Health
Support Package

Jade Ballek Learning Coach Fall 2010 Draft Copy

Support Package Table of Contents

Teaching and Learning the Grade Perspective Goals 1, 2 and 3 (in chart format, I Can Statements) Sample Year Plan p. 5

p. 3 p. 4

Outcomes and Indicators (I Can Format with Resource Suggestions) Sample Unit Planning Table of Contents Template Sun West School Division Unit Planning Template

pp. 6 - 16 pp. 17 - 18 pp. 19

Note from Jade This is a work in progress and is no means a comprehensive year plan for your Grade 9 Health class. However, I have included some templates, checklists, and samples that I hope will help guide you through the planning process. Please feel free to email me if you have any questions! In return, I ask that you share some of your lessons, ideas, links, and assessments with me and your Sun West colleagues this year. I will both compile the resources and share your ideas with other teachers because I believe that by working together, we work smarter!

Teaching and Learning the Grade Perspective

The provincial health education curricula incorporate a specific perspective through which health understandings, skills, and confidences are acquired. Each year, students gain understandings, skills, and confidences from a different perspective: These perspectives exist as a continuum and the perspective for Grade 9 is promoting health. Students design and carry out three action plans (see outcome 9.12) that place them in the position of promoting health in their school and community. Health promotion is not limited to specific health opportunities, challenges, or behaviours. In Grade 9, students develop the understanding that many leading causes of death, disease, and disability can be significantly reduced by preventing behaviours that are initiated during youth and fostered by social and political policies and conditions.

Perspective
Promoting Health

How the Outcomes Relate to the Perspective

Promoting health, wellness, and safety in the community (9.1, 9.2, 9.5, 9.10, 9.11, 9.12) Facilitating healthy living for people living with/ stigmatized by chronic illness and noncurable infections (9.4, 9.8, 9.10, 9.11, 9.12) Addressing and responding to community health issues (i.e., Addictions, Tragic Death and Suicide, Effects of Residential Schools) (9.6, 9.7, 9.10. 9.11, 9.12) Analyzing norms, expectations, and personal insight in relationships (9.4, 9.9, 9.10, 9.11, 9.12)

Outcome Organization and Planning

Combine outcomes associated with Goal #1 for planning (see p. 25). Outcomes associated with Goal #2 are addressed in each unit of study. Outcome associated with Goal #3 is addressed in three different units of study. (Note: Requires three action plans.)

from the Ministry of Learning Grade 9 Health Curriculum

Goal #1: Develop the understanding, skills, and confidences necessary to take action to improve health.
USC 9.1 Develop informed conclusions about the importance of leadership skills and health promotion in healthy decision making. USC 9.5 Evaluate a variety of healthy food policies and plan to participate in the development, revision, and/or implementation of a healthy food policy (e.g., fundraising, feasts, canteen sales, extra-curricular events) in the community (e.g., home, school, arena, youth center). USC 9.6 Analyze the health, economic, and social supports and challenges of addictions (e.g., tobacco, shopping, alcohol, gambling, Internet, drugs) on self, family, community, and the environment. USC 9.7 Analyze tragic death and suicide as distressing community issues and appraise what supports and health promotions exist in the community to address these issues.

USC 9.2 Analyze how the well-being of self, family, community, and the environment is enhanced by a comprehensive, community approach to safety. USC 9.3 Interpret, critique, and question the stigma associated with individuals, families, and communities living with/affected by non-curable infections/diseases, including HIV/AIDS and Hepatitis C and for those who advocate for them. USC 9.4 Analyze the norms and expectations (e.g., community, cultural) associated with romantic relationships as a means to effectively plan for related health promotion.

USC 9.8 Assess the ways self, family, and community facilitate healthy living for people with chronic illness. USC 9.9 Develop and demonstrate the personal insight, motivation, and skills necessary to enhance and promote sexual health and avoid health-compromising sexual attitude

Goal #2: Make informed decisions based on health-related knowledge.

DM 9.10 Assess the role of health promotion in making healthy decisions related to comprehensive approaches to safety, non-curable infection/diseases, romantic relationships, healthy food policies, addictions, tragic death and suicide, chronic illness, and sexual health. DM 9.11 Analyze the health opportunities and challenges and establish personal health promotion goal statements related to comprehensive approaches to safety, non-curable infections/diseases, romantic relationships, addictions, tragic death and suicide, chronic illness, and sexual health.

Goal #3: Apply decisions that will improve personal health and/or the health of others.
AP 9.12 Design, implement, and evaluate three eight-day action plans that 4

demonstrate responsible health promotion related to comprehensive approaches to safety, non-curable infections/diseases, romantic relationships, healthy food policies, addictions, tragic death and suicide, chronic illness, and sexual health.

Sample Year Plan

Unit 1: Health, Wellness, and Safety in the Community 25 hours
Promoting health, wellness, and safety in the community

40% Goal 1 9.1, 9.2, 9.5 25% Goal 2 9.10, 9.11 35% Goal 3 9.12

Unit 2: Chronic Illness and Incurable Infections: Healthy Living 25 hours

Facilitating healthy living for people living with/ stigmatized by chronic illness and non-curable infections

40% Goal 1 9.4, 9.8 25% Goal 2 9.10, 9.11 35% Goal 3 9.12

Unit 3: Community Health Issues hours

40% Goal 1 9.6, 9.7 25% Goal 2 9.10, 9.11 35% Goal 3 9.13

25

Addressing and responding to community health issues (i.e., Addictions, Tragic Death and Suicide, Effects of Residential Schools)

Unit 4: Healthy Relationships hours

40% Goal 1 9.4, 9.9 25% Goal 2 9.10, 9.11 35% Goal 3 9.12

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Analyzing norms, expectations, and personal insight in relationships (9.4, 9.9, 9.10, 9.11, 9.12)

Health Promotion
USC 9.1 I can develop informed conclusions about the importance of leadership skills and health promotion in healthy decision making. How will I know when I get there? I can evaluate and respond to a variety of sources of and information about leaderships skills. I can examine local decisions that promote health. I can examine health-enhancing behaviours that have increased due to positive influence of health promotion. I can investigate and analyze examples of health promotion in my community. I can assess the leadership skills needed/used in health promotion and related decision making. I can examine how the factors of health are interconnected and need to be addressed when promoting the health of myself, family, community and environment. I can assess how the strategies of health promotion impact decision making and the health of me, my family, community and the environment. Suggested Resources: Healthy Active Living Text: Decision Making pg. XVII What is Wellness pp. 2-5, 14, 15 Maintaining Healthy Weight pp. 6-7 Health Canada pg. 12 Assessing the Nation pg. 13 Keeping Cardiovascular System Fit pp.50-51 Keeping Fit with a Disability p. 52 Web Links: Health Canada - The official site for Health Canada, the federal department which aims to help Canadians maintain and improve their health www.healthcanada.ca
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Pause to Play Developed by the Government of Ontario, this website contains information on how to get involved in sports and other activities. www.pausetoplay.ca Public Health Agency of Canada Health Promotion http://www.phacaspc.gc.ca/hp-ps/index-eng.php Canadas Physical Activity Guides http://www.phac-aspc.gc.ca/hp-ps/hlmvs/pag-gap/index-home-accueil-eng.php

Community Resources: Community Recreation Directory (Recreation Director)

Approaches to Safety
USC 9.2 I can analyze how the well-being of me, my family, community and the environment is enhanced by a comprehensive, community approach to safety. How will I know when I get there? I can evaluate and respond to sources of and information about safety in the community. I can use the appropriate language to discuss health approaches to safety. I can investigate internal and external signals of danger in situations within the community. I can assess and communicate effective strategies to respond to signals of danger in various situations. I can examine situations when personal safety may be in jeopardy. I can examine safe/unsafe practices in the community that endanger/enhance the well being of youth and analyze why these practices occur. I can investigate the safety promotion strategies in the community. I can investigate examples of comprehensive safety approaches. I can assess how assertiveness skills can help to protect myself, others, and the environment. I can examine how unsafe situations affect the physical, mental, emotional and spiritual well-being of myself & others. I can explore how safe environments support the building of me and my connections to others. I can analyze safety promotions/strategies that involve multiple partners, environments and supports. I can determine how safety approaches in the community are connected. I can propose how existing community safety promotions/strategies could be more widespread.

Suggested Resources: Healthy Active Living Text: Injury Prevention and Safety Chapter 9 (Connects to Phys Ed 9 Outcome 9.11) Conflict Resolution and Anger Management Chapter 16 Combatting Violence: Creating Safe Schools Chapter 17 Web Links: First Aid International Online quiz to assess your knowledge about First Aid http://www.firstaidinternational.com.au/quiz.php Community Resources:
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St. Johns Ambulance First Aid Course

Non-Curable Infections/Diseases
USC 9.3 I can interpret critique and question the stigma associated with individuals, families and communities living with/affected by non-curable infections/diseases and for those who advocate for them. How will I know when I get there? I can evaluate and respond to sources of and information about the provincial, national and international impact of HIV/AIDS & Hepatitis C. I can recognize and questions community prejudices. I can examine stigmas associated with non-curable infections/diseases. I can examine the impact of the stigmas associated with HIV/AIDS & Hepatitis C on the individual, the family and community. I can identify and question stigmas often attached to people who advocate for those infected with HIV & Hepatitis C. I can determine the effects of stigmas associated with people who help/advocate for people with non-curable infections/diseases. I can analyze how some non-curable infections are linked to risky behaviours not to particular groups of people and examine the stigma associated with risky behaviours. I can determine that risky behaviours are often more popular within vulnerable/marginalized populations and discuss why these populations may be at risk. I can examine health promotion strategies that reinforce and/or address the stigma associated with HIV/AIDS. Suggested Resources: Healthy Active Living Text: Think First STIs pp. 198 201 HIV/AIDS pp. 202 205 Web Link:
Public Health Agency of Canada - Guides for People Living with HIV/AIDS http://www.phac-aspc.gc.ca/aids-sida/info/guide-eng.php Gap Minder Search for information on HIV Aids under GapMinder World tab http://www.gapminder.org/

Video: Understanding HIV and AIDS This DVD offers valuable Grade 6, 7, 8, and 9 curriculum-appropriate information about HIV/AIDS through discussion with a group of youth who are learning about the virus. The program offers an ageappropriate explanation of the definition and biology of HIV, and means of
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infection, testing, treatment, and prevention. Understanding HIV and AIDS stresses that abstinence is the most effective way to prevent sexual transmission of the HI virus. Portions of this DVD could be used at each Middle Level grade to support the achievement of particular grade-level outcomes. The pdf version of the teachers guide is available from Media Group. http://videodb.mg.sk.ca

Romantic Relationships
USC 9.4 I can analyze the norms and expectations associated with romantic relationships as a means to effectively plan for related health promotion. How will I know when I get there? I can evaluate and respond to a variety of sources of and information about romantic relationships. I can compare how and why people become involved in romantic relationships in the past and present. I can categorize similarities and differences that exist among cultural norms and expectations regarding romantic relationships. I can determine how community and cultural norms might influence the personal standards and limits you set for dating relationships. I can assess my, my family & my communities expectations for dating. I can assess why some young people choose not to become involved in romantic relationships. I can examine how family, cultural and community expectations influence decisions of setting limits and agreeing to them early in romantic relationships. I can analyze how my family & community feel about relationship violence. I can analyze how the following might assist in planning to promote health: I can evaluate the assertiveness skills needed to set limits early in a dating relationship. I can examine how community norms might influence the support strategies available for healthy dating relationships. I can analyze the support strategies needed by someone who has experienced relationship violence. I can identify and practice the leadership skills needed to promote healthy dating relationships. Suggested Resources: Healthy Active Living Text Healthy Relationships pp. 188 - 189 Practice Communication Skills p. 191 Importance of Self-Esteem P. 192 Understanding the Health Risks pp. 194-195 Violence in Personal Relationships pp. 278 279
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Sexual Abuse and Dating Violence pp. 282 283

Healthy Food Policies

USC 9.5 I can evaluate a variety of healthy food policies and plan to participate in the development, revision and/or implementation of a healthy food policy in the community. How will I know when I get there? I can evaluate and respond to a variety of sources of and information about healthy food policies. I can compare examples of healthy food policies. I can investigate and document principles of healthy food policies. I can establish criteria for healthy food policies. I can investigate how Canadas Food Guide has changes over time, speculate on the reasons for the changes and determine possible effects on healthy food policies. I can analyze the influences on the development & implementation of healthy food policies. I can determine the leadership skills that can be used in promoting a healthy food policy. I can examine the existing food policies in the school and community. I can analyze the existing community/school food policies based on Canadas Food Guide and other reputable sources. I can determine and examine the actions/priorities that will bring about the greatest improvements to new and/or existing food policies. Suggested Resources: Healthy Active Living Text Nutrition and Healthy Eating Chapter 18 (connects to PAA Food Studies) Nutrition Labels and Healthy Eating Chapter 19 (connects to PAA Food Studies) Unhealthy Eating Habits p. 326 Dieticians p. 332 Web Links: Eating Well with Canadas Food Guide - In this DVD, three young people offer valuable information about Canadas Food Guide, eating healthy foods, reading labels on food products, and the importance of exercising. They also address the
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consequences of unhealthy eating. Specific information on healthy eating for First Nations people, vegetarians, vegans, both genders, and people of varying ages is provided. Portions of the DVD could be shown according to the outcomes supported at a particular grade level. The teachers guide is included on the DVD and is also available at www.mcintyre.ca. Available through Media Group: http://videodb.mg.sk.ca

Addictions
USC 9.6 I can analyze the health, economic, and social supports and challenges of addictions on myself, my family, community and the environment. How will I know when I get there? I can evaluate my knowledge in terms of what is known and what need to be learned about addictions. I can determine situations where youth may feel pressured/tempted to smoke or chew tobacco, drink, gamble or use drugs. I can evaluate and respond to sources of and information about addictions. I can determine and practise the communication skills necessary to clarify personal standards about addictions. I can examine possible consequences of addiction on the health of myself, my family or community. I can investigate how addictions affect the well-being of the environment. I can distinguish between the responsible and irresponsible use of traditional, prescription and over-the-counter drugs. I can assess family and community norms and expectation regarding addictions. I can assess community supports and services related to addictions. I can evaluate laws pertaining to tobacco, alcohol, drug use and gambling. I can explore and describe the strengths within my family and cultural heritage and of the struggles and challenges my family and ancestors have faced related to addictions. Suggested Resources: Healthy Active Living Text Types of Drugs and their Effects Chapter 13 Tobacco and Alcohol Chapter 14 Marijuana and Other Illegal Drugs Chapter 15
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Video: Not a Game - Designed as a warning of the dangers related to drug use, this short program graphically portrays the harsh realities of using crystal meth. Addicts share their painful experiences, and a medical doctor bluntly discusses the extensive physical damage that the drug can cause. Not a Game also films an educator and her class as they discuss strategies for saying no to drugs and youth who were offered drugs and were able to refuse them. Note: Parts of the program may be disturbing for some viewers. http://videodb.mg.sk.ca (Media Group)

Tragic Death & Suicide

USC 9.7 I can analyze tragic death and suicide as distressing community issues and assess what supports and health promotions exist in the community to address these issues. How will I know when I get there? I can evaluate and respond to a variety of sources of and information about tragic death and suicide. I can express insights regarding community beliefs about suicide. I can investigate and articulate warning signs of suicide. I can analyze the factors that may increase the risk of suicide. I can discuss the impact of suicide and tragic death on the well-being of an individual, family and community. I can investigate and communicate Saskatchewan and Canadian trends in teen suicide and tragic death. I can investigate local and provincial health promotions to reduce tragic death and suicide. I can recognize strategies to prevent or reduce the risk of a suicide attempt. I can examine ways to support myself if contemplating suicide. I can communicate a list of community and/or provincial agencies or organizations that provide support for those considering suicide or coping with the tragic death of a friend or family member. I can illustrate the healing that is necessary for myself, family and community when a tragic death or suicide occurs. Suggested Resources:
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Video: Friends Left Behind When a Saskatchewan youth commits suicide, three teens who are left behind have to deal with the aftermath of the tragedy. Based on a true story, this video explores the teens guilt, regret, fear, and sense of loss as they share what they experienced and the kind of support that they needed. Note: There is an error at the beginning of the program where the first few minutes are repeated. www.kineticvideo.com

Teds Story: Honouring Melissa - Teds Story: Honouring Melissa is a documentary that tells of Ted Grosss drunk-driving conviction after he took Melissa Hoevings young life. The documentary presents a balanced view of a tragedy that made headlines across Saskatchewan, taking viewers beyond a sad story to a realm of hope, redemption, and forgiveness. Not only does the film chronicle the lives of Ted and his family, but also the family and friends of Melissa, who share their grief and their feelings about Ted. http://videodb.mg.sk.ca (Media Group)

Chronic Illness
USC 9.8 I can assess the ways I, my family & community facilitate health living for people with chronic illness. How will I know when I get there? I can evaluate and respond to a variety of sources of and information about chronic illness. I can explore personal thoughts, feelings and questions about chronic illness. I can discuss causes, symptoms, treatment and prognosis of studentidentified chronic illnesses. I can analyze and question the stereotypes associated with people infected with/affected by chronic illness. I can examine the similarities and difference between acute and chronic illness. I can investigate how people affected by chronic diseases are the same/different from others. I can examine the disabilities associated with particular chronic illnesses. I can investigate agencies, organizations and other sources of support for people who live with chronic illness. I can examine the challenges that exist in the community for people who are infected with/affected by chronic illness and propose possible solutions.
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I can examine the needs of individuals and families living with chronic illness. I can appraise the in/formal community supports and health promotions and services for individuals and families living with chronic illness. Suggested Resources:

Web Links: Public Health Agency of Canada Infectious Disease http://www.phac-aspc.gc.ca/cd-mc/index-eng.php

Sexual Health
USC 9.9 I can develop and demonstrate the personal insight, motivation and skills necessary to enhance and promote sexual health and avoid health-compromising sexual attitudes and behaviours. How will I know when I get there? I can examine my attitude about sexual health. I can acquire knowledge that is appropriate to my sexual health needs including: An informed understanding of sexuality Prevention of sexual health problems, including pregnancy and sexually transmitted infections Enhancement of sexual health I can analyze abstinence as the healthiest and safest sexual choice you young people. I can discuss sexual health choices that reduce the risk of healthcompromising consequences. I can assess how to raise, discuss and negotiate sexual health issues with partners.
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I can evaluate the potential outcomes of sexual attitudes and behaviours. I can determine how attitudes and behaviours may interfere with or enhance sexual health. I can clarify personal standards that influence sexual health decisions. I can examine the strategies of personal commitment that are required to commit to my standards/decisions related to health sexual behaviour. I can articulate the influence of alcohol and other drugs on sexual attitudes and behaviours. I can determine the benefits of taking action to enhance sexual health and prevent/reduces sexual health problems. I can use my understandings and knowledge to promote sexual health with family, friends, partners and the community. I can determine the behaviours and local resources/supports that can help to attain positive sexual health outcomes. I can establish a common and informed understanding of differences that exist in relation to sexuality and determine what differences are respects and protected in Canadian Human Rights legislation. Suggested Resources: Healthy Active Living Text Human reproduction, Sexuality and Intimacy Chapter 10 pp.154 167 (connects to Grade 9 Science unit on Reproduction) Sexuality Chapter 11 (portions) Sexual Orientation p. 178 Canadian Human Rights Codes p. 179 Gender, Sex and the Media pp. 182 183 Intimacy and Sexual Decision Making Chapter 12

Decision Making
DM 9.10 I can assess the role of health promotion in making healthy decisions related to comprehensive approaches to safety, non-curable infection/diseases, romantic relationships, healthy food policies, addictions, tragic death and suicide, chronic illness and sexual health. I can discuss the role of health promotion in decision making. I can review the factors of health and the health action policies as important aspects of health promotion. I can examine the health promotion needed in local community. I can generate strategies/alternatives to promote health in their community. I can establish criteria and use them to evaluate strategies/alternatives. DM 9.11 I can analyse the health opportunities and challenges and establish personal health promotion goal statements related to comprehensive approaches to safety, non-curable infection/diseases,
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romantic relationships, healthy food policies, addictions, tragic death and suicide, chronic illness and sexual health. I can assess my skills for the purposes of promoting health. I can discuss processes used to set goals and make decisions that promote health. I can create a health promotion goal statement that addresses health challenges and/or embraces health opportunities. I can evaluate goal statements to ensure that they are clear, specific, measurable and achievable.

Suggested Resources: Healthy Active Living Text Decision Making pg. XVII

Action Plan
AP 9.12 I can design, implement, and evaluate three eight day action plans that demonstrate responsible health promotion related to comprehensive approaches to safety, non-curable infection/diseases, romantic relationships, healthy food policies, addictions, tragic death and suicide, chronic illness and sexual health. I can discuss the elements of effective action planning for health promotion. I can plan the required steps to complete the health promotion action plans. I can distinguish and use criteria to assess the design elements of health promotion action plans. I can develop and use criteria to evaluate the implementation of health promotion action plans.
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I can recognize and establish the supports necessary to implement the health promotion action plans. I can apply the steps necessary to achieve self-selected healthenhancing goals.

Suggested Resources: Healthy Active Living Text Pages 108-109 Curriculum Document
Page 31 Template for Action Plan

Unit 1: Health, Wellness, and Safety in the Community

USC 9.1 I can develop informed conclusions about the importance of leadership skills and health promotion in healthy decision making. USC 9.2 I can analyze how the well-being of me, my family, community and the environment is enhanced by a comprehensive, community approach to safety. USC 9.5 I can evaluate a variety of healthy food policies and plan to participate in the development, revision and/or implementation of a healthy food policy in the community. DM 9.10 I can assess the role of health promotion in making healthy decisions related to comprehensive approaches to safety, non-curable infection/diseases, romantic relationships, healthy food policies, addictions, tragic death and suicide, chronic illness and sexual health. DM 9.11 I can analyse the health opportunities and challenges and establish personal health promotion goal statements related to comprehensive approaches to safety, non-curable infection/diseases, romantic relationships, healthy food policies, addictions, tragic death and suicide, chronic illness and sexual health. AP 9.12 I can design, implement, and evaluate three eight day action plans that demonstrate responsible health promotion related to comprehensive approaches to safety, non-curable infection/diseases, romantic relationships, healthy food policies, addictions, tragic death and suicide, chronic illness and sexual health. (see individual pages for a complete listing of indicators)

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Unit 40% 25% 35% Date

Assessment: Goal 1 9.1, 9.2, 9.5 Goal 2 9.10, 9.11 Goal 3 9.12 Lesson Activity (Learning Activity) Assessmen t (f/s) Outco me Link SelfReflectio n

Lesson Activities/Assessments

**See Curriculum pages 25, 26, and 27 for suggested Learning Activities

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Unit Plan Template

Teach er Subject Grad e Unit /Theme Date Timelin e

Big Ideas/Key Questions/Essential Understandings

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Outcomes

Concepts/Knowledge (nouns)

Skills (verbs)

Pre-Assessment Plan

Formative Assessment Plan

Summative Assessment Plan

Instructional Strategies/Activities

Differentiated Strategies

Materials/Resources/FNMI

Reflection:

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