Grade 11 Healthy Active Living Education Additional Supports ...

More documents

Recommendations

Info

• Web site links and teaching learning strategies to support integration of technology into the course; • Modules on: � Healthy Relationships and Sexuality � Positive Mental Health and Stress � Violence and Risk Taking Behaviour The Grade 11 Healthy Active Living Education (PPL30) Course Profiles have developed course overviews and teaching learning strategies for one unit. In the Public Course Profile, Unit 3 -Healthy Living is developed. In the Catholic Course Profile, Unit 5 - Mental Health and Stress is developed. The supplementary materials are labeled ÒTeacher ResourceÓ or ÒStudent WorksheetsÓ. Labeled as teacher resources, you will find background information about health topics, answer sheets to quizzes and worksheets, additional teaching/learning strategy suggestions and suggestions for framing lessons. Labeled as student worksheets, you will find task cards, copy ready materials for students to fill out, homework sheets to reinforce information, assignments and assessment tools. How to use the Additional Supports Healthy Living Supplementary Material 1. Read the course profile. 2. Check the supplementary material to find additional supports for the teaching/learning strategies. Links to the profiles are noted at the top of each supplementary page. The same referencing system was used with the grade 9 and 10 Health and Physical Education support material produced by OPHEA and partners in 2000. Each piece of supporting material is linked to a specific Unit, Activity and Teaching/Learning Strategy in both the Public and Catholic profiles. 3. Print or download and adapt the material for use in the classroom. The materials are posted in Word 6.0 and as pdf files. This material is designed to help teachers implement the new Grade 11 secondary school curriculum. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste and otherwise adapt this material for educational purposes. Grade 11 Healthy Active Living Education Supplementary Material (PPL30) Page 2
Teaching Health Education The Healthy Living units in the Catholic and Public grade 11 course profiles provide students with opportunities to acquire and discuss information related to healthy living. Due to the nature of the health topics, teachers should be aware of and be sensitive to studentsÕ needs, individual life circumstances, cultural beliefs, and values. Teachers should consider investigating appropriate community counselling and support services that are available for students and consider booking speakers from community agencies. Teachers should use a variety of media products when appropriate and read/preview them carefully for the presentation of accurate and up-to-date information. Role plays and scenarios are useful tools for students to practise living skills. Teachers should develop scenarios that are realistic and reflect studentsÕ needs. Where appropriate, teachers should be aware of the legal implications and the consequences of policies related to the health topics being presented. The teacher should frame each lesson by identifying the learning expectations and connecting and clarifying the assessment/evaluation strategies to ensure students have clear targets to work towards. Develop some tone setting activities to help students get to know each other, identify classroom expectations, and establish rules for discussion at the beginning of each healthy living activity. To facilitate class discussions about sensitive issues, teachers should be aware that their own deeply held beliefs, and those of their students, may be challenged. Preparation for such discussions requires thoughtful, sensitive consideration to ensure balanced leadership by the teacher and respect for the various points of view, which may be expressed. The role of the teacher is not to determine a ÒcorrectÓ position, but rather to ensure the provision of a positive, respectful, and supportive learning environment, which will encourage students to share their responses, explore issues, and express their concerns. Teachers should not offer personal opinions regarding belief systems. To ensure supportive and respectful dialogues, teachers should prepare students in understanding the concept of Òpoint of view.Ó As students experience opportunities to hear and explore diverse viewpoints, some of which may conflict with their own, the teacher can guide the development of the critical thinking skills necessary to expand perspectives. Teachers are encouraged to set the tone before beginning discussions regarding sensitive issues. Clear Òground rulesÓ for discussion with students should be established, taking the following into consideration: • everyone has the right to think what he/she wants; no one should try to take this right away • many different viewpoints may arise during discussions Grade 11 Healthy Active Living Education Supplementary Material (PPL30) Page 3
Page 1: Grade 11 Healthy Active Living Educ
Page 5 and 6: Sharon Broughton, Toronto Public He
Page 7 and 8: Healthy Relationships and Sexuality
Page 11 and 12: 8. Women who smoke are more likely
Page 15 and 16: Grade 11 Healthy Active Living Educ
Page 21 and 22: ii) Alcohol The use of alcohol: •
Page 23 and 24: • progesterone released by the ov
Page 25 and 26: Nutrition Matters. Women, Folic Aci
Page 31 and 32: Prenatal � Best Start Community A
Page 35 and 36: D. What issues do people need to de
Page 39 and 40: Grade 11 Healthy Active Living Educ
Page 41 and 42: Trust Trust is the foundation of a
Page 47 and 48: o Fair Fighting (Arguments are a no
Page 49 and 50: Adapted with permission from "Ontar
Page 51 and 52: Issues for Discussion (Teacher Note
Page 53 and 54:
STAGES DISCUSSION TOPICS TALK TO YO
Page 55 and 56:
homophobia can decrease the person
Page 57 and 58:
Student Resource (Prevention Activi
Page 59 and 60:
Healthy Relationships and Sexuality
Page 61 and 62:
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Positive Mental Health and Stress P
Page 71 and 72:
A psychologist named Abraham Maslow
Page 73 and 74:
10. When sad things happen to me or
Page 75 and 76:
These scores reflect the strength w
Page 77 and 78:
Teacher Resource (Overheads) Mental
Page 79 and 80:
Teacher Resource (Overheads) Mental
Page 81 and 82:
Other Changes New Home Parents Rema
Page 83 and 84:
Coping Mechanisms The following are
Page 85 and 86:
Page 87 and 88:
Page 89 and 90:
Page 91 and 92:
Page 93 and 94:
Page 95 and 96:
Page 97 and 98:
Initiative Approach to Learning Do
Page 99 and 100:
Media Creation -appropriate medium
Page 101 and 102:
• information demonstrations may
Page 103 and 104:
Guided Imagery/Visualization To ach
Page 105 and 106:
Page 107 and 108:
Page 109 and 110:
Teacher Resource (Overheads) What i
Page 111 and 112:
Page 113 and 114:
Teacher Resource (Overheads) Effect
Page 115 and 116:
Teacher Resource (Overheads) Stage
Page 117 and 118:
Page 119 and 120:
Page 121 and 122:
Page 123 and 124:
Page 125 and 126:
Resource (Worksheet). Each group wi
Page 127 and 128:
Page 129 and 130:
Page 131 and 132:
Page 133 and 134:
Page 135 and 136:
Page 137 and 138:
Teacher Resource (conÕt) Mental He
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
8. MYTH Youth who have made suicide
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Recently she burned herself badly a
Page 151 and 152:
Page 153 and 154:
Page 155 and 156:
Grade 11 Health and Physical Educat
Page 157 and 158:
Violence and Risk Taking Behaviour
Page 159 and 160:
Page 161 and 162:
Media Creation -appropriate medium
Page 163 and 164:
Page 165 and 166:
-they lack information regarding le
Page 167 and 168:
Parental Abuse/Neglect • past par
Page 169 and 170:
Page 171 and 172:
� dishonesty or deceitfulness �
Page 173 and 174:
Student Resource (Worksheet- Case S
Page 175 and 176:
Student Resource (Worksheet- Case S
Page 177 and 178:
� call police � be familiar wit
Page 179 and 180:
Page 181 and 182:
Page 183 and 184:
Page 185 and 186:
• there is a sense of security be
Page 187 and 188:
Using Children • making partner f
Page 189 and 190:
Page 191 and 192:
The following is a list of the type
Page 193 and 194:
• ÒIn Love and in Danger: Dating
Page 195 and 196:
Page 197 and 198:
Page 199 and 200:
Self/Peer Assessment: 1. Use the fo
Page 201 and 202:
Environmental Supports • Youth Dr
Page 203 and 204:
Understanding Risk Taking Behaviour
Page 205 and 206:
Page 207 and 208:
Page 209 and 210:
Page 211 and 212:
Page 213 and 214:
Skipping School • Do not have to
Page 215 and 216:
4. Violence and Risk Taking Behavio
Page 217 and 218:
Policy/Law Impact on Health Driving
Page 219 and 220:
Page 221 and 222:
Smoking Help Line: 1-877-513-5333 T
Page 223 and 224:
5. Respond and Rotate Assessment Ac
Page 225 and 226:
Smoking Alcohol Illegal drugs Home
Page 227 and 228:
Scenario 7: You are hanging out at
show all

Grade 11 Healthy Active Living Education Additional Supports ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?