| Grade 5: Healthy Living |
Achievement
Level
|
|
Overall Expectations
|
1
|
2
|
3
|
4
|
| •analyse information that has an impact on healthy eating
practices (e.g., food labels, food guides, care-of-teeth brochures); |
|
|
|
|
| •describe physical, emotional, and interpersonal changes
associated with puberty; |
|
|
|
|
| •apply strategies to deal with threats to personal safety
(e.g., in response to harassment) and to prevent injury (e.g., from physical
assault); |
|
|
|
|
| •identify the influences (e.g., the media, peers, family)
affecting alcohol use, as well as the effects and legalities of, and healthy
alternatives to, alcohol use. |
|
|
|
|
|
Specific Expectations
|
|
|
|
|
| Healthy Eating |
|
|
|
|
| •explain the purpose and function of calories and the
major food nutrients; |
|
|
|
|
| •identify critical content information on food labels
(e.g., ingredients, calories, additives, fat content); |
|
|
|
|
| •describe the influence of the media on body image (e.g.,
shape and size); |
|
|
|
|
| •explain how changes in our bodies sometimes affect our
eating habits (e.g., increased appetite during growth spurts); |
|
|
|
|
| Growth and Development |
|
|
|
|
| •identify strategies to deal positively with stress and
pressures that result from relationships with family and friends; |
|
|
|
|
| •identify factors (e.g., trust, honesty, caring) that
enhance healthy relationships with friends, family, and peers; |
|
|
|
|
| •describe the secondary physical changes at puberty (e.g.,
growth of body hair, changes in body shape); |
|
|
|
|
| •describe the processes of menstruation and spermatogenesis; |
|
|
|
|
| •describe the increasing importance of personal hygiene
following puberty; |
|
|
|
|
| Personal Safety and Injury Prevention |
|
|
|
|
| •explain how people's actions (e.g., bullying, excluding
others) can affect the feelings and reactions of others; |
|
|
|
|
| •apply strategies (e.g., anger management, assertiveness,
conflict resolution) to deal with personal-safety and injury-prevention
situations (e.g., swarming, threatening, harassment); |
|
|
|
|
| Substance Use and Abuse |
|
|
|
|
| •describe the short- and long-term effects of alcohol
use and abuse; |
|
|
|
|
| •apply decision-making skills to make healthy choices
about alcohol use, and recognize factors (e.g., the media, family members,
friends, laws) that can influence the decision to drink alcohol; |
|
|
|
|
| •demonstrate resistance techniques (e.g., avoidance,
walking away) and assertiveness skills (e.g., saying no) to deal with peer
pressure in situations pertaining to substance use and abuse. |
|
|
|
|
| Student Name: |
|
|
|
|