canada’s food guide teacher observation with verbal ......factors that affect people’s food...
TRANSCRIPT
© 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
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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.
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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.
© Ophea 2019 | H&PE Curriculum Resources | Page 1
Grade: 7
Lesson: 2
Unit Name: Personal and External Factors and Influences
Lesson Title: Health Disorders
Curriculum Expectations
A1.6, D2.1, D3.1
Materials
Chart paper and markers
Highlighters (optional)
Teacher Resource: Anecdotal Recording Chart
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”.
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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.”
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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.
© Ophea 2019 | H&PE Curriculum Resources | Page 1
Grade: 7
Lesson: 3
Unit Name: Personal and External Factors and Influences
Lesson Title: Who’s Influencing You?
Curriculum Expectations
A1.6, D3.1
Materials
Chart paper and markers
Teacher Resource: Anecdotal Recording Chart
Learning Goals
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 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:
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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.
© Ophea 2019 | H&PE Curriculum Resources | Page 1
Grade: 7
Lesson: 4
Unit Name: Personal and External Factors and Influences
Lesson Title: Who’s Influencing You? Continued
Curriculum Expectations
A1.6, D3.2
Materials
5-10 sticky notes per pair
Chart paper with scenarios written on them
Markers
Teacher Resource: Anecdotal Recording Chart
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
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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?
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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.
© Ophea 2019 | H&PE Curriculum Resources | Page 1
Grade: 7
Lesson: 5
Unit Name: Personal and External Factors and Influences
Lesson Title: What Do You Have to Say?
Curriculum Expectations
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 demonstrate an understanding of personal and external
factors that affect people’s food choices and eating habits.
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:
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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
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o Impaired Driving: MADD
o Healthy Eating: Stop Marketing to Kids; Heart and Stroke Foundation