| Division: Junior |
Subject: Health & Physical
Education |
Strand: Healthy Living |
Overall Expectations
| Grade 4 |
Grade 5 |
Grade 6 |
- explain the role of healthy eating practices, physical
activity, and heredity as they relate to body shape and size
- use living skills to address personal safety and injury
prevention
- identify the influences (e.g., the media, peers, family
members) affecting the use of tobacco, as well as the
effects and legalities of, and healthy alternatives to,
tobacco use
|
- analyse information that has an impact on healthy eating
practices (e.g., food labels, food guides, care-of-teeth
brochures)
- 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
|
- explain how body image and self-esteem influence eating
practices
- use basic prevention and treatment skills (e.g., basic first
aid) to help themselves and others
- identify the influences (e.g., the media, peers, family)
affecting the use of cannabis and other drugs, as well as
the effects and legalities of, as well as healthy alternatives
to, cannabis and other drugs
|
Virtues & Themes: Possible Connections
Theological Virtue: Love
The theological virtue of love is God’s gift to us at Baptism. The gift of Christian love transforms the
character of our will, with a disposition to love God above all things and to love others as God loves them.
This was the great insight of St. Thérèse, who said, we have been made by love for love. |
We have been created in love to live in love - of God, neighbour and self. We are called to practice this love by caring for our bodies with good food, practicing safety, and using medicines and drugs properly. We can share this love by teaching our friends and family members these same practices. All these things can be signs of our love for God, who gave us the gift of life, for ourselves, and for our neighbours. |
Cardinal Virtue: Temperance
Temperance implies behaviour that is in moderation and stays away from excesses. For example: forming healthy friendships, … moderation in eating and drinking... so that we can live a fully human life as God intended for us in Christ. |
Temperance is about practicing healthy balance in our lives - in the food we eat, in our relationships, and in the substances we ingest. God created us to live a fully human life. Practicing the virtue of temperance will help us move toward this goal in our lives. |
Catholic Character Theme: Reverence
We look on all human persons with great reverence. We are God’s masterpieces, made in the divine image
and likeness. |
As Christians, we are challenged to treat God's gift of ourselves with reverence. To do this, we must learn to recognize the influences that can adversely affect the way that we care for ourselves and for others. This includes unrealistic body images portrayed in the media, poor information from peers about dangerous behaviour, understanding the signs of an abusive relationship, becoming aware of the harmful effects alcohol, tobacco and drugs on our lives. Analyzing and questioning these influences will help us make healthy and wise choices, with reverence for the precious gift of one another's lives. |
Catholic Character Theme: Stewardship
Stewardship is about caring God’s gifts entrusted to us. We are called to be good stewards of our talents, our bodies, our souls… |
As stewards of God’s special gift of our bodies, we recognize the importance of healthy eating, adopting an active lifestyle and making wise choices based on thoughtful analysis and decision-making. Adopting a healthy lifestyle will influence others to be good stewards of their bodies as well. |
Support Resources
| Journey Activities |
| Grade 4 |
Grade 5 |
Grade 6 |
CGE 1e – A Discerning Believer: Speaks the language of life … ”recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is
called to protect and cherish it.” |
CGE 4a – A Self-Directed, Responsible, Lifelong Learner: Demonstrates a confident and positive sense of self and respect for the dignity and welfare of others.
|
CGE 4g – A Self-Directed, Responsible, Lifelong Learner: Examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities. |
Students will:
- Examine ways in which first and
second hand smoke harm the gift of
life which God has given us.
- List ways in which we can protect ourselves against
second hand smoke.
- Create posters that reflect a message of how tobacco
affects a healthy body.
|
Students will:
- Discuss how bullying affects the development of a positive
sense of self.
- Review parables that demonstrate ways in which Jesus dealt with threatening or harmful situations.
- List positive ways to deal with situations where someone
may threaten them or a friend.
|
Students will:
- Reflect on how God’s people are made up of many different sizes, shapes, colours and characteristics.
- Discuss the influences other people have on us in
creating our own values.
- Create a shield highlighting their personal achievements and aspirations.
- Discuss the impact of family and culture on eating habits.
|
Curriculum Frameworks
http://www.eoccc.org/onlinefw/onlineframeworks.html |
Grade 3-4
Framework 1. Theme: Community and the Common Good
Framework 2. Theme: Peace
Framework 3. Theme: Mystery, Wonder & Awe
Framework 4. Theme: Stewardship for Creation
Framework 5. Theme: Love & Justice
Framework 6. Theme: Hope |
Grade 4
Framework 1. Theme: Love and Justice
Framework 3. Theme: Mystery, Wonder & Awe |
Grade 4-5
Framework 3. Theme: Peace
Framework 4. Theme: Dignity of the Human Person
Framework 5. Theme: Human Rights and Responsibilities |
Grade 5
Framework 4. Theme: Human Rights and Responsibilities
Framework 5. Theme: Stewardship for Creation |
Grade 5-6
Framework 1. Theme: Dignity of the Human Person
Framework 3. Theme: Community and the Common Good
Framework 5. Theme: Mystery, Wonder & Awe |
Grade 6
Framework 1. Theme: Mystery, Wonder & Awe
Framework 4. Theme: Human Rights and Responsibilities
Framework 6. Theme: Dignity of the Human Person |
Grade 6-7
Framework 1. Theme: Love & Justice
Framework 4. Theme: Dignity of the Human Person
Framework 5. Theme: Mystery, Wonder & Awe |
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