Page 104 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Grade 9, Open
C1. Understanding Health Concepts
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Healthy Eating
C1.1 explain how active living and healthy eating contribute to a person’s physical health and mental, emotional, and spiritual well-being, and describe the benefits of a holistic approach to health (e.g., provides more energy, helps body develop to full physical potential, increases self- esteem) [PS, CT]
Teacher prompt: “Health is holistic in nature, which means that there is a strong connec- tion between our physical health and our mental, emotional, and spiritual well-being. For example, eating healthy food, being physically active, and getting a good night’s sleep all support healthy growth and development and also help us deal with the effects of stress. Numerous studies also show that regular physical activity can relieve symptoms associ- ated with anxiety and depression.”
Personal Safety and Injury Prevention
C1.2 demonstrate an understanding of the benefits and risks of using electronic communication technologies (e.g., easy access to useful information and entertainment but also to harmful or undesirable information and entertainment, such as pornography; enhanced ability to stay in touch with friends but also increased possibility of exposure to sexual predators, bullying, and sexting; ability to communicate one’s thoughts and creative efforts to the rest of the world but also increased potential for loss of privacy), and describe strategies that they can apply to ensure their safety while using these technologies [IS, CT]
Teacher prompt: “What things do you need to be aware of when using online communi- cation technologies?”
Student: “You need to be aware that it is easy to lose control of private information. People you chat with online may not be who they say they are and could be dangerous. Things you say online can be taken out of context and could spin out of control. People can easily bully others online.”
Teacher: “What can you do to protect yourself?”
Students: “Remember that any information you post online is public. Think before you act. The safest approach is to chat online only with people you know and trust. If you do chat with people you have not met, use an online nickname instead of your real name, don’t give out any personal information or other identifying information such as photos or videos, and don’t talk about private matters, including sex.” “Be respectful online, respect others’ privacy, and avoid sharing or posting any images without consent.”
“If someone is being abusive online or through texting, you can be assertive and stand up for yourself or others. However, if a situation is not going well, it is better to end the contact rather than risk having the matter escalate. If there is a problem, get help. Use safe and anonymous reporting lines set up by the school or community to report abusive incidents, such as sharing of sexual images without consent.” “Use an Internet security program to protect your computer from online threats. Use passwords that can’t be fig- ured out easily, and never share your passwords.”
Substance Use, Addictions, and Related Behaviours
C1.3 demonstrate an understanding of resilience and related protective and risk factors, and explain how these can affect choices related to substance use and addictions [PS, CT]
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