Page 108 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Grade 9, Open
C3. Making Connections for Healthy Living
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
have had difficulty finding information about sexual health that meets my needs. People think that because I’m in a wheelchair, I don’t need this kind of information, but that’s not true!”
Teacher: “One of the best ways to take care of your sexual health is to do some thinking in advance about your health and safety and also about your needs, your values, and your limits when it comes to sexual activity. It is important to think about what you are comfortable with and what you are not comfortable with at this point in your life. This can include choosing not to be sexually active. Thinking about your sexual health involves planning for a regular medical check-up, regular breast or testicular self-examinations, and STI and Pap tests if you are sexually active. Another part of thinking in advance to take care of your sexual health involves collecting information. For example, you need information about what’s involved in using condoms – checking the expiry date on the box, learning how to put one on, and planning for the possibility of one breaking. That’s the medical side of thinking about your sexual health. What about the emotional side? How does thinking ahead help you when you need to make decisions about sex?”
Student: “Thinking in advance about your sexual health and about being sexually active means reflecting on your own values, your priorities, and your situation. If you’ve done this thinking, you’ve considered your health and safety and also focused on understand- ing yourself and what’s best for you. It’s helpful to think things through for yourself in advance, before you have to make a decision ‘in the moment’.”
Teacher: “How are a healthy eating plan, a physical activity or fitness plan, and thinking ahead about your sexual health connected?”
Student: “They’re all related to how I care for my body physically, but also how I care for myself as a whole. They reflect how I feel about myself as well as the personal values I have developed and my cultural values. Healthy eating, physical activity, and a good understanding of sexual health all contribute to good physical and mental health and to my sense of well-being.”
By the end of this course, students will:
Healthy Eating
C3.1 analyse the influence of social and environmental factors on food and beverage choices (e.g., financial status, culture, religion, media influence, peer influence, family food traditions, accessibility of different kinds of food, restaurant choices, proximity to where food was produced, environmental impact of food production methods) [IS, CT]
Teacher prompt: “What are some social and environmental factors that affect a person’s food choices?”
Students: “Families in which the adults work long hours may have less time for meal planning and preparation. It can be harder to make healthy choices when you have less time and less money.” “Things like food production, transportation, and packaging can have a serious impact on the environment. To reduce my carbon footprint and other en- vironmental impacts, I try to choose local fresh foods.” “I belong to an Inuit family that lives in the city. I haven’t grown up eating traditional foods such as game and arctic fish. Because these foods are important to our culture, I would like to learn about them and ways of preparing them.” “Food choices may not be the same in every part of Ontario because of differences in the kinds of foods that can be produced in or easily shipped
to different areas, like the Far North, rural areas, or cities.”
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