Page 142 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Grade 11, 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 describe the impact of various diseases and health conditions (e.g., Crohn’s disease, celiac disease, diabetes, cancer, anemia, allergies and food sensitivities, vitamin deficiency) on nutrient requirements, food choices, and meal planning
Teacher prompt: “How can different diseases affect what you choose to eat? For example, how does Type 1 diabetes affect a person’s food intake?”
Student: “People with Type 1 diabetes have to manage their diets so that the amount of carbohydrates they consume, like sugar and starch, is in balance with the other nutrients that they need and their insulin levels. They also have to be careful about the size of the portions they eat and the timing of their meals. All of these factors are important for managing their insulin dosage and controlling their blood sugar.”
Personal Safety and Injury Prevention
C1.2 identify behaviours and actions that can lead to adolescent injuries or death, and explain the factors that can influence adolescents to engage in or refrain from potentially harmful or dangerous behaviour [PS]
Teacher prompt: “Learning about taking risks is a natural part of youth development. One way to learn how to do so safely is to practise taking risks within a safe setting, where there are safety measures in place. Trying something like wall-climbing in a certified gym is an example of this. It’s also important to learn how to think about risks and make safe decisions. What might influence someone to engage in behaviour that involves a risk of harm to themselves or others? What are some things that can help you make safer decisions?”
Student: “You might do things that involve risk because of peer pressure, lack of knowledge, excessive competitiveness, the desire for status seeking, or impaired judgement as a result of alcohol or other substance use. Things that help you make safer decisions include education and training, having clear personal goals, and pre-planning what you might do when someone suggests taking part in an activity that could put you at risk. Peer influence can also be a positive factor if it prevents you from doing something unsafe.”
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Teacher prompt: “What are some examples of things you can do to stay safe in a variety of situations?”
Students: “Don’t drive while impaired; avoid street racing and stunt riding. Don’t drive a snowmobile on thin ice.” “Avoid binge drinking, drug use, or mixing substances (including energy drinks) with alcohol.” “Use protection if you are sexually active.” “Wear protective gear and be aware of safety when being physically active. Always report concussion symptoms.” “If you are getting a tattoo or piercing, check for hygiene and safety. Use sun protection, don’t stay out too long in the sun, and avoid tanning beds (which are illegal for people under 18).” “Always get adequate training and use protective equipment with potentially dangerous work.” “Carry and use proper medication for serious conditions like anaphylaxis or diabetes, and always take the correct dosage.”
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