Page 168 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

Grade 11, College Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | Health and Physical Education
Teacher prompt: “The built environment includes things people have made, such as
our homes, roads, parks, public recreation facilities, trails, and schools. Give an example of modifications to the built environment that can have a positive impact on both our health and the environment.”
Student: “Having things in the community that support active transportation, such as walking paths, bike lanes, crosswalks, and bike racks, can benefit our health and the environment because they help to reduce air pollution and provide more opportunities for physical activity.”
A3.2 describe a variety of personal practices and local programs that are environmentally respon- sible (e.g., using active transportation; programs promoting green alternatives and green living, tobacco-free living, eating locally), and explain how they can also benefit personal health
Teacher prompt: “Many initiatives by individuals and local groups are helping to make our society more environmentally responsible. Provide some examples of these initiatives that also have important health benefits.”
Students: “Initiatives that promote eating local produce help to reduce greenhouse gas emissions, because local produce requires much less transportation. Because vegetables and fruit from local sources can be allowed to ripen before they are picked and can be consumed shortly after being harvested, they are usually more nutritious.” “Community initiatives that increase the amount of green space can also increase the opportunity for physical activity. Exposure to the natural environment gives most people a greater sense of well-being.”
A3.3 identify school and workplace conditions (e.g., poor air quality, overcrowding, noise, poor lighting, hygiene problems, poor quality of machinery and equipment, inadequate inspection or maintenance of machinery and equipment) that could have harmful effects on personal health and safety (e.g., industrial and vehicular accidents, falls, cuts, burns, carpal tunnel syndrome, electrocution), and describe ways to make school and workplace environments healthier and safer (e.g., install active workstations with equipment like treadmill desks to reduce health risks of sedentary behaviour)
Teacher prompt: “A school’s physical environment includes the school building and grounds, routes to and from the school, and materials and equipment used in school programs. What steps could you take at your school to make the physical environment safer and healthier?”
Students: “If we organize a school-wide cleanup day, we could report any hazards
that we happen to find to our teachers or school administrators.” “Our school is applying for EcoSchools certification. One of our projects involved planting new trees around the schoolyard. The trees will remove carbon dioxide from the air. They will also provide shady places where students can relax without being directly exposed to strong ultraviolet rays.” “Working with the administration and the staff in the cafeteria to make sure the cafeteria is set up in a way that is welcoming to students and is a place where students want to be will encourage more students to eat in the cafeteria. Having more students using the cafeteria and taking advantage of a greater number of healthier food choices that appeal to students will help make our school a healthier place.”
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