Page 173 - The Ontario Curriculum, Grades 9-12: Health and Physical Education, 2015 - revised

C1.2 identify factors (e.g., contamination during production, consumption of foods after their expiry dates, certain food additives, improperly prepared foods) that may lead to food-related ailments, and describe measures for avoiding their occurrence
Teacher prompt: “People occasionally get sick from consuming food that became contam- inated at some point in its production. Government regulation and inspection is our main defence against this source of food-related illness, but food-related illnesses can occur in other ways. For example, students with food allergies can be exposed to allergens from food that other students have brought to school. We can also get food-related illnesses if we do not handle food properly at home. What are some things that we can do to prevent food-related illnesses in these situations?”
Student: “When handling food, we should ensure that perishables are refrigerated properly, that we wash our hands before preparing food, that food preparation areas and equipment are clean and sanitary, and that we do not keep foods past their expiry dates. If we have food allergies, we should always check the ingredient list on the product label to make sure the product is safe.”
C1.3 describe factors that influence personal choices of health products and services (e.g., finances; peer, social, cultural, and media influences; government policies and programs; availability and access- ibility of health services, facilities, and resources; environmental impact), and assess the impact of these factors on their own choices of health products and services
Teacher prompt: “The School Food and Beverage Policy is intended to make the healthiest choice the easiest choice for students at school. What effect has the introduction of this policy had on what you choose to eat at school?”
Student: “Having healthier things to choose from – like smoothies and stir-fries – has changed what I buy at school. I’ve been feeling better when I eat healthier foods.”
C2. Components of Healthy Communities
By the end of this course, students will:
C2.1 identify the components of a healthy community (e.g., safe and healthy social and physical environments; inclusiveness and mutual support; access to essential services; diverse, vital economy; high level of individual health), and describe the factors that help to sustain it (e. g., adequate access for all to food, clean water, shelter, income, work, and recreation; adequate water and sanitation infrastructure; effective environmental regulation and pollution controls; a strong local cultural heritage; access to support networks and health services; availability and accessibility of recreational facilities, such as safe and properly lit walking trails and bike paths and lanes)
Teacher prompt: “A healthy community has often been described as one in which people come together to make their community better for themselves and others in the community. According to the Ontario Healthy Communities Coalition, a healthy community is char- acterized by such qualities as a clean and safe physical environment, opportunities for learning and skill development, strong, mutually supportive relationships and networks, and broad participation by community residents in decision making. In Ontario, the Ministry of Education has also stressed the importance of healthy schools. What does
a healthy school have in common with a healthy community?”
Student: “A healthy school has a similar vision – people coming together to make their school better for the students, their families, the staff, and others in their school community. A healthy school can address the physical, emotional, intellectual, and social well-being of its students in a variety of ways. For example, it can provide intramural sports programs and other physical activity opportunities and incorporate health-related subject matter across the curriculum. It can make programs available that discourage bullying, help people respond to it, and promote social justice, equity, and inclusiveness. It can provide
HEALTHY COMMUNITIES
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Health for Life
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