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Grade 9 – Resources by Grade Level

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Posted on Jul 3, 2014 in Grade 9, Grade Level, Wonder & Question Investigate & Interpret

Grade 9 Curriculum

Food In the Community
Developed by: Shelley Barthel

  • Health Education – USC9.5, DM9.10 (Perspective: Promote Health)
  • Social Studies – IN9.4

Canada’s Food Guide is often used to inform healthy eating and food policies. Analyze the origins of Canada’s Food Guide and the changes that have been made through the years leading to the current Food Guide and Food Guide for First Nations, Inuit, and Métis (e.g., The Politics of Food Guides). Why were particular changes made? In what other ways do political and food industry forces impact the food available in our school and community? Examine places in the school and/or community where food policies exist and/or should exist. Determine if the existing food policies support health and well-being. How does our worldview influence our decisions? Determine and examine the actions/priorities that will bring about the greatest improvements to new and/or existing food policies in the community (e.g., home, school, arena, youth centre). Consider taking action to promote healthy eating (refer to Goal #3, action planning).

Assessment Criteria:

  • Investigate how Canada’s Food Guide has changed over time
  • Analyze the influences on the development and implementation of healthy food policies
  • Examine existing food policies in the school and/or community
  • Analyze existing community/school food policies based on Canada’s Food Guide and other reputable sources
  • Determine actions/priorities that will bring about the greatest improvements to new and/or existing food policies
  • Explain the influence of worldview on personal choices, decisions, and interactions

 

Steps to Physical Intimacy
Developed by: Su Nottingham, adapted with permission by Shelley Barthel
To access more resources developed by Su Nottingham, visit www.nottinghamandcraven.org

  • Health Education – USC9.4 (Perspective: Promote Health)
  • English Language Arts – CC9.1b, CC9.4b

Teachers: Prior to the learning experience, communicate with students and their families the learning opportunities related to sexual health and develop/reinforce ground rules (e.g., “Setting Ground Rules” at www.teachingsexualhealth.ca). Following the learning experience, students can represent (e.g., write a journal entry, create a voice thread, use multimedia tools) the influence of individual, family, and community norms and expectations on romantic relationships and the skills needed to promote healthy relationships.

Find your assigned group of 3-4 people, collect the two envelopes for your group, and move to an open area. Begin with envelope #1. Organize the cards, which describe physically intimate actions, in order from least to most intimate. Discuss, negotiate, and try to come to a group consensus. Then open envelope #2. Place these cards, which describe relationship benchmarks, along the continuum where you believe they are most likely to fit.

When finished, compare your group’s steps to physical intimacy with those of another group. In your small group, discuss and explore the questions below. Choose (or be assigned) a role for the discussion (e.g., facilitator – to keep the discussion moving by asking questions; recorder – to take note of key questions and ideas and share with members of the group; elaborator – to make connections between the discussion and topic or themes explored previously or in other subject areas; summarizer – to occasionally summarize the discussion for other group members to approve or amend; timekeeper – to ensure the group engages in meaningful discussion during the time provided).

  • What and/or who has shaped your beliefs about steps to physical intimacy?
  • How do family, community, and cultural expectations influence decisions of setting limits in healthy dating relationships?
  • What are community norms and expectations related to romantic relationships?
  • What are some consequences of not knowing or questioning community norms related to romantic relationships?
  • What skills are needed to promote healthy dating relationships?

Assessment Criteria:

  • Analyze norms and expectations associated with romantic relationships.
  • Use inclusive language that demonstrates respect for people across cultures, genders, ages, and abilities.
  • Interpret how community and cultural norms influence personal standards and the limits one sets for dating relationships.
  • Use speaking, writing, and other forms of representation to respond to experiences
  • Use language cues and conventions to communicate meaning

Cards for Envelope #1

Cards for Envelope #2

 

Eating Around the World

Developed by Jill Kondratiuk and Kendra Beliveau

  • Health Education USC 9.5 a, b, c (Perspective: Promote Health)

Essential Question(s):

  • How do my food choices align with healthy food policy?
  • Who or what influences healthy food policies?
  • How can I promote healthy food policies in my school and community?
  • How does culture influence food policies?

Canada’s Food Guide informs healthy food policies, which recommend and promote a balanced diet. Healthy food policies in schools and communities are designed to guide our healthy eating habits. As a class, compare Canada’s Food Guide to Canada’s First Nation and Métis Food Guide. Why does Canada have two Food Guides? Use the graphic organizer to record student ideas. Compare food groups, types of foods, themes, organization and structure. How do your food choices compare to the recommendations in the Food Guides? Why are cultural and geographical differences important? Next, have the students compare Canada’s Food Guide or Canada’s First Nations and Métis Food Guide to a food guide from another country. How would our food policies change if they were informed by different food guides from around the world? Students can share their discoveries with the class.

Assessment Criteria

  • Analyze the influences on the development and implementation of healthy food policies
  • Examine existing food policies in the school and/or community
  • Explain the influence of worldview on personal choices, decisions, and interactions.
  • Compare food guides from around the world.

Resources

Canada’s Food Guide and Canada’s First Nations and Métis Food Guide

Food Guides by Country

Graphic organizer