Elaborated Scales Healthy Living Scales for Grades 10 to 12

Healthy Eating

This Elaborated Scale can be used to evaluate student development in this aspect anytime during the year.  Note that evaluation of student progress may require observation of actual student behaviour as written activities or other products may not always offer appropriate evidence. In the Quick Scale, the aspects are presented in a one-page summary format for ease of use.

The rating scale may require adaptation when used for different purposes and tasks.

The student demonstrates leadership in advocating for self and others in making appropriate nutritional choices based on a variety of factors.

The student will:

  • access information about appropriate categories (food groups) and total servings of food that enhance health at their particular age group
  • evaluate information from Eating Well with Canada’s Food Guide to meet their personal dietary needs for an entire day, including meals and snacks
  • communicate to others what a healthy balanced food plan for a day for a student should look like
  • articulate the reasons for their choices, and show an analysis that backs up the choices made
  • demonstrate the willingness to advocate for dietary change for themselves and others, family, and community
  • practice healthy food choices on a daily basis and follow the Canada’s Food Guide principles
  • justify the reasoning behind food choices
  • demonstrate an understanding of the relationship between food intake and physical activity and can recommend individual changes when necessary
  • practice a balanced diet in conjunction with physical activity and advocate for change that enhances health in the community
  • be able to evaluate commercial food products, including interpreting information on food labels
  • analyze food labels for nutritional values
  • develop and use criteria to compare similar food products to improve individual or group nutrition programs

The student communicates and demonstrates an understanding of making appropriate nutritional choices based on a variety of factors.

The student will:

  • accesses information about appropriate categories (food groups) and total servings of food that enhance health at their particular age group
  • evaluate information from Eating Well with Canada’s Food Guide to meet their personal dietary needs for an entire day, including meals and snacks
  • communicate to others what a healthy balanced food plan for a day for a student should look like
  • understand/demonstrate the importance of healthy food choices and explain the principles involved with eating well using Canada’s Food Guide
  • communicate their understanding of basic nutritional needs
  • access or research further information about food intake and its relationship to physical activity
  • demonstrate an understanding of the relationship between food intake and physical activity and provide examples
  • compare similar food products with regard to nutritional values
  • communicate to others an understanding of food labelling and have it relate to healthy food choices
  • demonstrate basic knowledge of health check symbols on food packaging

The student has some understanding of making appropriate nutritional choices based on a variety of factors.

The student will:

  • access some information about the food groups and total servings of food that enhance health at their particular age group
  • evaluate information from Eating Well with Canada’s Food Guide to meet their personal dietary needs for an entire day, including meals and snacks
  • communicate minimal information to others about what a healthy balanced food plan for a day for a student should look like
  • be able to recognize the range of servings required daily using Canada’s  Food Guide
  • understand the concept of “You are what you eat” and demonstrate better food choices
  • access information related to energy and nutritional (food) balance
  • evaluate information about food intake and its relationship to physical activity
  • evaluate some information contained in commercial product labelling
  • communicate an understanding of nutritional content within commercial food products
  • understand the basic health check symbols on food packaging

With assistance the student can demonstrate some understanding of making appropriate nutritional choices based on a variety of factors.

With assistance, the student will:

  • with assistance, access information about food groups and total servings Eating Well with Canada’s Food Guide
  • with assistance, evaluate some information from the Guide to meet their personal dietary needs for an entire day, including meals and snacks
  • with assistance, communicate minimal information to others about what a healthy balanced food plan for a day for a student should look like
  • with assistance, categorize foods in each of the Canada Food Guide groups
  • with assistance, identify those foods which are healthy options versus those that are less healthy, or ‘junk food’
  • with assistance,  communicate the need for food to fuel the body for participation in physical activities
  • with assistance, analyze the appropriate healthy food options required for specific activities
  • with assistance be able to read food labels to identify and compare products for a healthier option or choice
  • be minimally aware of the basic health check symbols on food packaging

 


Active Living

This elaborated scale can be used to evaluate student development in this aspect anytime during the year.  Note that evaluation of student progress may require observation of actual student behaviour as written activities or other products may not always offer appropriate evidence. The rating scale may require adaptation when used for different grades, purposes and tasks.

The student demonstrates leadership in advocating for self and others to practice a lifelong active lifestyle.

The student will:

  • use their knowledge of health and skill components of fitness to plan, achieve and maintain personal fitness goals
  • understand the role of core strength in the health and skill components of fitness
  • reflect on effectiveness of personal fitness goals and use SMART goal setting to adjust goals as needed
  • understand how body composition ( % body fat, muscle mass, body weight) relates to the body mass index (BMI) and health risk factors
  • participate safely for a minimum of 150 minutes weekly in activities that develop and maintain the five components of fitness, and evaluate their effectiveness
  • plan, maintain and evaluate activity programs for self and others to maintain a healthy lifestyle
  • understand how skill and fitness levels affect activity choices over the course of their life
  • advocate and promote an active living environment for self and others within the school and community
  • advocate for lifelong active living for self and others through leadership and mentoring activities

The student creates and demonstrates a plan to maintain a lifelong active lifestyle. 

The student will:

  • demonstrate their understanding of five health components of fitness (cardiovascular, muscular strength, muscular endurance, flexibility, body composition)
  • identify and give examples of four skill components of fitness (speed, agility, power, balance)
  • understand the relationship of the health and skill components of fitness, and identify activities that support their development
  • understand the relationship between muscle mass and body weight, and the relationship between body fat and health risk factors
  • participate safely for a minimum of 150 minutes weekly in activities that develop and maintain the five components of fitness, and evaluate their effectiveness
  • set achievable personal goals to maintain or improve fitness levels
  • monitor exertion levels through accessing heart rate and/or applying the perceived rate of exertion (PRE) scale to achieve a training effect
  • understand the connection between frequency, intensity, time and type (FITT) of activities to maintain fitness levels
  • understand the benefits of regular physical activity
  • access opportunities for physical activity within the community to support personal fitness goals

The student has some understanding of creating and demonstrating a plan to maintain a lifelong active lifestyle.

The student will:

  • identify five health components of fitness (cardiovascular, muscular strength, muscular endurance, flexibility, body composition)
  • identify four skill components of fitness (speed, agility, power, balance)
  • identify activities that support each of the five  health components of fitness
  • identify activities that support each of the four skill components of fitness
  • participate safely for a minimum of 150 minutes weekly in activities that develop and maintain the five components of fitness
  • evaluate personal fitness and activity programs to maintain a lifelong active lifestyle
  • monitor exertion levels by taking heart rate accurately while exercising at various levels of intensity , at rest and recovery
  • understand the connection between frequency, intensity, time and type (FITT) of activities to maintain fitness levels
  • communicate the benefits of regular physical activity
  • indentify opportunities for physical activity within the community and initiate access to support personal fitness goals

With assistance, the student can demonstrate some understanding of creating a plan to maintain a lifelong active lifestyle.

The student will:

  • recognize the difference between a health component and skill component of fitness
  • communicate the benefits of regular participation in physical activity
  • monitor exertion levels by taking heart rate accurately while exercising at various levels of intensity , at rest and recovery
  • participate safely in a variety of moderate to vigorous activities prescribed by a teacher for 150 minutes weekly
  • set goals to maintain or improve personal fitness levels
  • make a plan to achieve fitness goals
  • access own heart rate and practice elevating heart rate through activities of various levels of intensity
  • monitor exertion levels to adjust fitness goals
  • evaluate personal fitness and activity programs to maintain a lifelong active lifestyle
  • communicate the benefits of regular physical activity
  • identify opportunities for physical activity within the community to support personal fitness goals

 


Healthy Relationships

This elaborated scale can be used to evaluate student development in this aspect anytime during the year.  Note that evaluation of student progress may require observation of actual student behaviour as written activities or other products may not always offer appropriate evidence. The rating scale may require adaptation when used for different grades, purposes and tasks.

The student demonstrates leadership in advocating for self and others to use positive communication skills to maintain healthy relationships.

The student will:

  • indentify interpersonal relationships and explain their connections
  • analyze the health of interpersonal relationships and  propose  alternate modes of communication if required
  • justify alternative types of interpersonal communication as needed, and predict their results
  • evaluate the effectiveness of various types of communication and advocate for positive communication to maintain and improve the health of relationships
  • demonstrate and advocate for self and others for safe and respectful use of communication technologies

The student demonstrates positive communication skills to maintain healthy relationships.

The student will:

  • identify a range of interpersonal relationships
  • evaluate the health of interpersonal relationships and propose an alternate course of action if required
  • identify and propose alternate modes of communication as needed
  • evaluate the effectiveness of various types of communication in maintaining healthy relationships
  • demonstrate strategies for the safe and respectful use of communication technologies
  • understand the rules, laws, regulations and implications of using communication technologies

The student has some understanding of using positive communication skills to maintain healthy relationships.

The student will:

  • identify some interpersonal relationships
  • understand and assess the health of interpersonal relationships
  • identify when communication is effective and ineffective in a relationship
  • demonstrate the effect of positive communication on maintaining healthy relationships
  • identify uses of communication technologies
  • identify strategies for safe and respectful use of communication technologies

With assistance, the student can demonstrate some understanding of  using positive communication skills to maintain healthy relationships.

The student will:

  • identify some interpersonal relationships
  • understand and assess the health of interpersonal relationships
  • identity a variety of communication skills
  • demonstrate the effect of positive communication on maintaining healthy relationships
  • identify uses of communication technologies
  • identify strategies for safe and respectful use of communication technologies

 


Healthy Practices

This elaborated scale can be used to evaluate student development in this aspect anytime during the year.  Note that evaluation of student progress may require observation of actual student behaviour as written activities or other products may not always offer appropriate evidence. The rating scale may require adaptation when used for different grades, purposes and tasks.

The student demonstrates leadership in advocating for self and others to make healthy decisions.

The student will:

  • evaluate the interrelationships of internal and external factors that influence health
  • advocate for self and others to make personal decisions that  enhance health
  • evaluate and communicate about work place practices associate with work-related risk reduction and injury prevention e.g. safety training, hazard recognition, risk management
  • advocate for improvement in work place practices  and demonstrate how these changes may affect workers’ health
  • understand and practice effective stress management for self and advocate for support for others

The student communicates and demonstrates an understanding of the factors and influences that help make healthy decisions.

The student will:

  • evaluate the interrelationship of internal and external factors that influence health
  • evaluate the internal and external factors that may support or oppose the decision-making process
  • demonstrate connections between independent and collaborative work skills to develop positive results
  • evaluate work place practices that may result in injury and offer alternative courses of action
  • predict and evaluate stressful situations
  • describe personal and appropriate stress management systems

The student has some understanding of the factors and influences that help make healthy decisions.

The student will:

  • understand the interrelationship of internal and external factors that influence health
  • demonstrate how internal and external factors support or oppose each other in a decision-making process
  • identify the work place practices needed to work effectively, safely and collaboratively with others
  • understand how work place practices may influence independent and collaborative workers
  • identify stressful situations and how they affect personal health
  • describe and select an appropriate personal stress management system

The student can demonstrate some understanding of the factors and influences that help make healthy decisions, with assistance.

The student will:

  • understand the interrelationship of internal and external factors that influence health
  • demonstrate how internal and external factors support  or oppose each other in a decision-making process
  • identify the work place practices needed to work effectively, safely and collaboratively with others
  • identify possible stressful situations that may affect personal health
  • describe and select a stress management strategy