Elaborated Scales Healthy Living Scales for Grades 4 to 6

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

The student can access, understand, evaluate and advocate for a balanced, healthy diet according to Canada’s Food Guide, with an awareness of various influences on eating habits; clearly understand the link between nutrition and physical activity.

The student will:

  • confidently access, evaluate and communicate information in Canada’s Food Guide about food groups and total servings that enhance health for their age group
  • evaluate, plan and fulfil their dietary goals based on information in the Guide and be able to give reasons for their choices
  • advocate for personal, family and community change that enhances daily healthy eating
  • actively make healthy eating a personal choice
  • advocate for healthy eating choices with respect to different cultural, racial, religious beliefs
  • recognize and evaluate the influences of family, peers, media  and marketing practices on their eating habits and make appropriate healthy choices
  • understand, communicate and promote to others the relationship and benefits of healthy eating and physical activity to overall healthy living
  • actively demonstrate daily healthy eating and physical activity
 

The student is often able to recognize food groups and make healthy, balanced food choices. They can describe attributes of a healthy lifestyle and are able to set goals.

The student will:

  • name and match most foods to appropriate food groups from Canada’s Food Guide
  • recognize a serving size
  • recognize a balanced diet for a day
  • say why food, water, and sleep are important
  • select healthy food choices that affect personal well being positively
  • be able to set a reasonable healthy eating goal and create a plan to follow a balanced diet

The student can sometimes recognize appropriate food choices for a balance diet. They are beginning to understand what makes up a healthy lifestyle. The student sometimes needs support to recognize and achieve a reasonable goal..

The student will:

  • name and match some food to some food groups from Canada’s Food Guide
  • recognize a serving size inconsistently
  • choose foods from each food group but not accurate quantities for a day
  • say that food, water and sleep are important, and why
  • select some healthy food choices that affect personal well being positively
  • set a reasonable healthy eating goal with adult or peer support and work towards achieving it

The student has a limited understanding of the food groups and healthy daily food choices. They need considerable support to describe what makes up a healthy lifestyle and to create a goal.

The student will:

  • identify the main food groups
  • from Canada’s Food Guide
  • recognize a serving size
  • recognize a balanced diet for a day
  • say that food, water and sleep are important
  • select healthy food choices that affect personal well being positively
  • set a reasonable healthy eating goal and work towards achieving it

 


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 a clear understanding of the health benefits of physical activity; advocates for regular and varied physical activities; encourages others to be active; can self-monitor and adjust exertion levels.

The student will:

  • confidently communicate health benefits (social, emotional and physical) of regular physical activity using scientific facts
  • understand the relationship between daily activity levels and overall well being; adjust personal habits accordingly
  • fully participate in physical activities and observe personal health benefits; encourage others to do the same
  • access many opportunities and settings for physical activity in the school and community
  • apply health knowledge to develop short and long term personal goals for fitness; develop and implement a personal plan; monitor progress and adapt plan as needed
  • accurately take heart rate at rest, after activity and recovery and help others to do the same
  • understand the Perceived Rate of Exertion (PRE) scale to monitor and adjust exertion levels
  • advocate for regular physical activity to improve fitness and overall wellbeing

The student demonstrates an understanding of the health benefits of physical activity; fully participates in various physical activities; can self-monitor exertion levels.

The student will:

  • readily identify health benefits (social, emotional, physical) of regular physical activity
  • understand the relationship between daily activity levels and overall well being
  • fully participate in physical activities and observe personal health benefits
  • be aware of a variety of opportunities for physical activity in the school and community
  • apply health knowledge to develop short and long term personal goals for fitness; develop and implement a personal plan for fitness
  • accurately take heart rate at rest, after activity and recovery
  • understand the Perceived Rate of Exertion (PRE) scale to monitor and adjust exertion levels

The student has some understanding of the health benefits of physical activity, demonstrates limited participation in various physical activities; may need assistance to monitor exertion levels.

The student will:

  • identify some of the health benefits of regular physical activity
  • recognize different activity levels and the feeling of well being
  • inconsistently participate in physical activities with some observation of personal health benefits
  • be aware of some opportunities for physical activity in the school and community
  • inconsistently apply knowledge of health benefits when deciding on physical activity
  • inconsistently take heart rate at rest, after activity and recovery
  • understand the need to monitor exertion levels but be unable to do so independently

The student requires assistance to understand the health benefits of physical activity; needs support to participate in a variety of physical activities and to monitor exertion levels.

The student will:

  • identify some of the health benefits of regular physical activity
  • begin to recognize different activity levels and the feeling of well being
  • need encouragement to participate fully in physical activities and to observe health benefits
  • be aware of few opportunities for physical activity in the school and community
  • use some knowledge of health to plan personal physical activity
  • take heart rate and begin to monitor exertion levels at rest, after activity and recovery
  • be unaware of the Perceived Rate of Exertion (PRE) scale to monitor and adjust exertion levels

 


Healthy Relationships 

The student is able to interact with others in positive ways and shows willingness to help others do the same. The student is able to identify conflict, bullying, discrimination and stereotyping and is able to solve related problems with empathy.

The student will:

  • advocate for self and others to be respectful individuals in the school community
  • assess and communicate the importance of healthy relationships for self and others
  • advocate for self and others to build and maintain healthy relationships
  • analyze and communicate the effects of bullying behaviour
  • advocate for self and others to respond appropriately to bullying behaviours, discrimination, and stereotyping
  • advocate for safely of self and others to protect themselves from potential abusive or exploitation
  • communicate how seek help when self or someone else is abused or exploited
  • analyse peer influence on attitudes and behaviour for self and others to make positive choices
  • advocate for effective strategies to promote a positive school environment with respect for diversity

The student is able to interact with others in positive ways and identify positive aspects of relationships. The student recognizes bullying, discrimination, stereotyping and behaviours of concern and can begin to form solutions to conflicts.

The student will:

  • tell why it’s important to respect the roles, rights and responsibilities of all individuals in the school community
  • practice and apply respectful behaviours to all individuals at school
  • communicate the importance of interpersonal skills to build and maintain positive relationships
  • apply interpersonal skills to build and maintain positive relationships
  • describe and apply strategies for responding to bullying  behaviour, discrimination and stereotyping
  • describe and apply strategies for responding to negative group dynamics (e.g. speak on behalf of another, report to a trusted adult)
  • demonstrate an understanding of the effects of bullying on others
  • recognize common lures (e.g. tricks, lies or threats)
  • describe and demonstrate safe behaviours and practices that protect self from abuse and exploitation
  • identify and describe behaviours that  contribute to building a positive school environment
  • assess and communicate peer influence on attitudes and behaviour, and make positive choices accordingly
  • acknowledge the importance of diversity in the school and community

The student sometimes is able to interact with others in positive ways, and may need support to solve problems or conflicts. The student has difficulty seeing problems from another point of view and needs guidance to create and maintain healthy relationships. The student is beginning to recognize bullying, discrimination and stereotyping

The student will:

  • demonstrate understanding and  respect for the roles, rights and responsibilities of all individuals in the school community
  • show some interpersonal skills to build positive relationships (e.g. empathy, honesty, compassion)
  • describe and begin to apply strategies for responding to negative group dynamics (e.g. speak on behalf of another, report to a trusted adult)
  • identify some common lures (e.g. tricks, lies or threats)  and describe examples of abusive or exploitive situations and some ways to avoid these situations
  • describe some influences that peers have on individual’s attitudes and behaviours
  • describe appropriate choices for own behaviour
  • recognize diversity with the school and community

The student needs considerable support to interact with others appropriately, including creating and maintaining relationships. The student requires assistance identifying negative behaviour and managing conflicts, as well as identifying bullying, discrimination and stereotyping

The student will:

  • demonstrate understanding and  respect for the roles, rights and responsibilities of all individuals in the school community
  • show some interpersonal skills to build positive relationships (e.g. empathy, honesty, compassion)
  • demonstrate strategies for responding to bullying behaviour, discrimination and stereotyping
  • identify some common lures (e.g. tricks, lies or threats)  and describe examples of abusive or exploitive situations and some ways to avoid these situations
  • recognize that peers can influence an individual’s attitudes and behaviour, and  make a positive choice in own behaviour
  • develop some knowledge of diversity

 


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 is a leader in advocating for self and others to practice habits that lead to a safe and healthy balanced lifestyle.

The student will:

  • advocate for self and others to practice behaviours that reduce road related risks and contribute to injury prevention
  • understand and communicate to others the importance of managing personal responses to feelings and evaluate related consequences
  • advocate for self and others to manage responses to personal feelings and communicate possible strategies to accomplish this goal
  • use strategies  for avoiding substance abuse and help others to do the same
  • inform others of the long and short term consequences of substance abuse
  • evaluate and adjust personal goals to attain and maintain a safe and healthy balanced lifestyle
  • set realistic personal goals for achieving proper sleep, nutrition, physical activity and stress and time management

The student communicates, demonstrates knowledge, and practices skills associated with living a safe and healthy balanced lifestyle.

The student will:

  • understand and communicate the links between individual societal practices associated with road risk reduction and injury prevention, including consequences of choices
  • demonstrate and use decision making skills to manage responses to their feelings
  • tell why managing personal feelings is important
  • develop strategies for avoiding substance abuse
  • evaluate and communicate the long and short term consequences of substance abuse
  • set realistic personal goals to attain and maintain a safe and healthy balanced lifestyle
  • understand and communicate that a healthy balanced lifestyle requires proper sleep, nutrition, physical activity and stress and time management

The student has some understanding of practices associated with living a safe and healthy balanced lifestyle.

The student will:

  • demonstrate some understanding of the links between individual and societal practices associated with road-related risk reduction and injury prevention
  • manage responses to their feelings in most situations
  • willingly develop a goal for avoiding substance abuse
  • tell about long and short term consequences of substance abuse
  • set basic personal goals for attaining and maintaining a safe  and healthy balanced lifestyle

The student can demonstrate some understanding of practices associated with living a safe and healthy balanced lifestyle, with assistance.

The student will:

  • communicate the links between individual and societal practices associated with road-related risk reduction and injury prevention
  • manage responses to their feelings at times
  • willingly develop a goal for avoiding substance abuse
  • tell about long and short term consequences of substance abuse
  • set a goal for attaining and maintaining a safe and balanced healthy lifestyle