Elaborated Scales Healthy Living Scales for Grades 7 to 9

 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 demonstrates leadership in advocating for self and others to practice planning and eating a healthy diet, including the link between nutrition and physical activity.

The student will:

  • access and evaluate information about food groups and serving sizes from Eating Well with Canada’s Food Guide to plan their daily personal dietary needs including meals and snacks
  • tell others what a healthy balanced daily food plan for a student should look like, and why
  • practise healthy food choices daily following the Canada’s Food Guide principles and influence others to do the same
  • advocate for better nutritional knowledge for themselves, family, and community
  • understand the relationship between food intake and physical activity and recommend individual changes when necessary
  • practice a balanced diet in conjunction with physical activity and help others to do the same
  • identify and analyze the influence of family, peers, media and marketing on eating habits
  • advocate for recognizing differences in healthy eating choices with respect to different cultural, racial and religious beliefs

The student communicates, demonstrates and practices skills for planning and eating a healthy diet, and understands the link between nutrition and physical activity.

The student will:

  • access and evaluate information about food groups and serving sizes from Eating Well with Canada’s Food Guide to plan their daily personal dietary needs including meals and snacks
  • tell others what a healthy balanced daily food plan for a student should look like and why
  • practise healthy food choices  daily following the Canada’s Food Guide principles
  • access  and understand information about food intake and its relationship to physical activity, and provide examples
  • identify and examine the influences on eating habits, such as family, media, peers and marketing of products
  • describe which influences affect their personal eating habits
  • understand that culture, race and religion may influence the foods people choose and provide examples

The student has some understanding of planning and eating a healthy diet and the link between nutrition and physical activity; may need support.

The student will:

  • access and understand information about food groups and serving sizes from Eating Well with Canada’s Food Guide to plan their daily personal dietary needs including meals and snacks
  • tell  others about what a healthy balanced daily food plan for a student should look like
  • practise healthy food choices  daily the Canada’s Food Guide principles
  • understand the need for food to fuel the body for physical activity
  • evaluate information about food intake and its relationship to physical activity
  • identify and analyze some influences on eating habits, such as family, media, peers and marketing of products
  • understand that culture, race and religion may influence the foods people choose

With assistance, the student demonstrates some understanding of planning a healthy diet and the link between nutrition and physical activity.

With assistance, the student will:

  • access information about food groups and serving sizes  from Eating Well with Canada’s Food Guide
  • use the Guide to plan their daily personal dietary needs including meals and snacks
  • tell others about what a healthy balanced daily food plan for a student should look like
  • tell others about the importance of nutrition
  • explain the need for food to fuel the body for physical activities
  • analyze appropriate healthy food options required for specific activities
  • identify a variety of influences on eating habits
  • understand that culture, race and religion may influence the foods people choose

 


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 habits that lead to living an active lifestyle including daily physical activity.

The student will:

  • advocate for regular physical activity as a way to improve health
  • evaluate personal activity levels with overall well-being and adjust levels as needed
  • fully participate in daily physical activity with equal emphasis on endurance, strength and flexibility
  • actively make choices to access for self and others a variety of settings for physical activity in the school and community
  • access information about health to set, implement and evaluate personal goals to improve fitness and activity levels
  • identify, communicate and demonstrate activities that elevate heart rate from moderate to vigorous using PRE (Perceived Rate of Exertion)
  • encourage others to monitor and adjust exertion levels, as indicated by PRE
  • take a leadership role in helping others reach their fitness goals

The student communicates and demonstrates skills and habits associated with living an active lifestyle including daily physical activity.

The student will:

  • communicate the health benefits of regular physical activity
  • demonstrate an understanding of the relationship between daily activity levels and overall well being
  • fully participate in daily physical activity with equal emphasis on endurance, strength and flexibility
  • identify a variety of settings and opportunities for physical activity in the school and community and tell how to use them
  • access information about health to plan, implement and evaluate personal goals to improve fitness and physical activity levels, and make changes when needed
  • identify and communicate physical activity that elevates heart rate
  • rank physical activity intensity levels from moderate to vigorous using PRE (Perceived Rate of Exertion)
  • access own heart rate and practice elevating heart rate by physical activity of various intensity levels

The student has some understanding of skills and habits associated with living an active lifestyle including daily physical activity; may need support.

The student will:

  • demonstrate some understanding of the health benefits of regular physical activity
  • willingly participate in daily physical activity; may require prompting to develop either endurance, strength or flexibility
  • identify some settings and opportunities for physical activity in the school and community and tell how to use them
  • access information about health to set basic goals to improve fitness and physical activity levels, and make changes as needed
  • describe activities that elevate heart rate and, with support, monitor their exertion levels using PRE (Perceived Rate of Exertion)

With assistance, the student demonstrates some understanding of skills and habits  associated with being physically active.

The student will:

  • identify a health benefit of regular participation in physical activity
  • identify a physical activity that contributes to quality of life
  • participate in daily physical activity but may need guidance and frequent rest periods
  • identify some settings and opportunities for physical activity in the school and community and tell how to use them
  • set a personal goal for improving their fitness and physical activity levels
  • explain the relationship between heart rate and exercise intensity
  • access own heart rate and practice elevating heart rate by physical activity of different intensity levels

 


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 is a leader in advocating for self and others to practise habits that lead to healthy, positive relationships

The student will:

  • advocate for strategies that build and maintain healthy interpersonal relationships for self and others
  • assess and advocate for the importance of developing healthy relationships for self and others
  • evaluate and promote access to school and community resources that support healthy relationships
  • identify, understand and communicate the effects of bullying behaviour
  • practise and promote appropriate responses to verbal, physical and emotional bullying behaviours
  • practise and advocate for positive behaviours that contribute to a safe and caring social environment
  • practise and promote respect for individual differences in cultural background and interests
  • understand the rules, laws, restrictions and implications of using communication technologies
  • demonstrate and promote the safe and respectful use of communication technologies

The student communicates, demonstrates knowledge, and practises skills associated with developing healthy, positive relationships.

The student will:

  • demonstrate an understanding of how to assess, build and maintain healthy relationships
  • use strategies for building and maintaining interpersonal relationships
  • assess and communicate the importance of healthy relationships
  • identify and evaluate school and community resources that contribute to healthy relationships
  • identify and understand the affects of bullying behaviour
  • know and use appropriate, effective responses to verbal, physical, and emotional bullying behaviours
  • identify and demonstrate positive behaviours that contribute to a safe and caring social environment
  • recognize and demonstrate respect for individuals’ interests and cultural background
  • understand the responsibilities and implications of using communication technologies
  • demonstrate safe and respectful strategies for using communication technologies

The student has some understanding of skills associated with developing healthy, positive relationships; may require support

The student will:

  • demonstrate some understanding of how to assess, build and maintain healthy relationships
  • identify school and community resources that contribute to healthy relationships
  • demonstrate some ability to respond appropriately to verbal, physical and emotional bullying behaviour
  • identify positive behaviours that contribute to a safe and caring social environment
  • recognize that individuals have differences in interests and cultural backgrounds
  • identify strategies for the safe and respectful use of communication technologies 

With assistance, the student can demonstrate some understanding of skills associated with developing healthy, positive relationships

With assistance, the student will:

  • communicate strategies of building and maintaining interpersonal relationship
  • identify school and community resources that contribute to healthy relationships
  • develop appropriate responses to  verbal, physical and emotional bullying behaviours
  • identify positive behaviours that contribute to a safe and caring social environment
  • recognize that individuals have differences in interests and cultural backgrounds
  • identify strategies for the 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 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