TABLE OF CONTENTS

Table of Contents
Acknowledgments ................................................................................................................ 3

Program Rationale and Philosophy ....................................................................................... 5

Meeting the Needs of All Learners ........................................................................................ 6

Assessment and Evaluation ................................................................................................... 7

General Curriculum Outcomes ............................................................................................ 8

Specific Curriculum Outcomes ............................................................................................ 9

How to Use the Four-Column Curriculum Layout .............................................................. 9

The Four-Column Spread .................................................................................................. 10

Teacher Notes .................................................................................................................... 11

Curriculum Outcomes Overview ....................................................................................... 12

Wellness Choices: PEI Specific Curriculum Outcomes ........................................................ 15

Wellness Choices: Four-Column Spread ............................................................................. 16

Relationship Choices: PEI Specific Curriculum Outcomes .................................................. 37

Relationship Choices: Four-Column Spread ....................................................................... 38

Life Learning Choices: PEI Specific Curriculum Outcomes ................................................ 59

Life Learning Choices: Four-Column Spread ...................................................................... 60

Appendix: Teacher Background Notes/Student Activity Sheets ............................................ 77

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 1
2 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 ACKNOWLEDGMENTS

Acknowledgments
The Department of Education and Early Childhood Development of Prince Edward Island gratefully
acknowledges the contribution of the elementary health curriculum committee and the pilot teachers to
the development of this curriculum guide. Current and past members of the committee include the
following:
Margie Cain, Bloomfield Elementary School
Janice Carragher-Doyle, Athena Consolidated School
Dianne Nabuurs, Cardigan Consolidated School
Linda Trainor, Glen Stewart Elementary School
Shanna Perry, Alberton Elementary School
Keith Tanton, Department of Health
Laura Bowness, PEI Home and School Representative
Lori MacPherson, Department of Education and Early Childhood Development

Pilot Teachers:

Michele Pineau-Campbell, Alberton Elementary School

Shanna Perry, Alberton Elementary School
Lisa Gallant, Greenfield Elementary School
Rebecca Keough, Greenfield Elementary School
Bryn Driscoll, Greenfield Elementary School
Dawn Nelson, Cardigan Consolidated School
Dianne Nabuurs, Cardgian Consolidated School
Linda Trainor, Glen Stewart Elementary School
Elaine Murphy, Glen Stewart Elementary School
Dawn Ward, Glen Stewart Elementary School

The Department of Education and Early Childhood Development is also grateful to the province of
Alberta for granting permission to reproduce/adapt materials from the Kindergarten to Grade 9 Health and
Life Skills Guide to Implementation document to assist us in the development of this guide.
Reproduced/Adapted with permission from Alberta Education, Kindergarten to Grade 9 Health and Life
Skills Guide to Implementation (Edmonton, AB: Alberta Learning, 2002).
This curriculum guide is intended to provide teachers with the overview of the outcomes framework for
grade 5 health education and to assist teachers in designing learning experiences and assessment tasks.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 3
4 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 PROGRAM RATIONALE AND PHILOSOPHY

Program Rationale and Philosophy

Health education involves learning about the habits, behaviours, interactions, and decisions related to
healthy daily living and planning for the future. The home, school, and community play important roles
in contributing to the healthy personal development of students, by providing an opportunity for them
to consider information and acquire, practise, and demonstrate strategies for dealing with the challenges
of life and living.

The aim of the health curriculum is to enable students to make well-informed, healthy choices and to
develop behaviours that contribute to the well-being of self and others.

• Choices are based on attitudes, beliefs, and values. The family is the primary educator in the
development of student attitudes and values. The school and community play a supportive and
crucial role in building on these attitudes and values.
• To make responsible and healthy choices, students need to know how to seek out relevant and
accurate information. They learn health-related information from many sources, including home,
school, peers, the community, and the media. This program assists students in identifying reliable
sources of information and in becoming discerning consumers of health-related information.
• Students develop decision-making skills that support informed personal health practices and
responsibility for health, learn to prevent or reduce risk, and have opportunities to demonstrate
caring for self and others.
• Students focus on safety and injury prevention and develop strategies to assess risk, to reduce
potential harm, and to identify support systems for self and others. Students learn about products,
substances and behaviours that may be injurious to their health. They also learn strategies to use in
unsafe situations.
• Students are encouraged to promote and maintain health as a valued and valuable resource, and to
examine health issues and factors that promote or limit good health. They gain an understanding
of their individual behaviours as well as social and environmental factors which all have an impact
on their health.
• In an environment of acceptance, understanding, respect, and caring, students can learn to
acknowledge and express personal feelings and emotions, as well as to appreciate the strengths and
talents of self and others. There are opportunities for students to accept and appreciate diversity
and the uniqueness of self and others in our global society. There is an emphasis on healthy
interactions and safe and caring relationships. Friendship skills are developed and then extended to
incorporate skills for working in groups.
• Students build and expand upon safe and supportive networks for self and others that link the
home, school, and community.
• Students develop the skill of goal setting and begin to realize their ability to influence or control
many outcomes and results.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 5
MEETING THE NEEDS OF ALL LEARNERS

Meeting the Needs of All Learners

Students learn in different ways and at different rates. Each student comes to class with varying interests,
experiences, developmental maturity, background knowledge, and skills. What is important is that
within each lesson there is something for everyone something that meets the needs and learning styles
of each and every student.

An effective approach for accommodating student differences is to begin lessons with a whole-group
activity and shared experience. Students then choose from a variety of ways to process their thinking and
represent their learning. This allows students to work on the same concept in ways that most suit their
individual learning styles and developmental stages. Teachers should utilize materials and strategies that
accommodate student diversity and ensure that all students have equitable opportunities to experience
success as they work toward achieving designated outcomes.

Learning supports for students with special needs, including English as a additional language (EAL),
could include the following:

• alternate formats for print materials, such as audiotapes, large print, talking computer books, and
read-alouds
• a scribe for written assignments and/or tests
• access to computers
• content-area spelling and vocabulary word lists
• peer support
• questions to guide or focus reading
• demonstrations or modelled examples
• extra time to complete work
• highlighted or underlined sections in textbooks
• specific assistance with organization
• graphic organizers
• visual prompts and pictures

The variety of learning experiences described in this guide, and the suggestions for a variety of assessment
practices, will assist teachers in accommodating the diversity of learners.

6 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 ASSESSMENT AND EVALUATION

Assessment and Evaluation

The terms “assessment” and “evaluation” are often used interchangeably, but they refer to quite different
processes.
Assessment is the systematic process of gathering information on student learning.

Assessment Techniques
• Formal/Informal Observation gathers information while a lesson is in progress. When observation is
formal, the student is made aware of what is being observed and the criteria being assessed.
Informal observation could be a frequent, but brief, check on a given criterion. You might be
observing the student’s participation level, use of a piece of equipment, or application of a process.
You could record the results with a checklist, a rating scale, or written notes. Remember to plan
the criteria, have recording forms ready, and be sure all students are observed in a reasonable time
period.
• Performance encourages learning through active participation. This could be a demonstration/
presentation. The performance is most often assessed through observation.
• Journals provide opportunity for students to express thoughts and ideas in a reflective way. They
permit a student to consider strengths and weaknesses, attitudes, interests, and new ideas.
• Interviews promote understanding and application of concepts. Interviewing a student allows the
teacher to confirm that learning has taken place beyond factual recall. Interviews may be brief or
extensive. Students should know what criteria will be used to assess formal interviews. This
assessment technique provides an opportunity to students whose verbal presentation skills are
stronger than their written skills.
• Paper and Pencil assessments can be formative or summative. These assessments may be written
assignments or tests.
• Presentations require students to analyse and interpret information and then communicate it.
These may be given orally, in written/pictorial form, as a project summary, or by using video or
computer software.
• Portfolios allow students to be central in the process. Students can make decisions about what goes in
the portfolio, how it is used, and how it is evaluated. It should provide a long-term record of growth
in learning and skills.

Evaluation is the process of analysing, reflecting upon, and summarizing assessment information, and
making judgments or decisions based upon the information gathered. The assessment provides the data,
and the evaluation process brings meaning to the data. When students are aware of the outcomes for which
they are responsible and the criteria by which their work will be assessed or evaluated, they can make
informed decisions about the most effective ways to demonstrate their learning.

Teacher-developed assessments and the evaluations based on them have a variety of uses:
• providing feedback to improve student learning
• determining if curriculum outcomes have been achieved
• certifying that students have achieved certain levels of performance
• setting goals for future student learning
• communicating with parents about their children’s learning
• providing information to teachers on the effectiveness of their teaching, the program, and the
learning environment
• meeting goals of guidance and administrative personnel

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 7
GENERAL CURRICULUM OUTCOMES

General Curriculum Outcomes

Three general outcomes serve as the foundation for the health curriculum.

Wellness Choices
• Students will make responsible and informed choices to maintain health and to promote safety for
self and others.
Throughout the grades, students study active living, positive health habits, growth and change,
body image, nutrition, substance awareness, and abuse awareness, as developmentally appropriate.
Each grade level focusses on different aspects of these significant health issues.

Consideration about safety for self and others in the home, school, and community begins in the
early grades and continues throughout the program.

Relationship Choices
• Students will develop effective interpersonal skills that demonstrate responsibility, respect, and
caring in order to establish and maintain healthy interactions.
Students learn the characteristics of healthy relationships. They learn that the development and
maintenance of effective relationships requires the communication skills of listening, expressing
needs and emotions, and providing feedback. They learn about support networks, mentors, and
developing healthy relationships and positive interdependence.
Students learn how to maintain relationships and how to deal with change and transitions in a
variety of life roles.
They also learn to value the strengths and gifts of self and others, as well as their uniqueness.

Life Learning Choices

• Students will use resources effectively to manage and explore life roles and career opportunities
and challenges.
Students begin in grade 1 to develop practices, knowledge, and skills related to career
development. They learn to respect the property of others and to understand the concepts of
consequences and accountability.
Self-direction and personal responsibility are developed as students learn to organize and manage
their own resources of time, energy, and personal property.
Students begin by recognizing the strengths, interests, attributes, and skills of self and others as a
basis for understanding that opportunities and possibilities for learning are ever present and
lifelong.
Service learning experiences and explorations provide students with opportunities to learn, practise,
and refine skills while making meaningful contributions to their families, schools, and
communities.
The general curriculum outcomes are interrelated and interdependent. Each is to be achieved through a
variety of experiences. The emphasis is on overall well-being. Students learn to enhance attitudes and
behaviours that reflect healthy choices and reduce the potential for harm. They develop personal
responsibility for health and they demonstrate caring for others.

8 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 SPECIFIC CURRICULUM OUTCOMES

Specific Curriculum Outcomes

Each general curriculum outcome includes specific curriculum outcomes that students are expected to
achieve by the end of each grade. Specific outcomes within each grade are developmentally appropriate,
building upon and making connections to prior learning.

Thus, the specific curriculum outcomes are progressive and lead to more developmentally complex
thinking skills that address the interrelated dimensions of health: physical, emotional/social, mental/
cognitive, spiritual. The specific outcomes incorporate the potential for students to extend and refine
learning in real-life situations.

Depending on the learning context and developmental needs of students, outcomes can be integrated or
reclustered within the grade, as appropriate.

How to Use the Four-Column Curriculum Layout

The curriculum has been organized into four columns to relate learning experiences to the outcomes by
• providing a range of strategies for learning and teaching associated with a specific outcome or a
cluster of outcomes
• demonstrating the relationship between outcomes and assessment strategies
• suggesting ways that teachers can make cross-curricular connections
• providing teachers with resource suggestions.

Column 1: Specific Curriculum Outcomes

Column 1 provides specific curriculum outcomes describing what students are expected to know, be
able to do, and, hopefully, value by the end of the year.
Specific outcomes are identified with an abbreviation (for example, W-4.6, R-4.3, or L-4.7). The
letter in the abbreviation refers to the general outcome Wellness, Relationship, or Life Learning
Choices. The number after the hyphen is the grade level, and the final number refers to the order
number of the specific outcome. The heart symbol Ì is used to identify outcomes that should be
addressed with sensitivity.

Column 2: Elaboration-Strategies for Learning and Teaching

The first part of this column contains an elaboration of the outcome and/or some background related
to the outcome of the teacher. The bullets in the second column indicate suggestions for learning and
teaching.

Column 3: Tasks for Instruction and/or Assessment

This column provides suggestions for ongoing assessments that form an integral part of the learning
experience.
The suggestions are grouped into a variety of types of assessment.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 9
THE FOUR-COLUMN SPREAD

Column 4: Resources/Notes
This column provides additional information for teachers, including literature support resource
titles, cross-curricular links, supplementary resources, and Web links. Appendix items with teacher
information, student information, and activity sheets are also indicated in this column.

The Four-Column Spread

The curriculum has been organized in four columns in a two-page layout as illustrated below. The
content of these columns is explained on pages 9 and 10.

WELLNESS CHOICES WELLNESS CHOICES

GCO: Students will make responsible and informed choices to maintain health and to promote GCO: Students will make responsible and informed choices to maintain health and to promote
safety for self and others. safety for self and others.

Outcomes Elaborations - Strategies for Learning and Teaching Tasks for Instruction and/or Assessment Resources/Notes
Students will be expected to PERSONAL HEALTH Presentation Health and Wellness
• examine the impact of • Invite students to brainstorm a list of the different • Use magazine pictures and headlines to create a Chapter 4, p. 127
physical activity, activities a typical grade 5 student does in a 24- collage illustrating how physical activity, adequate pp.127-133
nutrition, rest, and hour period. Put a star beside those activities that nutrition, and sleep are essential for healthy pp. 134-137
immunization on the have a positive impact on health and well-being. growth and development. Think of an interesting
immune system title for your collage.
(W-5.1) • Review “How Your Immune System Fights
Microbes” (Appendix) with students. Organize the Appendix
Paper and Pencil
information on a T-chart. “How Your Immune System
• Make a top ten list of conditions that contribute to
a healthy immune system. Fights Microbes”
“Building a Healthy
Parts of The Body How They Fight Disease • Research a list of disesases that have been almost Immune System”
eliminated because of immunization.
Skin Keeps germs out of the body

• Have students brainstorm health practices that help

maintain a strong immune system.

• Discuss important times when people get immunized

(for example, as a baby, before going to school,
before travelling to some countries).

16 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 17

10 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 TEACHER NOTES

Teacher Notes
• Percentage of instructional time for elementary health grades 4-6:
5% (15 minutes/day, 1.25 hours/week, or 90 minutes/6 day cycle or 46.25 hours/year)

• If It Happens To You: Talking About Abuse (DVD and Guide)

All English Programs schools have been provided with a Personal Safety/Abuse Prevention kit. This is a
personal safety program for students in grade 5, with a focus on openly discussing how students can stay
safe and helping them identify steps they can take to protect themselves if physical, verbal, or sexual abuse
happens to them.

Please provide parents with information about the program. The minimum expectation is to inform them
by letter that the program is being used. An “opt-in” form must be signed by the parent/guardian and
returned to the school. (A sample letter is available in the appendix, W-5.6, page 87.) Schools may decide
to have an information meeting or discuss the program at events such as “Meet-The-Teacher-Night.”

Schools may choose to deliver the Personal Safety/Abuse Prevention component in different ways. Choose
from the following options:
a) The school counsellor and classroom teacher team teach the program.
b) The classroom teacher delivers the program. The school counsellor should be in the building when
this is taking place and is invited to a session.
(The program is not designed to illicit disclosures, but they can occur.)
c) The school counsellor delivers the program.

This component should not be delivered before a teacher has developed a rapport with students. The
video/kit is available in your school library and will be used to address specific outcome W-5.6.

• In column 4, Other Suggested Resources (books, videos, Web sites) and cross-curricular links are
listed. Teachers are encouraged to use a variety of resources to address the curriculum outcomes (e.g.,
videos, posters, reference materials, community programs, Web sites, resource people). Please ensure
that the material being used is appropriate, engaging, and accurate. Evaluation criteria can be found in
Evaluation And Selection of Learning Resources: A Guide. This resource is available in your school or can be
accessed on-line at [Link]/educ.

• Eastern School District teachers have access to a selection of materials from the Teachers’ Resource
Centre. Western School District teachers are encouraged to visit the Little Red School House for
resources. All teachers are encouraged to use the Confederation Centre Library and to consult with the
teacher-librarians in their schools for updated video curriculum lists as well as other resources. Visit the
Confederation Centre Library on-line and search for resources at [Link]/abbycat.

• Each school has a School Healthy Eating Toolkit from the PEI Healthy Eating Alliance.

• Each school has an Eat Right! Stay Fit! CD and DVD (PEI ALA, PEI HEA, Department of Health
and Social Services).

• The heart symbol Ì is used to identify outcomes that should be addressed with sensitivity. It is
important to know your students and to consider what outcomes/issues should be handled with care.

• Consider community opportunities when planning. Look for designated weeks or months such as
Verbal Abuse Prevention week, or Heart and Stroke Month, to address topics that complement the
health curriculum.
PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 11
CURRICULUM OUTCOMES OVERVIEW

Grade 5
WELLNESS CHOICES-General Curriculum Outcome
Students will make responsible and informed Interactions
choices to maintain health and to promote
safety for self and others. Students will be expected to
identify possible changes in family relationships, and
Specific Curriculum Outcomes explore strategies for dealing with change
investigate the benefits of fostering a variety of
Personal Health relationships throughout the life cycle
Students will be expected to apply mediation skills when resolving conflicts
examine the impact of physical activity, nutrition, rest, and
immunization on the immune system Group Roles and Processes
assess the importance of regular hygiene practices during Students will be expected to
adolescence develop strategies to address personal roles and
examine the impact that changes in interests, abilities, responsibilities in groups
and activities may have on body image
identify respectful communication strategies that foster
examine ways in which healthy eating can accommodate a
group/team development
broad range of eating behaviours
examine and evaluate the impact of caffeine, alcohol, and
drugs on personal health/wellness LIFE LEARNING CHOICES-General Curriculum Outcome
Students will use resources effectively to manage
Safety and Responsibility and explore life roles and career opportunities and
challenges.
Students will be expected to
identify personal boundaries, and recognize that boundaries Specific Curriculum Outcomes
vary depending on the nature of relationship, situation, and
culture Learning Strategies
promote safety practices in the school and community Students will be expected to

determine appropriate safety behaviours for community identify and implement an effective time-
recreational situations management plan

describe and demonstrate ways to assist with injuries of affirm personal skill development
others investigate the effectiveness of various decision-
making strategies
analyse factors that affect the planning and
RELATIONSHIP CHOICES-General Curriculum Outcome attaining of goals
Students will develop effective interpersonal skills that
demonstrate responsibility, respect and caring in order Life Goals and Career Development
to establish and maintain healthy interactions.
Students will be expected to

Specific Curriculum Outcomes relate personal skills to various occupations

assess how roles, expectations, and images of
Understanding and Expressing Feelings others may influence career/life role interests
Students will be expected to
Volunteerism
recognize that certain behaviours may mask underlying
feelings Students will be expected to
identify and use long-term strategies for managing identify, within the school, the volunteer service
feelings accomplishments of staff and students
recognize that stressors affect individuals differently, develop strategies for showing appreciation for
and outline ways individuals respond to stress volunteer contributions
practise effective communication skills

12 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 Notes:

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 13
14 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 WELLNESS CHOICES

PEI Specific Curriculum Outcomes

Personal Health
Students will be expected to
• examine the impact of physical activity, • examine ways in which healthy eating can
nutrition, rest, and immunization on the accommodate a broad range of eating behaviours
immune system (W-5.1) (W-5.4)

• assess the importance of regular hygiene • examine and evaluate the impact of caffeine,
practices during adolescence (W-5.2) alcohol, and drugs on personal health/wellness
(W-5.5)
• examine the impact that changes in interests,
abilities, and activities may have on body
image (W-5.3)

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Safety and Responsibility

Students will be expected to
• identify personal boundaries, and recognize • determine appropriate safety behaviours for
that boundaries vary depending on the community recreational situations (W-5.8)
nature of relationship, situation, and culture
(W-5.6) • describe and demonstrate ways to assist with
injuries of others (W-5.9)
• promote safety practices in the school and
community (W-5.7)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 15
WELLNESS CHOICES

GCO: Students will make responsible and informed choices to maintain health and to promote safety for
self and others.

Outcomes Elaborations-Strategies for Learning and Teaching

Students will be expected to PERSONAL HEALTH
• examine the impact of physical • Invite students to brainstorm a list of the different activities a
activity, nutrition, rest, and typical grade 5 student does in a 24-hour period. Put a star
immunization on the immune beside those activities that have a positive impact on health
system (W-5.1) and well-being.

• Review “How Your Immune System Fights Microbes”

(Appendix) with students. Organize the information on a T-
chart.

Parts of The Body How They Fight Disease

Skin Keeps germs out of the body

• Have students brainstorm health practices that help maintain

a strong immune system.

• Discuss important times when people get immunized (for

example, as a baby, before going to school, before travelling
to some countries).

16 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 WELLNESS CHOICES

GCO: Students will make responsible and informed choices to maintain health and to promote safety for
self and others.

Tasks for Instruction and/or Assessment Resources/Notes

Presentation Health and Wellness

• Use magazine pictures and headlines to create a collage Chapter 4, pp. 127-133
illustrating how physical activity, adequate nutrition, and sleep pp. 134-147
are essential for healthy growth and development. Think of an
interesting title for your collage. Appendix

Paper and Pencil “How Your Immune System Fights

Microbes”
• Make a top ten list of conditions that contribute to a healthy
“Building a Healthy Immune System”
immune system.

• Research a list of disesases that have been almost eliminated

because of immunization.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 17
WELLNESS CHOICES

GCO: Students will make responsible and informed choices to maintain health and to promote safety for
self and others.

Outcomes Elaborations-Strategies for Learning and Teaching

Students will be expected to PERSONAL HEALTH
• assess the importance of regular • As a class, discuss and define the concept of personal hygiene.
hygiene practices during For example, personal hygiene habits that keep you healthy
adolescence (W-5.2) and clean include brushing teeth, washing clothes, and
wearing deodorant.

• Invite students to brainstorm a list of all the things they do to

keep clean and groomed. Have them sort the tasks into
activities they do daily, several times a week, weekly, or
monthly.

• Have students discuss how their hygiene needs have changed

since their first year of school.

• Research and discuss the causes, prevention and treatment of

- body odour
- acne
- unpleasant breath.

• Discuss the connection between your personal hygiene and

your social relationships with others.

18 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 WELLNESS CHOICES

GCO: Students will make responsible and informed choices to maintain health and to promote safety for
self and others.

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil Health and Wellness

• Make a top ten list of things you do daily to feel and look clean Chapter 3, p. 94
and fresh. List three reasons why these practices are important Chapter 4, pp. 124-126
in your daily life.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 19
WELLNESS CHOICES

GCO: Students will make responsible and informed choices to maintain health and to promote safety for
self and others.

Outcomes Elaborations-Strategies for Learning and Teaching

Students will be expected to PERSONAL HEALTH

• examine the impact that • Review the definition of body image. Body image is the
changes in interests, abilities, feeling you have about the way your body looks. (The concept
and activities may have on body of body image was introduced in grade three.)
image (W-5.3)
• Individually, have students brainstorm lists of
- new interests they have discovered over the last year
- new abilities they have gained over the last year
- new activities they have tried over the last year.

• Discuss how these changed interests, abilities, and activities

could affect body image.

20 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 WELLNESS CHOICES

GCO: Students will make responsible and informed choices to maintain health and to promote safety for
self and others.

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil Health and Wellness

• Complete the following statements: Chapter 3, pp. 96-101
- “This year I have new interests, such as . . .” Chapter 4, pp. 134-147
- “I am also discovering new abilities, such as . . .”
- “This year I tried new activities, such as . . .” Leaps and Bounds
- “One of the new things that has affected how I feel about Lesson 5
my body is . . .”
Lesson 8
- “It has affected how I feel about my body because . . .”

• Interview adult friends or family members to find out how their Appendix
changing interests, abilities, and activities affect the way they “Ideas for Developing and Promoting a
feel about their bodies. Positive Body Image”

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 21
WELLNESS CHOICES

GCO: Students will make responsible and informed choices to maintain health and to promote safety for
self and others.

Outcomes Elaborations-Strategies for Learning and Teaching

Students will be expected to PERSONAL HEALTH
• examine ways in which healthy When it comes to healthy eating, no two people are exactly alike.
eating can accommodate a Factors such as age, activity level, illness, allergies, finances, and
broad range of eating behaviours cultural traditions all combine to shape an individual’s ultimate
(W-5.4) food choices.

• Have students brainstorm a list of factors that influence

personal food choices. Go through the list and identify each
factor as a Positive, Negative, or Interesting influence.

• Have students work in pairs and make a menu plan for school
lunches for one week. Consider how to accommodate the
variety of eating behaviours of students in your class. Discuss
desserts and treats, and how much is enough.

• As a class, discuss “What is an allergy?” (An allergy is a

condition which causes the body to react to foods or other
substances.) Symptoms associated with allergies include the
following:
- rashes - difficulty swallowing
- teary eyes - difficulty breathing
- hives - in some cases, death
- swelling of the face

Food allergies are rare. Only about three percent of children

have allergic reactions to a specific food; only about one
percent of adults have food allergies. Food intolerance is more
common. Food intolerance is an unpleasant reaction to food.
Some people get an upset stomach or diarrhea when they
consume milk or milk products. Wheat and other grains can
also be difficult for some people to consume.

• As a class, discuss why it is important to know if your friend

has allergies.

22 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 WELLNESS CHOICES

GCO: Students will make responsible and informed choices to maintain health and to promote safety for
self and others.

Tasks for Instruction and/or Assessment Resources/Notes

Interview Health and Wellness

• Imagine you have received a donation of $100 from a local Chapter 3, pp. 102-113
grocery store. Plan 10 nutritional snacks that you could serve to
your classmates at recess. Explain how you would accommodate
Appendix
a broad variety of eating habits.
“Ideas for Promoting Healthy Eating
• Create a tip sheet of ways to help prevent allergic reactions in Choices”
people you know. Tips might include the following:
- checking for allergies before planning a menu for a birthday [Link]/foodguide
party (Link to order Eating Well with Canada’s
- not bringing in your lunches food that someone is allergic to Food Guide)
- learning to read food labels (e.g., a common food additive
called casein is made from milk; many food items contain
wheat)
- informing people of your food allergies

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 23
WELLNESS CHOICES

GCO: Students will make responsible and informed choices to maintain health and to promote safety for
self and others.

Outcomes Elaborations-Strategies for Learning and Teaching

Students will be expected to PERSONAL HEALTH
• examine and evaluate the • Create three columns to brainstorm and organize reasons why
impact of caffeine, alcohol, and people use tobacco, caffeine, and alcohol. Underline reasons
drugs on personal health/ that are similar in each column. Discuss. Mark the three most
wellness (W-5.5) Ì common reasons with a star.

Reasons people use

Tobacco Caffeine Alcohol

• Have students work in small groups to gather information on

the effects and risks associated with the use of one of the
following:
- caffeine
- alcohol
- tobacco
- nonprescription drugs
- prescription drugs or medications
- inhalants

Guide students in assessing the reliability of various sources of

information about drugs. (Students will have learned about
careful information gathering in Grade 4, L-4.3.) Invite
students to share their findings with the class.

• Review “What You Need to Know about Caffeine”

(Appendix) with students. Conduct a “caffeine hunt,”
identifying as many products as possible that contain
caffeine.

24 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 WELLNESS CHOICES

GCO: Students will make responsible and informed choices to maintain health and to promote safety for
self and others.

Tasks for Instruction and/or Assessment Resources/Notes

Presentation Health and Wellness

• Create a poster or video that warns young people about the risks Chapter 6, pp. 194-227
of using a certain drug.
Leaps and Bounds
Paper and Pencil
Lesson 1
• Complete the following statements:
Lesson 2
- “I need to be aware that caffeine . . .”
- “I need to be aware that tobacco . . .”
- “I need to be aware that alcohol . . .” Appendix
- “The physical effects of caffeine can include . . .” “What You Need to Know about
Caffeine”
- “The physical effects of alcohol can include . . .”
- “The physical effects of tobacco can include . . .”
- “Caffeine could affect my personal wellness because . . .”
- “Alcohol could affect my personal wellness because . . .”
- “Tobacco could affect my personal wellness because . . .”

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 25
WELLNESS CHOICES

GCO: Students will make responsible and informed choices to maintain health and to promote safety for
self and others.

Outcomes Elaborations-Strategies for Learning and Teaching

Students will be expected to SAFETY AND RESPONSIBILITY
• identify personal boundaries, • As a class, discuss personal boundaries. Personal boundaries tell
and recognize that boundaries us when we are comfortable and when we are nervous, afraid,
vary depending on the nature of or uncomfortable. They affect the way we relate to people.
relationship, situation, and Personal boundaries differ from person to person and it’s
culture (W-5.6) Ì important to watch for cues from other people so you respect
their boundaries.

• Explore how mood affects personal space. Have students move

around the room for one minute focussing on a specific
emotion, such as sadness. Students can role-play the emotion
as they move. After one minute, the leader calls “Freeze” and
players stop and look around to note how close people are. The
leader announces a different emotion, such as happiness,
excitement, anger, or fear, and the class moves around the room
role-playing until the “Freeze” signal. Discuss how personal
space changes with our mood.

• Have students draw two circles, one within the other. Label
the inner circle My Comfort Zone and record the touches that
make you feel okay, such as high fives with your soccer team,
hugs from Grandma, or your cat sitting on your lap. Label the
outer circle Out of Bounds and record the touches that make
you uncomfortable, such as punch buggy games, or other
children pulling on your clothes. Remind students that there
are other types of personal boundaries besides touches such as
topics of conversation and what you will ask another person to
do.

• Role-play communicating your personal boundaries to another

person in different situations.
- Your little brother wants to talk with you when you are
having a shower.
- The student sitting behind you often bangs your chair
with his foot.
- A student you don’t know very well often hugs you at
recess and you find this uncomfortable.

• View If It Happens To You: Dealing With Abuse (Parental

permission is required for this. A sample letter has been
provided in the appendix.) Materials to accompany this video
are included with it.

26 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 WELLNESS CHOICES

GCO: Students will make responsible and informed choices to maintain health and to promote safety for
self and others.

Tasks for Instruction and/or Assessment Resources/Notes

Journal Health and Wellness

• Complete these sentence starters about personal boundaries: Chapter 1, pp. 16-27
- “I am comfortable when . . .”
- “It makes me feel good when . . .” Leaps and Bounds
- “I am uncomfortable when . . .” Lesson 4
Lesson 5
Paper and Pencil
• Research how different cultures in the world have different
customs about touching. Appendix
Sample Letter

If It Happens To You: Dealing With Abuse

(Video)
(Copy of this in school library)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 27
WELLNESS CHOICES

GCO: Students will make responsible and informed choices to maintain health and to promote safety for
self and others.

Outcomes Elaborations-Strategies for Learning and Teaching

Students will be expected to
SAFETY AND RESPONSIBILITY
• promote safety practices in the • Brainstorm a list of potential safety concerns you observed on
school and community (W-5.7) your way to school, such as icy sidewalks, busy intersections,
or large potholes.

• Invite students to bring in newspaper clippings of stories

about people making (or not making) responsible and safe
choices in schools and communities.

• As a class, discuss situations in the community in which a

safety risk was identified and a specific action was taken to
reduce this safety risk.

28 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 WELLNESS CHOICES

GCO: Students will make responsible and informed choices to maintain health and to promote safety for
self and others.

Tasks for Instruction and/or Assessment Resources/Notes

Presentation Health and Wellness

• Design a safety ad for the school newspaper. Chapter 5, pp. 160-191

• Design a leaflet on the dangers of icy sidewalks and ways to

Leaps and Bounds
prevent them.
Lesson 8
• Write a letter to city council identifying the danger posed by a
pothole (or another identified safety danger) and ask that it be Appendix
repaired quickly.
“Ideas for Promoting Safety Practices in
the School and Community”
• Imagine your class is going on a science field trip to a local
pond. There will be two areas at the site a small dock and a
rocky beach. Use the chart below to develop a safety plan.
Include at least three points in each column.

Strategies for promoting

and enforcing safety
Potential dangers Safety guidelines
guidelines

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 29
WELLNESS CHOICES

GCO: Students will make responsible and informed choices to maintain health and to promote safety for
self and others.

Outcomes Elaborations-Strategies for Learning and Teaching

Students will be expected to
SAFETY AND RESPONSIBILITY
• determine appropriate safety • As a class, brainstorm a list of recreational activities that
behaviours for community require special safety behaviours (for example, using
recreational situations (W-5.8) snowmobiles, all-terrain vehicles, or trampolines).

• Working in pairs, have students choose one recreational

activity and research information to include in a safety tip
sheet or a one-minute public service announcement.

30 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 WELLNESS CHOICES

GCO: Students will make responsible and informed choices to maintain health and to promote safety for
self and others.

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil Health and Wellness

• Choose one recreational activity that you participate in (or Chapter 5, pp. 160-171
would like to) and list three safety behaviours for that situation.
Appendix
“Ideas for Promoting Safety in Community
Recreational Situations”
Invite a guest speaker to discuss the safety
issues related to a particular sport or
recreational activity.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 31
WELLNESS CHOICES

GCO: Students will make responsible and informed choices to maintain health and to promote safety for
self and others.

Outcomes Elaborations-Strategies for Learning and Teaching

Students will be expected to SAFETY AND RESPONSIBILITY
• describe and demonstrate ways • Brainstorm a list of basic first-aid procedures a Grade 5
to assist with injuries of others student needs to know. This list might include the following:
(W-5.9) - helping a choking person
- treating mild burns
- responding to a person having a seizure
- applying pressure to cuts
- comforting a person who is hurt

32 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 WELLNESS CHOICES

GCO: Students will make responsible and informed choices to maintain health and to promote safety for
self and others.

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil Health and Wellness

• Describe three things you could do if a friend fell from the top Chapter 5, pp. 178-181
of a piece of playground equipment.
Appendix
Presentation
“Basic First Aid for Students”
• In small groups, research a first-aid procedure and design a
poster to teach others about the technique. Prepare a three-five “Ideas for Promoting and Enhancing
Basic First-Aid Skills”
minute demonstration to share with the class.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 33
34 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 Notes:

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 35
RELATIONSHIP CHOICES

36 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 RELATIONSHIP CHOICES

PEI Specific Curriculum Outcomes

Understanding and Expressing Feelings
Students will be expected to
• recognize that certain behaviours may mask • recognize that stressors affect individuals
underlying feelings (R-5.1) differently, and outline ways individuals
respond to stress (R-5.3)
• identify and use long-term strategies for
managing feelings (R-5.2) • practise effective communication skills
(R-5.4)

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Interactions
Students will be expected to
• identify possible changes in family • apply mediation skills when resolving conflicts
relationships, and explore strategies for (R-5.7)
dealing with change (R-5.5)

• investigate the benefits of fostering a variety of

relationships throughout the life cycle (R-5.6)

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Group Roles and Processes

Students will be expected to
• develop strategies to address personal roles • identify respectful communication strategies
and responsibilities in groups (R-5.8) that foster group/team development (R-5.9)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 37
RELATIONSHIP CHOICES

GCO: Students will develop effective interpersonal skills that demonstrate responsibility, respect, and
caring in order to establish and maintain healthy interactions.

Outcomes Elaborations–Strategies for Learning and Teaching

Students will be expected to UNDERSTANDING AND EXPRESSING FEELINGS

• recognize that certain • As a class, discuss how emotions are an important part of
behaviours may mask who we are because they tell us all kinds of things about
underlying feelings (R-5.1) ourselves:
- what is happening around us
- what we want
- what is important to us
- what we need to do to take care of ourselves
- what we like or dislike

• Discuss what happens when we ignore our emotions or

express them in negative ways. For example, we may show
anger when we are frustrated or hurt.

• Have students brainstorm a list of emotions. Divide up the

brainstormed list of emotions. Working in pairs, describe
three positive and appropriate ways to express the emotion.
Share them with the class. Discuss.

• Read to the class a story such as Pinduli by Janell Cannon.

Pinduli is a wonderful story about self-image, self-
acceptance, and respect for others. The following questions
may be used in a class discussion:
- Each animal gives an excuse for making fun of Pinduli.
How are the excuses the same?
- Each animal does the same thing when another animal
makes fun of it? What is that? Do you think people behave
this way too?

38 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 RELATIONSHIP CHOICES

GCO: Students will develop effective interpersonal skills that demonstrate responsibility, respect, and
caring in order to establish and maintain healthy interactions.

Tasks for Instruction and/or Assessment Resources/Notes

Presentation Health and Wellness

• Identify three emotions that are important to you and design a Chapter 1, pp. 22-27
collage illustrating how you express these emotions. Chapter 2, pp. 52-57

Journal
Leaps and Bounds
• Complete these statements:
Lesson 7
- “It’s important to express feelings because . . .”
- “When expressing emotions, it’s important to consider . . .”
- “Three positive ways to express frustration or anger are . . .” Appendix
“Emotions” (handout)
“Character Faces”

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 39
RELATIONSHIP CHOICES

GCO: Students will develop effective interpersonal skills that demonstrate responsibility, respect, and
caring in order to establish and maintain healthy interactions.

Outcomes Elaborations–Strategies for Learning and Teaching

Students will be expected to UNDERSTANDING AND EXPRESSING FEELINGS

• identify and use long-term • In their journals, have students write a list of ten feelings
strategies for managing feelings that are challenging to manage (e.g., disappointment,
(R-5.2) discouragement).

• Distribute three post-it notes to each student and ask them

to write the name of an important but difficult-to-manage
feeling on each. Gather the sheets and create a list.

• Choose one feeling from the list and develop short-term and
long-term strategies for managing the feeling. Consider daily
routines and practices you can put in place. Work together
as a class to develop an action plan that includes the
following:
- behaviours to help you manage these feelings more
effectively (for example, adequate sleep, regular
physical activity, and good eating habits so you have the
energy and stamina for coping)
- self-talk statements to use every day
- a support network of friends, family, and trusted adults
to give you encouragement and advice
- stress-management strategies so your feelings do not
overwhelm you (such as taking walks when you feel
angry, counting to ten before you respond to something
someone has said, or having a book to read on the bus)
- goals that build your confidence, focus your energy, and
improve your enjoyment of life.

40 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 RELATIONSHIP CHOICES

GCO: Students will develop effective interpersonal skills that demonstrate responsibility, respect, and
caring in order to establish and maintain healthy interactions.

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil Health and Wellness

• Write a letter giving advice in response to the question which Chapter 1, pp. 22-27
follows. Chapter 2, pp. 52-57

Dear Solutions,
Leaps and Bounds
I’m a grade 5 student who works really hard at school. Lesson 7
Despite my hard work, I’m just getting 50’s on my math tests.
This is really disappointing. I’m feeling so discouraged I don’t
feel like trying any more. What can I do?

Sadly yours,
Feeling Blue

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 41
RELATIONSHIP CHOICES

GCO: Students will develop effective interpersonal skills that demonstrate responsibility, respect, and
caring in order to establish and maintain healthy interactions.

Outcomes Elaborations–Strategies for Learning and Teaching

Students will be expected to UNDERSTANDING AND EXPRESSING FEELINGS

• recognize that stressors affect • As a class, discuss and define positive stress and negative
individuals differently, and stress.
outline ways individuals
respond to stress (R-5.3) Ì Stress is the body’s reaction to the demands of daily living. A
stressor is a cause of stress. People encounter many stressors
every day traffic, tests, or growling dogs are just a few.
When people experience stressors, the body reacts by
producing hormones. Adrenaline is a hormone that prepares
the body for quick action. Some signs of stress are tense
muscles, increased heart rate, and perspiration. Positive stress
helps you to do well on a test or score a goal. Negative stress
can overwhelm you, cause your heart and lungs to work too
hard and reduce the number of white blood cells that help
your body fight germs.

• Have students generate a list of potentially stressful situations

at home and school. Mark positive stresses with a plus sign
and negative stresses with a minus sign. Mark stresses that
could be both positive and negative with a star.

• Have students choose three stressful situations from the list

and as a class come up with strategies for coping with each of
them.

• Encourage students to look for situations in which the skill of

coping enters into the plot of their favourite television
programs. (They may be surprised at how many program
scripts focus on coping with stress.)

42 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 RELATIONSHIP CHOICES

GCO: Students will develop effective interpersonal skills that demonstrate responsibility, respect, and
caring in order to establish and maintain healthy interactions.

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil Health and Wellness

• Make a list of ten feelings associated with stress. Chapter 1, pp. 34-41

• Think about a favourite book and describe how one of the

characters copes with stress.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 43
RELATIONSHIP CHOICES

GCO: Students will develop effective interpersonal skills that demonstrate responsibility, respect, and
caring in order to establish and maintain healthy interactions.

Outcomes Elaborations–Strategies for Learning and Teaching

Students will be expected to UNDERSTANDING AND EXPRESSING FEELINGS

• practise effective • As a class, discuss and identify key factors in effective

communication skills (R-5.4) communication. Key factors include
- making eye contact
- active listening
- checking for understanding
- sending clear messages.

• Review “Effective Communication” (Appendix).

• Have students think about people they consider good

communicators. What kinds of things do they do and say
that make them effective communicators?

• Have students work in pairs to examine the difference

between ineffective and effective communication. Give one
person the “Communication Activity” sheet (Appendix). This
person will read the directions on the sheet once. The other
person draws the picture following the directions. This
person may not speak or receive any type of feedback on the
drawing. Repeat the exercise, but this time questions and
feedback can be part of the communication. Compare the
drawing. How did communication affect both the experience
and the final outcome?

44 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 RELATIONSHIP CHOICES

GCO: Students will develop effective interpersonal skills that demonstrate responsibility, respect, and
caring in order to establish and maintain healthy interactions.

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil Health and Wellness

• Write a communication tip sheet for yourself. What are five Chapter 2, pp. 52-63
things you can do to be a better communicator? Chapter 7, pp. 242-243

Performance
Appendix
• With a partner, use effective communication skills to develop
and role-play a situation that someone your age might “Effective Communication”
experience. “Communication Activity”

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 45
RELATIONSHIP CHOICES

GCO: Students will develop effective interpersonal skills that demonstrate responsibility, respect, and
caring in order to establish and maintain healthy interactions.

Outcomes Elaborations–Strategies for Learning and Teaching

Students will be expected to INTERACTIONS

• identify possible changes in • As a class, brainstorm a list of changes families may go

family relationships, and explore through. Mark each change with an N for a natural change,
strategies for dealing with an I for an intentional change or NI if the change is both.
change (R-5.5) Ì
• Create a list of strategies you can use when experiencing loss
or change. For example, you might
- talk to someone
- write in a journal
- find new activities that comfort you
- take one day at a time.

46 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 RELATIONSHIP CHOICES

GCO: Students will develop effective interpersonal skills that demonstrate responsibility, respect, and
caring in order to establish and maintain healthy interactions.

Tasks for Instruction and/or Assessment Resources/Notes

Performance Health and Wellness

• Find a novel or short story that features a character dealing with Chapter 2, pp. 68-73
changes in his or her family. Do a book talk for the class and
identify the strategies the character uses to deal with change.
Appendix

Paper and Pencil “Ideas for Effectively Coping with

Change and Loss in the Family”
• One of your parents will be working out of town for the next
three months. Describe three strategies you can use to cope with
this change. How can you help other family members handle
this change?

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 47
RELATIONSHIP CHOICES

GCO: Students will develop effective interpersonal skills that demonstrate responsibility, respect, and
caring in order to establish and maintain healthy interactions.

Outcomes Elaborations–Strategies for Learning and Teaching

Students will be expected to INTERACTIONS

• investigate the benefits of • Invite students to take three minutes to write about what
fostering a variety of friendship means to them. Encourage them to think beyond
relationships throughout the life just having fun with another person their age. Consider
cycle (R-5.6) people of all ages and how all relationships are valuable.

• Read to the class a story such as Jeremiah Learns to Read, by

Jo Ellen Bogart. This is a heartwarming story about how
people of all ages can share and learn from one another.

• Have students brainstorm a list of important people in their

lives. Next, draw a graph and label with ages from 10 years
old to 80 years old.

baby

10 yrs 20 yrs 30 yrs 40 yrs 50 yrs 60 yrs 70 yrs 80 yrs

Put one check mark on the graph for the age of each
important person on your list. Do you have relationships
with people across the age levels?

• Have students work in small groups and brainstorm the

benefits of having friends in each age group. Organize your
ideas on a chart, such as the one below.

Younger Same Age Older Adults Seniors

Than You Children

48 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 RELATIONSHIP CHOICES

GCO: Students will develop effective interpersonal skills that demonstrate responsibility, respect, and
caring in order to establish and maintain healthy interactions.

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil Health and Wellness

• Write a letter to the oldest important person in your life. Tell Chapter 2, pp. 46-51
that person three things you like doing together and three
reasons why you value the relationship.
Leaps and Bounds
Lesson 6

Appendix
“Ideas for Promoting and Enhancing
the Benefits of Cross-Age Relationships”
“The Benefit of Having Friends...”

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 49
RELATIONSHIP CHOICES

GCO: Students will develop effective interpersonal skills that demonstrate responsibility, respect, and
caring in order to establish and maintain healthy interactions.

Outcomes Elaborations–Strategies for Learning and Teaching

Students will be expected to INTERACTIONS
• apply mediation skills when • Use an idea builder (Appendix) to discuss and explore the
resolving conflicts (R-5.7) concept of mediation. Mediating is working with two or
more people to reach an agreement. It involves recognizing
the feelings of others and allowing others to express
opinions.

• Consider a typical conflict on the playground. Make two

columns on the board. In the first column, list hot responses
that are likely to escalate the conflict. In the second column,
list cool responses that are likely to defuse or resolve the
conflict.

When there is a conflict

Hot Cool
Escalating responses Defusing responses

- hitting - leaving the scene

- name-calling - ignoring insults
- sulking - saying “I’m sorry you feel
that way”
- getting others to join
- getting someone to help
the conflict
- talking about the problem
- shouting
- listening to the other person
- swearing

Examine the hot responses and discuss why they tend to

escalate conflict. Discuss why cool responses help resolve
conflict.

50 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 RELATIONSHIP CHOICES

GCO: Students will develop effective interpersonal skills that demonstrate responsibility, respect, and
caring in order to establish and maintain healthy interactions.

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil Health and Wellness

• Your two friends are arguing about who should do the drawing Chapter 2, pp. 58-63
and who should do the writing on your group project. List three
strategies you can use to mediate this conflict.
Appendix

Presentation “Idea Builder”

“Ideas for Promoting and Enhancing
• Draw a cartoon that depicts using a cool response to defuse or
Mediation Skills”
resolve a conflict. Include tips for using mediation strategies in
conflict situations.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 51
RELATIONSHIP CHOICES

GCO: Students will develop effective interpersonal skills that demonstrate responsibility, respect, and
caring in order to establish and maintain healthy interactions.

Outcomes Elaborations–Strategies for Learning and Teaching

Students will be expected to GROUP ROLES AND PROCESSES
• develop strategies to address • Have students complete the following sentences in their
personal roles and journals:
responsibilities in groups - “I work best on a team that . . .”
(R-5.8) - “My strength as a team player is . . .”
- “I’d like to improve . . .”
- “I think working on a team is important because . . .”

• As a class, discuss “Is it my responsibility to help other

people in my group?” Discuss what happens if you ignore
difficulties in a group.

• Have students work in pairs to complete “How I Can Help

My Group” (Appendix).

52 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 RELATIONSHIP CHOICES

GCO: Students will develop effective interpersonal skills that demonstrate responsibility, respect, and
caring in order to establish and maintain healthy interactions.

Tasks for Instruction and/or Assessment Resources/Notes

Journal Health and Wellness

• Look over the list of common difficulties in “How Can I Help Chapter 2, pp. 44-57
My Group” (Appendix). In your journal, discuss which of these pp. 74-85
behaviours you sometimes demonstrate. What can you do to
control these behaviours in yourself? Leaps and Bounds

Paper and Pencil Lesson 6

• If a person in your group is not working or contributing ideas,

list three strategies you can use to make sure your group gets the Appendix
work done despite this person’s reluctance to participate. “How I Can Help My Group”

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 53
RELATIONSHIP CHOICES

GCO: Students will develop effective interpersonal skills that demonstrate responsibility, respect, and
caring in order to establish and maintain healthy interactions.

Outcomes Elaborations–Strategies for Learning and Teaching

Students will be expected to
GROUP ROLES AND PROCESSES

• identify respectful • As a class, discuss how team or group members, such as the
communication strategies that school volleyball team or the art club, provide support to
foster group/team development one another.
(R-5.9)
• Have students brainstorm group activities that take place in
class.

• Have students work in small groups to generate a list of

ways group members can support one another.

54 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 RELATIONSHIP CHOICES

GCO: Students will develop effective interpersonal skills that demonstrate responsibility, respect, and
caring in order to establish and maintain healthy interactions.

Tasks for Instruction and/or Assessment Resources/Notes

Health and Wellness

Journal
Chapter 2, pp. 44-57
• Identify and describe three opportunities you had this week to pp. 74-85
practise respectful communication strategies in a team or group.

• Observe your teachers for a one-week period and note the Appendix
strategies they use to encourage participation of all class “Encouraging Co-operation”
members. Describe these strategies and decide if there are any
you can use with your team or group.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 55
56 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 Notes:

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 57
LIFE LEARNING CHOICES

58 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 LIFE LEARNING CHOICES

PEI Specific Curriculum Outcomes

Learning Strategies
Students will be expected to
• identify and implement an effective time- • investigate the effectiveness of various
management plan (L-5.1) decision-making strategies (L-5.3)

• affirm personal skill development (L-5.2) • analyse factors that affect the planning and
attaining of goals (L-5.4)

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Life Goals and Career Development

Students will be expected to
• relate personal skills to various occupations • assess how roles, expectations, and images of
(L-5.5) others may influence career/life role interests
(L-5.6)

○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○ ○

Volunteerism
Students will be expected to
• identify, within the school, the volunteer • develop strategies for showing appreciation for
service accomplishments of staff and students volunteer contributions (L-5.8)
(L-5.7)

DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 59
LIFE LEARNING CHOICES

GCO: Students will use resources effectively to manage and explore life roles and career opportunities
and challenges.

Outcomes Elaborations–Strategies for Learning and Teaching

Students will be expected to
LEARNING STRATEGIES

• identify and implement an • Have students make a list of all the activities and jobs they
effective time-management plan do in a week. Have them note how much time each takes
(L-5.1) and put a star beside items that they have difficulty finding
time to do. For example, do they plan enough time for
homework each night? Are they late for school because they
run out of time finding clothes to wear?

• Have students design a personal time-management chart

that has a place for all of these things. Remind them to
include time for thinking and relaxing.

• Review “Time Management: How to Stay Organized and

Use Your Time Wisely” (Appendix). Discuss how organized
people often make To-Do lists that help them focus and stay
on track during the day.

• As a class, discuss what a priority is. Create a coding system

to set priorities, such as A = most important, B = important,
and C = least important.

60 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 LIFE LEARNING CHOICES

GCO: Students will use resources effectively to manage and explore life roles and career opportunities
and challenges.

Tasks for Instruction and/or Assessment Resources/Notes

Performance Health and Wellness

• Give a one-minute talk and demonstration of a strategy that you Chapter 1, pp. 34-39
use for time management. Chapter 4, p. 147

Appendix
Paper and Pencil
“Ideas for Promoting and Enhancing
• List three activities you must have time for each week. Explain Time-Management Skills”
why. List three activities you’d like to have more time for.
“Time Management: How to Stay
Organized and Use Your Time Wisely”
• Develop a time-management plan to complete a science project
due in two weeks. List what you have to do, and how long each
task will take.
Put your plan on a two-week calendar.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 61
LIFE LEARNING CHOICES

GCO: Students will use resources effectively to manage and explore life roles and career opportunities
and challenges.

Outcomes Elaborations–Strategies for Learning and Teaching

Students will be expected to LEARNING STRATEGIES

• affirm personal skill • Give students three minutes to make a list of all the topics
development (L-5.2) and things they are interested in.

• Have students take five minutes and write down 100 skills
they have. Have them consider all areas of their lives.

• Combine the lists of interest to make a master list of

personal interests of students in your classroom.

• Have students work with partners to review their lists of

skills. Sort the skills into four or five categories.
Categories could include:
- people skills
- knowing-myself skills
- artistic skills
- physical/athletic skills
- academic skills.

• Put a star beside the three skills that are most important to
you. Put an N beside new skills that you have recently
developed or discovered. Put an I beside skills that you
would like to improve.

• As a class, discuss how personal skills and interests are

related.

62 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 LIFE LEARNING CHOICES

GCO: Students will use resources effectively to manage and explore life roles and career opportunities
and challenges.

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil Health and Wellness

• Choose one personal skill that is important to you. Explain why. Chapter 1, pp. 16-21
Describe how you developed this skill. How would you like to Chapter 3, pp. 96-101
improve the skill in the future?
Leaps and Bounds

• Choose one personal interest that is important to you. Explain Lesson 4

why. Describe how you developed this interest. How would you Lesson 7
like to pursue this interest in the future?
Appendix
“Ideas for Promoting and Enhancing
Personal Skill Development”

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 63
LIFE LEARNING CHOICES

GCO: Students will use resources effectively to manage and explore life roles and career opportunities
and challenges.

Outcomes Elaborations–Strategies for Learning and Teaching

Students will be expected to
LIFE GOALS AND CAREER DEVELOPMENT

• investigate the effectiveness of • Invite students to do a think-pair-share with a partner,

various decision-making discussing the following topics:
strategies (L-5.3) - one decision you made impulsively that worked out
- one decision you made impulsively that you wish you
hadn’t
- one decision that you didn’t make and, as a result,
another person made it for you
- one decision that you didn’t make and, as a result,
circumstances made it for you
- one decision you delayed and you’re glad you did
- one decision you delayed and you’re sorry you did

• Work in pairs or small groups and brainstorm a list of

decision-making situations that a typical grade 5 student
might face. Note an appropriate strategy for each kind of
situation, including
- quick decisions
- delayed decisions
- check-with-an-adult decisions.

• As a class, make a list of fun and effective ways to make

quick decisions (for example, toss a coin or close your eyes).

64 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 LIFE LEARNING CHOICES

GCO: Students will use resources effectively to manage and explore life roles and career opportunities
and challenges.

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil Health and Wellness

• List two personal decisions made impulsively, two you delayed, Chapter 1, pp. 28-33
and two that were made for you by someone else. Rate each of Chapter 2, pp. 58-85
these decision-making experiences as E for effective, C for could
have been better, or D for disastrous. Leaps and Bounds
Lesson 2
Lesson 3
Lesson 5

Think-Pair-Share

In think-pair-share, the teacher poses a

topic or question for a given amount of
time, usually 1-3 minutes. Each
student then pairs with a partner to
discuss the question, allowing students
to clarify their thoughts. Next, each pair
has an opportunity to share their
answers with a larger group or whole
class. Think-pair-share is a co-operative
learning strategy that provides
opportunities for students to
• participate
• learn from others
• make connections.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 65
LIFE LEARNING CHOICES

GCO: Students will use resources effectively to manage and explore life roles and career opportunities
and challenges.

Outcomes Elaborations–Strategies for Learning and Teaching

Students will be expected to
LEARNING STRATEGIES
• analyse factors that affect the • As a class, brainstorm and discuss all the factors that can
planning and attaining of goals affect the planning and attaining of goals (e.g., personal
(L-5.4) commitment, habits).

• Have students use “What Can Affect Your Goals?”

(Appendix) to analyse factors that may affect the planning
and attainment of one of your personal goals. Share with a
partner and discuss.

66 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 LIFE LEARNING CHOICES

GCO: Students will use resources effectively to manage and explore life roles and career opportunities
and challenges.

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil Health and Wellness

• Describe one school goal you have this year and explain how Chapter 1, pp. 12-15
your personal commitment, work habits, and attitude could Chapter 4, pp. 146-147
affect your plan for how to reach the goal.

Leaps and Bounds

Lesson 3
Lesson 4
Lesson 8

Appendix
“What Can Affect Your Goals?”
“Ideas for Promoting and Enhancing
Goal-Setting Skills”

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 67
LIFE LEARNING CHOICES

GCO: Students will use resources effectively to manage and explore life roles and career opportunities
and challenges.

Outcomes Elaborations–Strategies for Learning and Teaching

Students will be expected to
LIFE ROLES AND CAREER DEVELOPMENT

• relate personal skills to various • As a class, review the definitions of the following terms
occupations (L-5.5) which were introduced in grade 4.

A career is a lifestyle concept that involves the sequence of

work, learning, and leisure activities in which one engages
throughout a lifetime. Careers are unique to each person and
are dynamic, unfolding throughout life. Careers include how
persons balance their paid and unpaid work and personal life
roles.

An occupation is a group of similar jobs found in different

industries or organizations. For example, this could be
health services or education.

A job is the position one holds within an occupation. It is

the set of tasks that take place in a particular environment.
Perhaps you’re a grade 4 teacher at Greenfield Elementary.
That’s your job. Your occupation is education and your
career is everything you’re doing now, have done, and will
do. Your career includes more than your jobs. For example,
it includes your role as a mother, your coaching or
volunteering experiences, and your interests and hobbies.

• Invite students to imagine that today they could have a job

they wanted. Encourage them to think of an occupation that
would most closely match their current skills.

• Have students choose three occupations and draw a web

showing how their personal skills relate to each. On a second
web, show related skills they would like to develop in the
future.

• Go around the room and name a skill each student has and
link it to a potential occupation. Each occupation can be
named only once for any one student. Be creative and have
fun. For example, classmates might offer suggestions such
as the following:
- “I think John is a fast runner; he might consider a job as
a dogcatcher.”
- “The presentation Johnny gave on his trip to England
showed that he has a talent to be a tour guide or travel
agent.”

68 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 LIFE LEARNING CHOICES

GCO: Students will use resources effectively to manage and explore life roles and career opportunities
and challenges.

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil Health and Wellness

• Imagine that you have a choice of becoming an animal trainer or p. 23
a detective. List the personal skills you have that relate to each p. 71
occupation. What skills would you need that you don’t have?
p. 115
Which occupation would be the best match with your current
skills? p. 130
p. 151
p. 162
p. 217
p. 233
Chapter 7, pp. 250-255

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 69
LIFE LEARNING CHOICES

GCO: Students will use resources effectively to manage and explore life roles and career opportunities
and challenges.

Outcomes Elaborations–Strategies for Learning and Teaching

Students will be expected to
LIFE ROLES AND CAREER DEVELOPMENT

• assess how roles, expectations, • Have students complete each of the following statements
and images of others may about how others may influence their career interests:
influence career/life role - “My family would be happy if I...”
interests (L-5.6) - “My parents would be especially proud if...”
- “My friends tend to think...”
- “My role models are...”
- “The media tends to put down careers such as...”
- “At this point in my life, I am interested in...”

• As a class, discuss ways that parents can influence career

interests of their children (for example, running a family
businesses, taking children to their jobs, buying them related
toys, saving money for education).

• Discuss ways friends can influence each other’s career

interests.

• Have students choose one career they are interested in and

draw a mind map showing how their family, friends, role
models, and the media influence their feelings about, and
interest in, this career.

70 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 LIFE LEARNING CHOICES

GCO: Students will use resources effectively to manage and explore life roles and career opportunities
and challenges.

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil Health and Wellness

Chapter 7, pp. 250-255
• At this point in her life, Marta is interested in a career as an
astronaut. Use a chart similar to the one below to list potential Leaps and Bounds
messages she may be getting about this career choice. Lesson 5
Lesson 6
Lesson 8
CAREER AS AN ASTRONAUT
Appendix
“Ideas for Promoting Positive Career
Family expectations Messages from friends Choices”

Role models Image in the media

• Interview two adults and describe the factors that influenced

their career choices.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 71
LIFE LEARNING CHOICES

GCO: Students will use resources effectively to manage and explore life roles and career opportunities
and challenges.

Outcomes Elaborations–Strategies for Learning and Teaching

Students will be expected to
VOLUNTEERISM

• identify, within the school, the • As a class, brainstorm a list of reasons why individuals give
volunteer service their time and energy to volunteer activities.
accomplishments of staff and
students (L-5.7) • Have students design a survey to gather information about
the volunteer service accomplishments of staff and students
in the school over the past year. Collect the data and
organize and display in tables or lists.

• As a class, analyse the data and write a short report for the
school newsletter.

72 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 LIFE LEARNING CHOICES

GCO: Students will use resources effectively to manage and explore life roles and career opportunities
and challenges.

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil Health and Wellness

• Using the data collected from the survey, make a top ten list of Chapter 7, pp. 248-249
how your school is a better place because of the volunteer
accomplishments of staff and students. Appendix
“Ideas for Promoting Volunteerism
and Service Learning”

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 73
LIFE LEARNING CHOICES

GCO: Students will use resources effectively to manage and explore life roles and career opportunities
and challenges.

Outcomes Elaborations–Strategies for Learning and Teaching

Students will be expected to
VOLUNTEERISM

• develop strategies for showing • As a class, brainstorm a list of strategies people use to show
appreciation for volunteer appreciation for one another.
contributions (L-5.8)
• Have students plan a volunteer appreciation campaign. It
could be an event, a letter-writing campaign, or a feature on
the school Web site.

74 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 LIFE LEARNING CHOICES

GCO: Students will use resources effectively to manage and explore life roles and career opportunities
and challenges.

Tasks for Instruction and/or Assessment Resources/Notes

Paper and Pencil Health and Wellness

• To be most effective, volunteer appreciation should be ongoing Chapter 7, pp. 244-249

rather than a single event. Explain one strategy that could be
used for showing appreciation for volunteer contributions in
your school throughout the year.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 75
76 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 Grade 5
Appendix

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 77
78 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 W-5.1

Name: D ate:

How yyour
our imm une system
immune
fights micr obes
microbes
Keeping microbes out
microbes Your bod y’s imm
body’s une system
immune
What do skin, nose hair, eye- Despite these defenses, some disease-
lashes, and tears have in common? causing microbes do enter your body. Let’s
They are all parts of your body’s look at how your immune system reacts
first line of defense against dis- when this happens.
eases. These defenses and all the First, white blood cells detect the
other parts and functions of your microbes.
body that work to fight disease-
causing microbes are called your White blood cells are colourless cells in
immune system. your bloodstream that fight disease-
causing microbes. Then, certain white
Microbes are tiny organisms or blood cells surround and “digest” the
particles, visible only with a microbes.
microscope. Most microbes can
cause disease only when they are Other white blood cells make antibodies,
inside your body. Your skin acts chemicals that destroy or weaken disease-
like a suit of armour to keep them causing microbes. These antibodies attach
out. But some microbes enter themselves to microbes and destroy them
through your mouth, eyes, and or make them harmless. The antibodies
nostrils. In the nostrils, a sticky can also mark the microbes so that other
fluid called mucus traps microbes. white blood cells can detect and destroy
Saliva, tears, and mucus contain them. The immune system can make
chemicals that kill some microbes. many different types of antibodies, one to
fight each kind of microbe.

Building immunity
There are some diseases, such as measles, that you can have only once. When the
virus that causes measles first enters your body, it reproduces and spreads,
damaging your body’s cells in the process. You feel sick. Some of your white
blood cells start to make antibodies to the virus. Others destroy the virus and
infected cells.
there’s more þ

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 79
W-5.1

How yyour
our immune system
immune
fights micr obes . . . contin
microbes ued
continued

Building Immunity . . . continued

If the measles virus enters your body again, your immune system remembers how
to make the antibodies that fight measles. White blood cells quickly produce
large numbers of these antibodies. This time, the virus is killed before it can
make you sick. You have built up immunity or the ability to defend against a
disease.

imm uniza
immuniza tion and v
unization accines Taking car
vaccines e of yyour
care our
Many diseases caused by bacteria and immune system
viruses can be prevented by vaccines. A Your immune system is at its strongest
vaccine is a substance containing killed when you take care of yourself.
or weakened disease-causing microbes. Getting enough rest, eating a balanced
Vaccines help build immunity to a diet, and doing regular physical
disease you haven’t had. activity help bodies resist infections. If
The weak or dead microbes in a you do become sick, a strong immune
vaccine don’t make you sick. They system will help you recover more
cause the immune system to make quickly. Washing your hands with soap
antibodies against the microbes, as if and water several times a day will also
you had the disease. Later, if you come protect you from many microbes in
into contact with the microbes that your environment.
cause the disease, your immune system
responds as if you had already had the
disease. It remembers how to make the
microbe-fighting antibodies so your
body is immune to the disease.
In Canada, most young children are
immunized for polio, tetanus, mumps,
rubella, diphtheria, whooping cough,
and measles. Immunization is usually a
vaccine injected by a needle. Few
children who are immunized get these
diseases.

80 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
TEACHER BACKGROUND W-5.1

Building a health
healthy imm
thy une system
immune
The immune system plays a critical role in preventing disease and promoting
overall well-being. There is still much that is not known about the complex
natural defense system. However, in recent years it has become increasingly clear
that factors such as nutrition, physical activity, and rest play a key role in maximiz-
ing immunity.
The immune system promotes health by preventing foreign materials from
damaging body cells. Foreign materials take many forms, including bacteria,
viruses, and other harmful agents or compounds. The immune system protects the
body by detecting foreign materials and then initiating a complex series of proc-
esses to eradicate or isolate them from the rest of the body.
Healthy eating is critical for disease prevention and well-being. A healthy, bal-
anced diet provides building blocks for the cells of the immune system and lowers
the risk of infection and chronic diseases. Nutritional deficiencies, caused by poor
food choices or diseases, hinder immune function. Malnourished children are at
greater risk for developing both acute and chronic health problems due in part to
suppression of the immune system.
Like healthy eating, moderate physical activity and adequate rest promote
optimum immune function. Activity and rest help reduce the impact of day-to-
day stress on the immune system, and allow the body to maintain and repair its
natural defense mechanisms. Inactivity and lack of rest interfere with this process
and are associated with greater risk for disease.
Excessive physical activity or overtraining on an ongoing basis can suppress
immune function. The symptoms of overtraining include recurrent bouts of cold
or flu; swollen or tender glands in the neck, groin or underarms; difficulty sleep-
ing; skin eruptions; persistent muscle or joint pain; clumsiness; and sudden, dra-
matic weight loss. What is defined as excessive varies from individual to individual
depending on a number of factors, including their existing level of physical
conditioning or training. Moderate rather than excessive physical activity is
recommended for maintaining health.
Immunization provides the body with an opportunity to develop resistance to
specific disease-causing bacteria and viruses. As a result, individuals who follow
recommended schedules for immunization are at a lower risk for developing
diseases and conditions such as smallpox, rubella, (German measles), and
meningitis. While considered controversial by some people, immunization
programs play a critical role in promoting health and limiting the spread of a
number of potential harmful diseases.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 81
W-5.3

ideas for devel oping and pr

developing omo
promoting
omoting
ap ositive bod
positive y ima
body ge
imag
Students can
• be aware of the variety of body types within family and groups of friends,
and know that all body types can be healthy;
• look for varieties of body types among television and media personalities;
• talk to their parents or older siblings about body image concerns;
• appreciate their own physical talents and abilities, such as athletic abilities,
musical dexterity, and artistic abilities;
• be aware that one’s physical body makes up only a part of who one is or
can be.

Parents can
• be aware that the beginning of puberty can bring about changes that
affect body image;
• be aware that puberty changes begin gradually but often earlier than
parents might expect;
• make a conscious effort to have and model healthy behaviours and
attitudes related to body image;
• be aware that negative comments about body size and type can be
damaging to children’s developing sense of worth;
• be available to listen and talk when children have questions or concerns
about body image;
• understand that feelings and concerns related to body image may surface
in other ways, such as through behaviours or attitudes;
• help their child develop strategies to handle teasing;
• ensure that siblings do not tease each other about body size or image;
• make a conscious effort not to compare body types among family,
friends, and celebrities in unproductive ways, such as, “She would look
much better if . . .”;
• help their child understand that diversity in body shape and size is normal
and natural all types deserve respect.

Communities can
• select people of all sizes and shapes for community advertising;
• provide positive role models through clubs and community youth groups.

82 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 W-5.4

ideas for pr omo

promoting heal
omoting th
healthy
thy
eating choices
eating
Students can
• understand that healthy eating and a healthy diet take many forms
there is no one way to eat well;
• recognize and be sensitive to the factors that influence their personal food
choices and those made by others.

Parents can
• encourage children to celebrate uniqueness in themselves and others;
• promote tolerance and understanding of individual differences with
respect to food choices (not forcing children to eat foods they truly
dislike, and respecting food limitations of individuals with food allergies;
• encourage children to explore a wide range of nutritious foods reflective
of many cultures or approaches to healthy eating.

Communities can:
• provide children with information on the impact that specific health
conditions or socio-cultural practices have on food choices through
presentations delivered by community groups, such as the Allergy/Asthma
Association, Canadian Diabetes Association, or community-based
multicultural groups.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 83
W-5.5 TEACHER BACKGROUND

Wha
Whatt yyou
ou need tto
o know
know
about caffeine
Caffeine is a drug that is naturally produced in the leaves and seeds of many plants. It
is also produced artificially and added to certain foods. It is part of the same group of
drugs sometimes used to treat asthma.
Caffeine is in tea leaves, coffee beans, chocolate, many soft drinks, pain relievers, and
many over-the-counter medications. Caffeine is a mild stimulant, causing increased
heart rate and alertness. Most people who are sensitive to caffeine experience a
temporary increase in energy.
Caffeine affects most people in similar ways, although the amount of caffeine needed
to affect each person differs. Caffeine sensitivity refers to the amount of caffeine that
produces side effects. This amount varies from person to person.
On average, the smaller the person, the less caffeine is required to produce side effects.
However, caffeine sensitivity is affected by the amount of caffeine used. People who
consume caffeine regularly develop a reduced sensitivity and require higher doses of
caffeine to achieve the same effects as someone who doesn’t consume it regularly. This
means that the more caffeine you consume, the more caffeine you need to feel the
same effects.
Caffeine moves through the body within a few hours after it is consumed and is then
passed through the urine. It is not stored in the body, but you may feel its effects for
up to six hours if you are sensitive to it.
Caffeine has health risks for certain users. Small children are extremely sensitive to
caffeine, and pregnant or nursing mothers should decrease their intake of caffeine or
avoid it entirely. Caffeine has been linked to an increased risk of miscarriage. Caffeine
can aggravate heart problems or nervous disorders.
Higher doses of caffeine can cause anxiety, headaches, “the jitters,” and can interfere
with sleep. Caffeine is addictive and may cause withdrawal symptoms, such as severe
headaches, temporary depression, and irritability, for those who suddenly stop con-
suming it.
Dehydration is a common side effect of consuming too much caffeine. Caffeine can
work against the body in two ways: it has a dehydrating effect on the body’s cells and,
at the same time, it increases the need to urinate. It’s particularly important for active
teens who play sports to drink enough noncaffeinated beverages each day to avoid
dehydration. Finally, large amounts of caffeine may cause the body to lose calcium and
potassium, causing sore muscles and delayed recovery times after exercise.
Although the effects of caffeine vary from one person to the next, most doctors
recommend that people should consume no more than about 100 milligrams of
caffeine daily. This is equal to about one cup of coffee or two soft drinks.

84 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 W-5.6

Permission Letter for Parents/Guardians

Printed on School Letterhead
Dear Parent(s)/Guardian(s):

As you may be aware, personal safety is part of your child’s health curriculum in our province. The
following outcome will be addressed in the grade 5 curriculum:
• Students will be expected to identify personal boundaries, and recognize that boundaries vary
depending on the nature of the relationship, situation, and culture.

This outcome will also alert students in Grade 5 to the realities of child abuse. Students have an
opportunity to view a video (If It Happens To You: Dealing With Abuse) and participate in follow-up
activities to learn what they can do to stay safe, and the steps they can take to protect themselves if
physical, verbal, or sexual abuse should happen to them. Using the fictionalized stories of three
young victims of physical, verbal, or sexual abuse, the program helps students to understand that...

• sometimes people close to them can hurt them;

• there is a difference between good touches and bad touches;
• they are in charge of their bodies and their bodies belong to them;
• no one should hurt or bruise them, make them feel bad about themselves, or touch their
private parts;
• the abuse is always the perpetrator’s fault and never the victim’s;
• there is a difference between good secrets and bad secrets, and why bad secrets must be told;
• telling someone about abuse is of critical importance;
• if the first person who is told about the abuse doesn’t believe them, they should keep telling
until they find someone who can help;
• telling is the only sure way to make the abuse stop.

We hope you find that this curriculum supports your efforts. I will encourage students to discuss
what they are learning with you. Please contact the school if you would like further information.
Your interest and support are greatly appreciated.

Please complete the form below and return it to the school by .

(Signature of Teacher/Principal)

Please check one box I give permission I do not give persmission

for to participate in classes that discuss grade 5
personal safety outcomes. I request that alternative arrangements be made.

(Signature of Parent/Guardian)

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 85
W-5.7

ideas for PROMOTING SAFETY

PRACTICES IN THE SCHOOL AND
COMMUNITY
Students can
• volunteer as crosswalk monitors;
• walk to school with younger siblings, helping them practise safety at
crosswalks and intersections;
• take courses in bicycle safety or other related safety courses available in the
community;
• model safety in the home, playground, and at school when playing with
or near younger children or siblings;
• use paths and trails for cycling and inline skating, rather than main roads;
• obey safety rules to avoid injury to self and others;
• be aware that unsafe behaviour can put self and others at risk of injury.

Parents can
• ask children about safety rules before going out on walks or rides;
• teach safety practices while out on family walks and bike rides;
• quiz children on traffic signs while walking or driving in the community;
• encourage children to watch out for younger siblings;
• model safe behaviour when driving, crossing the street or riding a bike.

Communities can
• facilitate a variety of safety courses for children or families through
various agencies such as Canadian Safety Council’s course for all-terrain
vehicle (ATV) safety;
• provide youth cycling clubs in which rules for bicycle safety are taught
and practised;
• provide safe paths for walking, cycling, and inline skating;
• post visible signs on paths and trails.

86 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 W-5.8

ideas for PROMOTING SAFETY in

COMMUNITY r ecr
recr ea
ecrea tional situ
eational situaations
Students can
• be aware of the rules or laws for their preferred recreational activities;
• be aware that caution is required when operating or being around recreational vehicles;
• be aware that children must be a certain age to drive or use certain recreational vehicles;
• know and follow the rules for safe operation of recreational vehicles;
• use recreational vehicles under the supervision of parents, responsible adults, or older,
responsible siblings;
• ask their parents about the safe operation of new or unfamiliar recreational vehicles;
• wear all proper safety equipment associated with recreational activities;
• refuse participation in an activity if safety equipment is not available or rules are not being
followed;
• be aware that unsafe operation of recreational vehicles can endanger themselves as well as
their companions.
Parents can
• talk to children about the safe use of recreational vehicles and the importance of wearing
safety equipment;
• accompany and supervise children when using recreational vehicles;
• demonstrate the correct use of recreational vehicles and require that children be able to
operate them properly;
• provide safety equipment when children are using bicycles, recreational vehicles,
skateboards, and inline skates;
• before purchasing recreational equipment for the family, discuss its use and safety
precautions with children;
• require that children wear protective clothing and gear for certain recreational
vehicles;
• know their children’s favourite activities and what facilities are available to them;
• investigate the safety of local recreational facilities, such as skateboard parks and dirt bike
trails;
• model the correct use of safety equipment and follow the rules when out with the family.
Communities can
• restrict recreational vehicles to appropriate areas within the community;
• provide well-groomed off-road trails for recreational vehicle use by families;
• be aware of required equipment for various sports, and require their use;
• post rules for safety in all community parks and recreation facilities, and enforce their use
by all patrons;
• encourage local recreation facilities to rent sports safety equipment;
• model correct use of equipment (e.g., adults and mentors in the community);
• provide instruction to families on the safe use of recreational vehicles.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 87
W-5.9

basic first aid for students

The first thing to do is to get adult help.

Choking
If someone is choking, ask the person to speak. If the person can speak, he or
she should be left to cough until the problem is resolved. If the person cannot
speak, the airway is blocked. At that time, the Heimlich manoeuvre or the
abdominal thrust should be used to dislodge the material blocking the airway.

Bleeding
If someone is bleeding, stay calm and send for help, if possible. To protect
yourself from another person’s blood, use plastic gloves or even a plastic bag to
cover your hands. You can also use the injured person’s own hand to apply
pressure to a cut. Attempt to stop the bleeding by applying direct pressure.
The limb should be elevated if direct pressure is not effective. A cut should be
covered with a bandage or clean cloth.

Burns
If a person is being burned by flames, smother the flames with a coat or
blanket. Call for emergency help right away. Less serious burns must be cooled
properly with cool water. If someone has been burned on a stove, an iron, by
a spark from a campfire, etc., help the injured person cool the burn, stay and
comfort them, and get help. If it is a serious burn, call 911 for help.

Poisons
Students should be aware of common household items that can be poisonous,
such as laundry soap, cough syrup (if too much it taken), perfume, pills, hair
spray, gasoline, cleaning products. If a person has ingested poison, get help as
soon as possible from an adult, or by calling the Poison Control centre or
911. Do not give the person something to drink or make the person throw
up. If possible, keep a sample of the poison for when medical help arrives.
Comfort the person until then.

Comforting a person who has been injured or frightened

It is important to comfort a person who has experienced trauma. After an
injury or fright, a person may feel faint, cold, dizzy, afraid, sick, or shaky.
Cover the person with a blanket or coat. Stay with the person until help
comes, or until he or she is feeling better.

88 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 W-5.9

ideas for PROMOTING AND ENHANCING

BASIC FIRST-AID SKILLS
FIRST-AID
Students can
• be aware that preventing injuries is important;
• follow safety rules in all situations;
• learn basic first-aid treatments at home or school and use them if a friend
or family member has a minor injury;
• know what to do in an emergency.

Parents can
• keep a first-aid kit in the home and car, and take it on family outings
and vacations;
• teach and practise with children first-aid treatments for minor injuries
• when treating minor injuries at home, explain each step (for example,
“Watch how I clean this cut to avoid getting dirt inside ...”);
• encourage safe behaviours in the home and on family outings;
• talk to children about the importance of safety and knowing what to do if
an accident or injury happens;
• talk to children about what to do if a situation is too difficult for them to
handle, such as asking an adult for help, or calling 911.

Communities can
• provide basic first-aid and baby-sitting courses for children in the
community;
• ensure that proper first-aid kits are available at local community and
recreational centres.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 89
R-5.1

Character Faces
Faces

90 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 R-5.1

Emo tions
Emotions

Emotions are an important part of who we are because they tell us all
kinds of things about ourselves, such as the following:

L what is happening around us

L what we want
L what is important to us
L what we need to do to take care of ourselves
L what we like or dislike

When someone ignores their emotions or expresses them in negative

ways, they might . . .

Brainstorm a list of emotions with your group, and then describe three
positive and appropriate ways to express each emotion.

Emotion Expression of Emotion Expression of emotion Expression of emotion

1.
2.
3.
4.
5.
6.
7.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 91
R-5.4

comm unica
communica tion activity
unication
1. Draw a circle in the middle of the page.
2. Draw a smaller circle on top of the first circle.
3. Draw a rectangle on top of the smaller circle.
4. Draw a large circle under the first circle.
5. Draw a square on top of the rectangle.
6. Draw a triangle in the center of the smallest circle.
7. Draw two circles above the triangle.
8. Draw a half moon below the triangle.
9. Draw four diamonds in a vertical line in the middle circle.
10. Draw one rectangle attached to the left and one rectangle attached to
the right side of the middle circle.
¥

92 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 R-5.4

effective comm unica

communica tion
unication
People spend more time listening than in any other form of communication, yet
listening skills are often poorly developed. Many of us are good at talking sending
messages but most of us need to improve our receiving skills.
A perception check is a way to check that you’ve understood what another person is
trying to communicate. To do a perception check;
• think about what the person said;
• restate or paraphrase the speaker’s thought;
• ask the speaker for clarification by using statements such as,
“So I understand that . . .,” or “What I hear you saying is . . .”
Sometimes a paraphrase includes the speaker’s emotions as well as his or her words.
This is especially important if you are listening to a person with a problem.
Sometimes a paraphrase is a simple reflection, and other times it involves interpreting
what the person said. This allows you to show the person that you are listening to what
he or she is saying nonverbally as well as verbally.

Active listening has two main advantages. First, it increases your chances of receiving a
message correctly. Second, it makes you pay attention.

Ideas for promo

promo ting and enhancing active listening and
omoting
effective comm unica
communica tion skills
unication
Students can
• be aware that listening is a skill that requires practice;
• be aware that there are many things people do that make them poor listeners;
• be aware that part of having a good relationship with friends, family members, and
teachers is being a good listener;
• practise active listening at home during family meetings;
• practise active listening when talking to friends who are upset or need to talk;
• practise active listening when discussing issues with parents.
Parents can
• model active listening in family conversations;
• set family meetings to practise better listening skills as a group;
• paraphrase children’s spoken messages carefully;
• use I-messages to communicate feelings;
• be aware that children need to have their feelings acknowledged.
Communities can
• provide family workshops on listening and communication skills;
• model active listening (e.g., volunteers in youth clubs and associations).

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 93
R-5.5

ideas for effectively coping with

chang
changee and lloss
oss in the family
Students can
• be aware that it is okay to feel sad or angry when they have experienced a
loss;
• recognize that their feelings come from having lost someone or something,
such as a friend, family member, or pet;
• talk to a trusted adult about their feelings;
• write about their feelings in journals;
• invite a friend to family activities for support and companionship;
• talk to friends, older siblings, or cousins who have faced similar changes or
losses.
Parents can
• be sensitive to children’s feelings and recognize that they need to have their
feelings acknowledged;
• be available to talk about the change or loss when the children are ready;
• be prepared for children to be angry if the change involves a move away
from friends, or the separation of parents;
• model appropriate coping skills by talking about feelings of loss, hurt, anger,
or disappointment;
• invite cousins or friends to family activities when children are ready for
support.
Communities can
• provide family programs for dealing with loss through local health and
wellness agencies;
• sponsor mentorship programs for children in the community through Big
Brothers/Big Sisters or similar agencies.

94 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 R-5.6

ideas for pr omo

promo ting and enhancing the
omoting
benefits of cross-a
cross-a
oss-ag ge r ela
rela tionships
elationships
Students can
• spend time with their parents and their friends’ parents doing a variety of
activities;
• choose an adult mentor who has similar interests or abilities;
• get to know aunts, uncles, and older cousins;
• spend time with younger siblings and cousins, teaching them new things or
helping with homework or special projects;
• volunteer as a peer tutor for younger children;
• get involved in school leadership groups;
• volunteer as playground or lunch monitors at school.
Parents can
• introduce children to their adult friends;
• help children choose suitable adult mentors;
• plan activities with family friends;
• invite older and younger children to join in family activities;
• provide opportunities for children to spend time with relatives of various
ages;
• allow children to spend time with trusted neighbours;
• invite children’s friends over or invite them to join an activity.
Communities can
• provide a variety of youth clubs and programs in which adults and children
work together, such as 4-H, Brownies, Cubs, or Scouts;
• invite children to participate in programs involving community seniors;
• plan community family activities;
• encourage block parties within the community.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 95
R-5.6

The Benefits of Having friends...

Having

...younger than ...the same age ...older ... adults ...seniors

you children

96 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 R-5.7

Name: D ate:

Idea builder

1. Key idea 3. Facts

Facts

2. Draw it
Draw
ÿ

ÿ
ÿ 4. Sample sentence

5. Examples

6. Non-examples
ÿ

7. Definition

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 97
R-5.7

IDEA BUILDERS
Idea builders create a context for introducing and/or clarifying new concepts
or ideas. They help students make connections between what they know and
what they will be learning. They help students gather information related to a
concept by identifying essential and non-essential characteristics, examples, and
non-examples. They encourage students to examine concepts from multiple
perspectives, to develop inductive and divergent thinking, and to focus their
attention on relevant details.

In health instruction, idea builders can be used for basic concepts, such as im-
munization, assertiveness, or hazardous materials. They are especially helpful
for English as an Additional Language (EAL) students or students with special
needs who require support in understanding new concepts.

98 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 R-5.7

ideas for promo

promo ting and
omoting
enhancing media tion skills
mediation
Students can
• learn the power of politeness by using “please,” “thank you,” “excuse me,”
“I’m sorry”;
• talk about small conflicts before they become big problems;
• take turns talking and listening during class meetings and discussions;
• learn to talk more quietly when angry;
• act as playground mediators for conflicts among primary students on the
playground;
• get involved in an elementary peer mediation group;
• participate as leaders or mediators in class meetings to resolve issues within
the classroom.
Parents can
• model proper conflict intervention when dealing with sibling conflicts in
the family;
• practise peaceful conflict resolution with family members;
• make and keep a family pact never to use violent words or actions against
each other when conflicts arise;
• create a time-out space where family members can go to think when conflict
arises.
Communities can
• provide courses on family mediation for parents and families;
• model peaceful conflict resolution (e.g., community leaders in clubs and
youth organizations);
• model politeness with adult and youth customers in local public businesses;
• support or sponsor peace initiatives in local elementary schools and
classrooms.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 99
R-5.8

Name: D ate:

how i can help my g

how roup
gr
During group work, when someone
q keeps interrupting, I feel
I can make this situation better by

q argues, I feel
I can make this situation better by

q puts others down, I feel

I can make this situation better by

q complains, I feel
I can make this situation better by

q fools around, I feel

I can make this situation better by

q bosses others around, I feel

I can make this situation better by

q doesn’t listen to others, I feel

I can make this situation better by

q is off-topic, I feel
I can make this situation better by

q is very quiet, I feel

I can make this situation better by

100 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 R-5.9

Encouraging co-opera
Encouraging tion
co-operation
One of the best ways to teach students how to act in teams and groups to enhance co-operation
and enable effective group interaction is to model behaviour that encourages co-operation.
There are many ineffective ways to request or demand things of students. There are also ways
of interacting with students that encourage them to do what you need them to do without
causing stress for anyone.

In their book How to Talk so Kids Can Learn, Adele Faber and Elaine Mazlish recommend a
number of strategies for encouraging co-operation, all of which avoid questioning and
criticizing.
• Describe the problem. “I see wet paint all over the floor.”
• Give information. “It’s easier to remove paint before it dries.”
• Offer a choice. “You can clean it up with a wet rag or a damp sponge.”
• Say it with a word or gesture. “The paint!”
• Describe what you feel. “I don’t like to see the floor splattered with paint.”
• Put it in writing.
A. Faber and E. Mazlish, with L. Nyberg and R.A. Templeton. (1995). How to talk so kids can learn - at home and at school.
Simon and Schuster Adult Publishing. P. 83. Reprinted with permission of Rawson Associates/Scribner.

I deas for pr omo

promo ting r
omoting epectful comm
repectful unica
communica tion and participa
unication tion
participation
of all g grroup members
Students can
• practise using I-messages when sharing their feelings and requests;
• be aware that they need to consider others’ points of view in addition to their own;
• be aware that everyone’s feelings and ideas need to be acknowledged;
• work in groups of varying compositions in class and when playing sports or games;
• choose specific roles for all group members and perform those roles consistently;
• learn to ask rather than demand;
• learn to take turns, listen to others, and use restraint in group discussions.

Parents can
• consistently acknowledge children’s feelings;
• use strategies for encouraging co-operation, such as expressing feelings, describing a
problem, offering choices, or putting the request in writing, rather than questioning or
criticizing;
• model co-operation and empathy;
• give children equal opportunities to share their ideas and feelings in family discussions;
• allow children to participate in setting up chore schedules, planning family activities, or
choosing consequences.

Communities can
• provide opportunities for children to work in groups through community youth clubs and
programs;
• use strategies for encouraging cooperation, rather than questioning or criticizing (e.g.,
mentors or youth leaders in the community);
• provide effective parenting programs through local family agencies.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 101
L-5.1

ideas for pr omo

promoting and enhancing
omoting
time-management skills
time-manag
Students can
• use a day planner to write down their homework and planned activities;
• create and use a daily and weekly schedule;
• get involved in curricular and extracurricular activities of their choice;
• set aside time for homework and relaxation.
Parents can
• monitor children’s work and leisure time;
• provide feedback about the amount of time spent in work and recreation;
• model a balanced lifestyle by including extracurricular activities in their lives;
• provide children with free time to think, rest, and rejuvenate;
• encourage healthy amounts of work and leisure time;
• provide time and space for homework;
• supervise students working on school projects in the home.

102 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 L-5.1

Name: D ate:

Time Management: ho
Manag w tto
how o stay
stay
organized and use yyour
organized our time wisely
As you get older, you will have more responsibilities at home, more homework,
and perhaps more involvement in more activities in and out of school. All of these
things take time and organization.

Here are some ways to stay organized and use your time wisely.

use a student planner " Write in homework assignments

or day timer. when your teacher gives them.
Write down what you have to do,
" Many schools provide these to what you need in order to do it,
students. If you don’t have one and when it has to be done.
from your school, you can get
them at most bookstores and " Write in special family outings,
other stores where calendars, birthdays, activities with your
stationery, and journals are friends, and holidays.
sold.
" Write in your chores and
" When you get your day timer, responsibilities at home.
look through it to see how it is
organized (by the day, the
week, or the month).

" Carry you day timer with you

to and from school.

" Write in all your activities, such

as piano lessons, Tae-Kwon Do
class, and swimming lessons.

there’s more þ

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 103
L-5.1

Time Mana
Managgement: ho howw ttoo st ay
stay
organized and use yyour
organized our
time wisely . . . continued
use a student planner or day timer.
" If you have a big school project or homework in more than one subject, divide
up the work. Set small goals for what you need to do to finish the work. Keep
in mind the other jobs and activities you have for that day or week.

" Do the most important things first, even if they are not the most fun.

" Follow the steps in your plan and stick to your time lines.

" Reward yourself when you finish something on time.

Find time for fun and Ask yyour

our par ents for help
parents help..
relaxing.
" When you have a big job or a
" Don’t spend all your time time conflict, such as two
working, or all your time having birthday parties on the same
fun. Balance your activities so weekend you have to finish your
that you have time for everything. science project, ask your parents
for help in organizing your time.

104 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 L-5.2

ideas for promo

promo ting and enhancing
omoting
personal skill development

Students can
• collect certificates, awards, and letters, and keep them in a safe place;
• arrange saved items according to themes or skill groups, such as academic,
musical, service, or athletic;
• talk to parents about interests to develop in the future.

Parents can
• note aptitudes and talents, and talk to children about their abilities;
• help children collect and save samples of work and other items for
inclusion in portfolios;
• help children develop skills at home, and through hobbies and lessons;
• act as mentors to children and their friends who share common interests
and abilities;
• take photographs during various stages of school projects;
• provide positive feedback for skill development;
• talk to children about their skills and development.
Communities can
• make career-related presentations in schools, pointing out the need to
develop skills and collect evidence of learning;
• recognize through local media the achievements of community children
in competitions and service;
• sponsor community youth programs, such as Brownies, Guides, Cubs,
Scouts, or Cadets;
• provide reference letters noting achievements and efforts of community
children (e.g., community leaders or mentors).

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 105
L-5.4

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106 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 L-5.4

ideas for promo

promoting and enhancing
omoting
goal-setting skills

Students can
• be aware that many things affect their goals and choices;
• recognize that achieving goals requires developing good habits and
personal commitment;
• talk to parents about their goals for school and in areas of personal
interest;
• write down personal goals for the year and keep in a safe place;
• plan rewards to celebrate the achievement of small and large goals;
• realize that friends and siblings may have different goals due to differences
in abilities, family situations, and beliefs.

Parents can
• talk to children about their own goals and personal habits for success;
• ask children about their goals and why they have chosen them;
• help children to describe how they can work to meet their own goals;
• provide assistance in setting goals and following the steps to achieving
them;
• model goal setting and commitment by setting family goals and working
together to achieve them.

Communities can
• provide opportunities for setting and achieving goals through youth
programs;
• provide guest speakers in schools to talk about goal setting and the
habits needed to achieve important goals;
• use local media to recognize community members of all ages upon
achievment of significant goals.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 107
L-5.6

ideas for promo

promoting p
omoting ositive
positive
career choices

Students can
• talk to parents, relatives, neighbours, teachers, and other trusted adults
about their career choices;
• talk with their parents about their interests in career-related areas parents;
• recognize that it is okay not to know what they want to do for a career
when they are still young;
• pay attention to the careers of important adults in their lives who have
similar interests, personalities, or abilities.
Parents can
• listen to children talk about what they want to be when they grow up, ask
questions and encourage discussion, and avoid telling them what they
ought to do;
• recognize the need to find a balance between underinvolvement and
overinvolvement in their role as career guides;
• foster skill development when children express areas of interest;
• find ways to communicate values to children so that they will consider
those values when making choices for their futures.

Communities can
• sponsor career-coaching seminars for parents;
• make career-related presentations to children in local elementary schools;
• provide mentors to children with interests in similar careers;
• invite classes on tours of local businesses and services to expose children to
a variety of careers and vocations.

108 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5
 L-5.7

ideas for promo

promoting v
omoting olunteerism
volunteerism
and service learning

Students can
• observe how they help others through participation in volunteer activities;
• volunteer in primary classrooms;
• volunteer to do tasks (such as feeding pets and shovelling the walk) for
trusted neighbours while they are away or unable to do them on their
own.

Parents can
• model service by volunteering in the school, community, or
neighbourhood;
• talk about good experiences in volunteer positions or tasks;
• ask children about their class volunteer experience;
• plan a volunteer task as a family, starting with helping out people in the
family or neighbourhood;
• aid children in selection of items for donation;
• reward children for volunteering to do tasks for each other within the
family.

Communities can
• support organizations, such as Big Brothers or Big Sisters, that
demonstrate benefits of volunteering;
• involve elementary classes in local charity initiatives, such as preparation
of Christmas hampers through local service clubs.

PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5 109
110 PEI DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT: HEALTH EDUCATION CURRICULUM, GRADE 5