Outcome Chart - Ontario - Exploring Family Studies 9/10 HIF1O/2O

Self and Others

Overall Expectations

Relating to Others: demonstrate an understanding of various types of relationships and of skills and strategies for developing and maintaining healthy relationships

Specific Expectations

Students will:

  • describe various types of relationships in which adolescents are involved
  • describe the characteristics of healthy and unhealthy relationships
  • identify resources and strategies that can be used to help develop healthy relationships and resolve conflict in a variety of human interactions
  • describe and demonstrate socially appropriate verbal and non-verbal communication skills in a variety of situations

Lessons that meet Grade 9 expectations

Cyberbullying and the Law

I heard it ‘round the Internet: Sexual health education and authenticating online information

Marketing to Teens: Gender Roles in Advertising

Promoting Ethical Behaviour Online: Our Values and Ethics

The Impact of Gender Stereotypes

Student Tutorials (Licensed Resource)

MyWorld

Exercising Responsibility

Overall Expectations

Personal Responsibilities: demonstrate an understanding of their responsibilities related to their personal well-being and that of their family, and of how they can maintain their health and well-being;

Consumer Awareness: describe and demonstrate responsible consumer practices.

Specific Expectations

Students will:

  • identify strategies and resources that individuals can use to improve and/or maintain their personal health and well-being (e.g., resources such as Canada’s Food Guide and other Health Canada publications; strategies such as practising good hygiene, exercising, spending time in nature, managing stress, choosing healthy foods, living within their means, fostering healthy relationships; avoiding unsafe practices such as drinking and driving, smoking, having unprotected sex)
  • explain the importance of taking personal responsibility for maintaining their health and well-being (e.g., how taking personal responsibility contributes to skills development, independence, self-confidence)
  • describe strategies for making informed and responsible consumer decisions (e.g., comparison shopping, reading labels and contracts, buying Canadian-made goods, checking warranties)
  • describe the impact of marketing and advertising techniques (e.g., product placement, celebrity endorsement) on consumer decisions describe strategies for resisting impulse buying
  • create a plan for making a major purchase (e.g., buying a computer, signing up for a cellphone package), using strategies for making informed and responsible consumer decisions

Lessons that meet Grade 9 expectations

Alcohol on the Web

Gender and Tobacco

Gender Messages in Alcohol Advertising

Hype!

Marketing to Teens: Gender Roles in Advertising

Online Marketing to Kids: Protecting Your Privacy

Online Marketing to Kids: Strategies and Techniques

Selling Obesity

Selling Tobacco

Thinking Like a Citizen

Thinking Like a Tobacco Company

Tobacco Labels

Truth or Money

Educational Games

Click if You Agree

Research and Inquiry Skills

Overall Expectations

Exploring: explore topics related to individual and family needs and resources, and formulate questions to guide their research

Investigating: create research plans, and locate and select information relevant to their chosen topics, using appropriate social science research and inquiry methods

Processing Information: assess, record, analyse, and synthesize information gathered through research and inquiry

Communicating and Reflecting: communicate the results of their research and inquiry clearly and effectively, and reflect on and evaluate their research, inquiry, and communication skills.

Specific Expectations

Students will:

explore a variety of topics related to explore a variety of topics related to equity and social justice
explore a variety of topics related to world cultures and/or cultural groups
(e.g., healthy relationships, adolescent development, communication skills, lifestyle differences between generations, peer pressure, financial literacy) to identify topics for research and inquiry to identify topics for research and inquiry

identify key concepts (e.g., through discussion, brainstorming, use of visual organizers) related to their selected topics

formulate effective questions to guide their research and inquiry

create appropriate research plans to investigate their selected topics (e.g., outline purpose and method; identify sources of information), ensuring that their plans follow guidelines for ethical research

locate and select information relevant to their investigations from a variety of primary sources

based on preliminary research, for each investigation formulate a hypothesis, thesis statement, or research question, and use it to focus their research

assess various aspects of information gathered from primary and secondary sources (e.g., accuracy, relevance, reliability, inherent values and bias, voice)

analyse and interpret research information

synthesize findings and formulate conclusions

demonstrate academic honesty by documenting the sources of all information generated through research

demonstrate an understanding of the general research process by reflecting on and evaluating their own research, inquiry, and communication skills

Lessons that meet Secondary expectations

Deconstructing Web Pages

Finding and Authenticating Online Information on Global Development Issues

I heard it ‘round the Internet: Sexual health education and authenticating online information

Learning Gender Stereotypes

Taming the Wild Wiki

Educational Games

Click if You Agree

Student Tutorials (Licensed Resource)
MyWorld