Outcome Chart - Ontario - Health and Physical Education Grade 6

This outcome chart contains media-related learning outcomes from the Ontario Grade 6 Health and Physical Education curriculum with links to supporting resources on the MediaSmarts site.

Healthy Living

Overall Expectations

C1. demonstrate an understanding of factors that contribute to healthy development;

Specific Expectations

C1.3 identify factors that affect the development of a person’s self-concept (e.g., environment, evaluations by others who are important to them, stereotypes, awareness of strengths and needs, social competencies, cultural and gender identity, support, body image, mental health and emotional well-being, physical abilities)

MediaSmarts Resources

Avatars and Body Image

Behaving Ethically Online: Ethics and Empathy

Comic Book Characters

Female Action Heroes

Image Gap

Kids, Alcohol and Advertising 1: Messages About Drinking

Media literacy key concepts Lesson 3: Audiences negotiate meaning

Mirror Image

Online Marketing to Kids: Strategies and Techniques

Prejudice and Body Image

Put Downs

Stereotyping and Bias

The Anatomy of Cool

Overall Expectations

C2. demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions relating to their personal health and well-being;

Specific Expectations

C2.1 apply their knowledge of medical, emotional, practical, and societal factors that influence eat­ing habits and food choices (e.g., allergies and sensitivities, likes and dislikes, dental health, food availability, media influences, cultural influences, influence of family and friends, school food and bever­age policies, environmental impact, cost) to develop personal guidelines for healthier eating

C2.3 apply personal skills and interpersonal skills (e.g., self-awareness and self-management skills, including anger management; communication skills, including listening skills and assertiveness skills) to promote positive interaction and avoid or manage conflict in social situations (e.g., class­room groups, groups of friends, sports teams, school clubs)

C2.5 describe how they can build confidence and lay a foundation for healthy relationships by acquiring a clearer understanding of the physical, social, and emotional changes that occur during adolescence (e.g., physical: voice changes, skin changes, body growth; social: changing social relationships, increasing influence of peers; emotional: increased intensity of feelings, new interest in relationships with boys or girls, confusion and questions about changes)

C2.6 make informed decisions that demonstrate respect for themselves and others and help to build healthier relationships, using a variety of living skills (e.g., personal and interpersonal skills; critical and creative thinking skills; skills based on First Nation, Métis, and Inuit cultural teach­ings, such as medicine wheel teachings connected to the four colour or seven grandfather teachings, or other cultural teachings)

MediaSmarts Resources

Lessons

Avatars and Body Image

Behaving Ethically Online: Ethics and Empathy

Game Time

Image Gap

Introduction to Ethics: Avatars and Identity

Junk Food Jungle

Looking at Food Advertising

Looks Good Enough to Eat

Mirror Image

Prejudice and Body Image

Put Downs

Scientific Detectives

Understanding the Internet Lesson 4: Communication and Social Media

Interactive Resources

Passport to the Internet (licensed resource)

Top Secret!

Overall Expectations

C3. demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.

Specific Expectations

C3.2 recognize the responsibilities and risks associated with caring for themselves and others (e.g., while babysitting, staying home alone, caring for pets, volunteering in the community, assisting someone with a disability, preparing meals, travelling to and from school and other locations), and demonstrate an understanding of related safety practices and appropriate procedures for responding to dangerous situations (e.g., safe practices for preparing food; responses to allergic reactions, fire, sports injuries, dental emergencies, hypothermia, bullying)

C3.3 assess the effects of stereotypes, including homophobia and assumptions regarding gender roles and expectations, sexual orientation, gender expression, race, ethnicity or culture, men­tal health, and abilities, on an individual’s self-concept, social inclusion, and relationships with others, and propose appropriate ways of responding to and changing assumptions and stereotypes

MediaSmarts Resources

Lessons

Avatars and Body Image

Comic Book Characters

Female Action Heroes

Girls and Boys on Television

Images of Learning

Media Kids

Media literacy key concepts Lesson 5: Media have social and political implications

Online Marketing to Kids: Protecting Your Privacy

Online Marketing to Kids: Strategies and Techniques

Prejudice and Body Image

Stay on the Path Lesson One: Searching for Treasure

Stay on the Path Lesson Three: Treasure Maps

Stay on the Path Lesson Two: All That Glitters is Not Gold

Stereotyping and Bias

The Constructed World of Television Families

The Hero Project: Authenticating Online Information

TV Dads: Immature and Irresponsible?

TV Stereotypes

Understanding the Internet Lesson 1: Using the Internet

Understanding the Internet Lesson 2: Pathways and Addresses

Understanding the Internet Lesson 3: Build Understanding

Villains, Heroes and Heroines

Winning the Cyber Security Game

Interactive Resources

Passport to the Internet (licensed resource)