Sample Units

Introduction

Figure 4 provides an overview of the sample units included in this curriculum guide.

The first unit presented in this document is designed to introduce or review the Decision-making Process. A unit based on this model should be taught at the beginning of the year at all grade levels.

The other units are organized by grade level.

Sample units are only meant as models. Teachers should adapt them to meet local needs as well as particular needs of their students.

All sample units are organized in a similar manner, as described below.

• An introduction focuses on the role of the strand and the topic within the whole program.
• A brief statement describes how the grade level perspective shapes the direction of the unit.
• Addresses are suggested for teachers to access accurate, up-to-date information on the topic(s) addressed in the unit.
• A list of suggestions is offered for gathering resources prior to the teaching of the unit.
• The unit overview describes very briefly the sequence of activities featured in the unit. This overview sets the activities in the context of the Decision-making Process.

Incorporation of the C.E.L.s

A table at the beginning of each activity includes, among other information, a list of the learning objectives targeted in the lesson. These incorporate specific C.E.L.s. It should be noted that the selection of specific C.E.L.s for emphasis in the sample units does not preclude the development of others. Teachers might refer to the objectives for the C.E.L.s, in Appendix A at the end of this document, to incorporate different C.E.L.s into their units.

Assessment and Evaluation

The learning objectives listed at the beginning of activities provide the basis for assessment within the unit. These objectives should be incorporated into such instruments as observation checklists or rating scales. Suggestions for assessment purposes are offered in the Notes column, opposite the description of activities. Teachers are advised to refer to the section on Assessment and Evaluation in this document for further information on this topic.

Links With Other Areas of Study

This curriculum advocates and models links with other areas of study for various reasons. Such integration:

• promotes transfer of learning when links are explicitly pointed out to students
• facilitates the incorporation of C.E.L.s
• helps reinforce generic abilities (which transcend areas of study) through the teaching of specific skills (which are related to some areas of study in particular)
• makes more efficient use of teaching time.

However, some teachers are responsible for teaching health education only. Notes are included in the activities to facilitate instructional planning in such situations. Collaborative planning between the health education teacher and the teacher(s) responsible for the other areas of study is strongly recommended.

Links Across Strands

The topic of a unit is usually more closely related to one strand in particular. The sample units included in this section of the curriculum guide specify which strand is emphasized (e.g., the grade 1 unit on Preventing Infections is listed under A Healthy Body.

However, some activities in each unit provide a link to other strands. Links across strands enable the students to understand that one’s well-being is influenced by a wide variety of interconnected factors. Such links are modelled in the sample units in this section of the curriculum guide. The links across strands as modelled in the grade 2 sample unit Food for Thought are outlined in Figure 6 as an example.

Figure 5: Sample Units for Each Grade Level

	Strands
	A Healthy Body	Social Relationships	Safety	Self-esteem
	In addition to the following units, the curriculum includes a sample unit designed to introduce the Decision-making Process to the students at the beginning of the year at all grade levels.
Grade 1	Preventing Infections*		On Your Guard: A Sample Unit on Pedestrian Safety
Grade 2	Emotional Support* Food for Thought: A Sample Unit on Nutrition
Grade 3	Controlling Diseases*	Let’s Talk Things Over: A Sample Unit on Conflict Resolution
Grade 4	Medical Research*			The Me I Want to Be: A Sample Unit on Self-esteem
Grade 5	HIV/AIDS*			(for Grades 4 and 5)

* Titles followed by an asterisk indicate units which incorporate HIV/AIDS education.

Collections of suggested activities are also provided for all grade levels and within each strand.

Figure 6: Links Across Strands - An Example

The topic of the grade 2 sample unit Food for Thought is primarily related to the strand A Healthy Body. However, some of the activities link this topic to the three other strands of the elementary health education curriculum.