Appendix - Grade 6

Appendix A

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Author: ____________________ Publisher: __________________________________

Title: ______________________ Copyright Date: ______________________________

'Yes' answers are positive indicators.

Appendix B

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Sample Checklist for Evaluating Health-related Information (Grade 6)

Author: ____________________ Publisher: __________________________________

Title: ______________________ Copyright Date: ______________________________

'No' answers are positive indicators.

Appendix C

The Tall Girl

I am 11 years old and am 5 feet, 4 inches tall. I am the tallest person in my class. I am even taller than all the boys. I get teased a lot about being as tall as the Green Giant. Is there any way I can stunt my growth so that I can be like the other girls in my class?

The Tall Girl

I am 11 years old and am 5 feet, 4 inches tall. I am the tallest person in my class. I am even taller than all the boys. I get teased a lot about being as tall as the Green Giant. Is there any way I can stunt my growth so that I can be like the other girls in my class?

Doctor's Response

The Short Boy

I am 16 years old and am 5 feet, 2 inches tall. I am the shortest guy in my class. I am even shorter than some of the girls. I get teased a lot about being the class runt. Is there any way I can bring on a growth spurt so that I can be like the other guys in my class?

The Short Boy

I am 16 years old and am 5 feet, 2 inches tall. I am the shortest guy in my class. I am even shorter than some of the girls. I get teased a lot about being the class runt. Is there any way I can bring on a growth spurt so that I can be like the other guys in my class?

Doctor's Response

Appendix D

The Tall Girl - Doctor's Response

Height is one of the many characteristics that is largely inherited from your parents. Therefore, if you are tall, perhaps it is because you have tall parents. There is no way for you to stunt your growth. However, maybe you will not always be the tallest in your class. Girls tend to grow before boys and therefore are sometimes taller than boys at this age. But the boys will hit their growth spurt soon and when they do, many of them grow taller than the girls. Even some of the girls you are taller than right now will grow more than you and become taller than you at a later age. Everyone grows at different times and different rates. Variations in height are absolutely normal amongst humans.

The Short Boy - Doctor's Response

Height is one of the many characteristics that is largely inherited from your parents. Therefore, if you are short, perhaps it is because you have short parents. There is no way for you to increase your height. However, maybe you will not always be the shortest fellow in your class. Girls tend to grow before boys and therefore are sometimes taller than boys at this age. As for boys, they hit their growth spurt between the ages of 12 and 17 and many of them grow taller than the girls. Some of the boys who are taller than you now may actually be shorter than you at a later age. Everyone grows at different times and different rates. Variations in height are absolutely normal amongst humans.

Source: Reproduced from Sport Medicine Council, 1997, Understanding Body Image: Helping Students Make Informed Decisions. Used with permission.

Appendix E

Food Group Information Sheet

Grain Products

The Grain Products group is the largest section of Canada's Food Guide to Healthy Eating. The reason it is the largest is because most of the food in your diet should come from this food group. You should eat 5-12 servings from the Grain Products group every day. Most food found in this group is naturally high in carbohydrates and fibre, as well as naturally low in fat. It also contains important vitamins such as the B-vitamins.

Carbohydrates are the best source of energy for your body. Carbohydrates give your body energy to walk, run, and ride your bike. They allow you to do anything you want throughout the day. Carbohydrates are also important for your brain as they are the only nutrient your brain uses. Carbohydrates are important for you to learn and concentrate in school.

The B-vitamins include thiamin, riboflavin, niacin, and folacin. These nutrients are important in helping your body use the energy found in food. These vitamins also help to keep your skin and eyes healthy and help in overall growth and development of your body.

Examples of food found in this group include: bannock, bread, buns, bagels, rice, pasta, crackers, cereal, pancakes, and muffins.

Vegetables and Fruit

Vegetables and fruit are essential for keeping your body healthy. Examples of these foods include broccoli, carrots, peas, lettuce, oranges, apples, peaches, and many more foods. You should eat 5-10 servings of vegetables and fruit every day. These foods contain large amounts of vitamins, minerals, and fibre. Vegetables and fruit are excellent sources of vitamin A and vitamin C, as well as the B vitamin, folic acid. The nutrients found in vegetables and fruit can be described as 'health protectors'.

Vitamin A is important for helping you see properly in the dark and keeping your skin healthy. It is also important for bone and tooth development. Vitamin C is sometimes referred to as ascorbic acid. Vitamin C is responsible for maintaining healthy gums, keeping your blood vessels strong, and helping wounds heal.

Folacin is a vitamin found in green leafy vegetables, oranges, bananas, corn, and broccoli. It is important for building red blood cells in your body and therefore is essential for health.

Source: Reproduced from Sport Medicine Council, 1997, Understanding Body Image: Helping Students Make Informed Decisions. Used with permission.

Food Group Information Sheet

Milk Products

The Milk Products group is vital to growing bodies since it provides nutrients that are required for the development of bones. These nutrients are calcium and Vitamin D. The foods included in the Milk Products group include milk, yogurt, cheese, frozen yogurt, and ice cream. You should consume 3-4 servings of milk products every day.

Calcium is important because it aids in the formation and maintenance of strong bones and teeth. Vitamin D is also important for bones and teeth because it helps the bones absorb calcium, which makes the bones stronger. For these reasons, the Milk Products group can be considered the 'body building' group.

A very small number of people may have an allergy or intolerance to milk. This means they cannot consume enough milk and milk products to keep their body healthy. Even though these people cannot consume enough from this food group, they can obtain some of the key nutrients from other sources of food. However, it may be difficult to receive enough calcium from these other sources. If this is the case, a calcium supplement may be required. Your doctor or dietitian will be able to determine if a supplement is needed.

Meat and Alternatives

The Meat and Alternatives group includes such foods as beef, pork, chicken, turkey, fish, lentils, beans, nuts, peanut butter, eggs, and tofu. This group can also be thought of as a 'body building' group because it is important in the development and growth of muscles and blood. It is also important in keeping you healthy because it helps to fight off infections. You should consume 2-3 servings from this group every day.

One of the key nutrients found in the Meat and Alternatives food group is protein. Protein has two main functions:

1) builds and repairs muscle and other tissues in the body, and

2) helps to fight off infections in the body.

The other key nutrients in the Meat and Alternatives group are iron and zinc. Iron is used to make healthy red blood cells. If you do not have enough iron in your blood, you may find that you are tired and do not have much energy. The body needs zinc for healthy growth and development.

Source: Reproduced from Sport Medicine Council, 1997, Understanding Body Image: Helping Students Make Informed Decisions. Used with permission.

Food Group Information Sheet

Other Foods

Taste and enjoyment can also come from other foods and beverages that are not part of the four food groups. Such foods make up the Other Foods category which is not actually a food group. Some of these foods are higher in fat, sugar, or salt and should be used in moderation. Examples of these foods include chocolate bars, potato chips, soda pop, butter or margarine, salad dressings, mayonnaise, fruit-flavoured drinks, jams, and jellies. Also included in this group are coffee and tea which do not provide any nutrients and are a source of caffeine in the diet.

Moderation can be achieved through limiting portion size and opting for reduced fat selections more often. Some people choose from this Other Foods category instead of from the four food groups. When this happens, the person is missing important nutrients the body needs for good health. Therefore, the diet can become too high in fat, sugar, and salt, and low in the essential nutrients found in the four food groups.

Water also fits into the Other Foods category. People must have water in order to survive. This is because water is used for every function in the body. It is important that enough water is consumed to keep the body functioning smoothly. The need for water often is governed by thirst. It is recommended that everybody drink 6-8 glasses daily of water-containing foods such as milk, juice, soup, caffeine-free soft drinks, or fruit. Plain water is an ideal thirst quencher. Include plain water in your daily eating plan.

One nutrient that is found in water is fluoride. This is present in towns and cities that add fluoride to their drinking water or in those that have a water supply with naturally occurring fluoride. Fluoride helps to build strong teeth and reduce the number of dental cavities. In areas where fluoride is not available in the water supply, a dental health professional may recommend fluoride supplements for children aged three years and older.

Source: Reproduced from Sport Medicine Council, 1997, Understanding Body Image: Helping Students Make Informed Decisions. Used with permission.

Appendix F

Are you too fat, Ginny?

One of Ginny's friends tells her that she is 'getting a bit fat'. Ginny's mother makes arrangements for both herself and her daughter to see their family doctor for advice about losing weight. The doctor gives Ginny some advice about adjusting her eating habits and becoming more physically active. Ginny also talks to the school counsellor and the school nurse. From these people she learns about healthy eating; physical activity; weight loss; variety of body heights, weights, and shapes; the influence of media (magazines and TV) and advertising; fashion fads and trends; and attitudes of other people.

Ginny decides that the challenges for her are to 'handle what my friends might say' and 'learn to deal with other people's attitudes'. She practises, with the school counsellor, by role playing some potential scenarios and how she might handle them. Soon after, in a real-life situation, Ginny finds it very easy to spend time with her friends, go for ice cream with them, and effectively handle a comment made by one of her friends.

Let's look at how Ginny used the Decision-making Process.

1. Reflect on what you know about the issue.
Ginny's main sources of information were her friends, the advertisements in magazines, and the images on television. Based upon that information, she thought she needed to lose weight.

2. Research the issue. Find the facts.
Ginny's first source of information was her mother. From that starting point, she found expert sources of information in her family doctor, school counsellor, and school nurse.

3. State the challenge. Explore the alternatives and consequences.
Ginny determined that her challenge was handling her friends' attitudes and the comments they might make.

Alternative One for Ginny might be just to stay away from her friends.

Pros she would not have to deal with comments made by her friends because she would not be seeing them

Cons it gets rather boring without friends by avoiding her friends, she would actually never learn to handle their attitudes

Alternative Two for Ginny might be to say something nasty in response to a comment about her weight as a way of letting people know that their comments are hurtful.

Pros the person who made the comment would know that his or her statement was hurtful

Cons her classmates might continue to tease Ginny knowing that it really bothered her her "real" friends might not spend as much time with her if she spent alot of her time making nasty responses to others

Alternative Three for Ginny might be to act confidently and make it clear to others that she is happy with her body weight and shape.

Pros the person who made the comment would know that Ginny likes herself and accepts the body with which she was born others around her might learn to like themselves and their bodies too

Cons

4. Make a decision and set a personal goal.
Ginny decided to work on changing attitudes instead of changing her body. Her goal was to respond to her friends without being nasty or rude.

5. Design and carry out an action plan to attain the goal.
Ginny practised with the school counsellor. They role played different situations when one or more of Ginny's friends might make a comment about her weight or eating things like ice cream with her friends. She had a chance to carry out her action plan one day when she went with her friends after school to buy an ice cream cone.

6. Evaluate progress. Revise as needed.
It was not difficult for Ginny to tell Ashley, 'I like ice cream just as much as you do. And I've decided I've got more interesting things to think about than having a perfect body'. Taking a deep breath and looking Ashley straight in the eye had made it work. Ginny's plan did not need revising.

Appendix G

Sample Decision-Making Scenarios

Practice had just ended. The team was headed to the dressing room when the coach called Katie over. 'How do you expect to win with a performance like that? You don't stand a chance against those other girls. You run like you are using unleaded gas and they are using plutonium. You know what I'm talking about. You don't have to use anything. But, if you decide to, everything you need is in the side zipper compartment of my gym bag.'

1. In his comments, what is the coach really telling Katie?

2. Where can Katie get reliable information about performance-enhancing drugs? To whom can she talk? Who are the experts?

Katie's challenge is to play soccer on this team to the best of her ability without using any pills or drugs.

3. What alternatives does she have? What are the consequences of these alternatives?

4. What is the best choice for Katie?

5. What kind of plan might Katie create? When and how might she accomplish it?

6. How will she know whether her plan worked?

Brook is a regular grade 6 student who likes spending time with his friends after school and for some of the time on weekends. He and his friends spend an hour or two after school shooting baskets, riding their bikes, skateboarding, shooting pucks on the outdoor rink in the winter, or going to the neighbourhood pool in the summer. He does not play organized sport of any kind but he and his friends like to be active. They like to be outdoors as much as they like playing video games indoors. He has been noticing lately that a few of the older kids at the pool or the park talk about food and trying new diets to stay slim. Brook does not know what to do. Until now, he has not thought of himself as being overly heavy but he would like to look good at the pool this summer. He does not know if he should start dieting or even how to do it.

1. What factors are affecting Brook's body image?

2. Where can Brook get reliable information about healthy body sizes and shapes? Who are the experts? What are these experts likely to tell him about dieting?

Brook's challenge is to look good during the summer months at the pool and to be healthy at the same time.

3. What alternatives does Brook have? What are the consequences of these alternatives?

4. As Brook values good health, what is the best choice for him?

5. What kind of plan might Brook create? When, where, and how might he accomplish it?

6. How will he know whether his plan worked?

Appendix H

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Sample Log for Recording Healthy Eating and Physical Activity

Appendix I

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Sample Body Image Action Plan (Grade 6: Affirm Standards)

Name: __________________________ Date: _________________________________

What
In order to meet my challenge and affirm my personal standards about body image, my personal goal is to begin to change or maintain my body size or shape by _________________________
(e.g., increasing my physical activity level or improving my eating habits by ... ).

How

To meet my goal, I am going to _______________________________________________
(e.g., use a treadmill on the even days and walk outdoors on the odd days for 30 minutes for a week; roller blade for 5 days at 30 minutes a day in addition to my 2 soccer games this week; ride my bike and/or swim 30 minutes a day for a week. Eat a minimum of 5 daily servings from the vegetables and fruit food group; consume a minimum of 3 daily servings from the milk products food group).

When
I will practise this action every day for a week.
I will begin this action on _______________ (i.e., date).
I will evaluate this action on ____________ (i.e., date).
Between the start date and the evaluation date, I will check in with my support person(s) on (check-in dates)

 

Where I will carry out my action plan in such locations as _______________________________
(i.e., home, school, community facility).

Who I have asked for the support of ______________________________________________
(i.e., name of one or two people who are willing to fulfil the role of support person).

Signatures

Student signature: ______________________________________
Signature of adult tutor/Wellness 10 tutor/teacher: ______________________________
Support person(s) signature: ______________________________

Check-in Dates and Comments

______________________________________________________________________

______________________________________________________________________

Evaluation Date and Comments

______________________________________________________________________

______________________________________________________________________

Appendix J

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Sample Rubric for Evaluating the Elements of a Body Image Action Plan

Element of Action Plan	Less Effective Rating of 1	Somewhat Effective Rating of 2	More Effective Rating of 3
Who	Plan includes name of one support person.	Plan includes name of adult tutor, Wellness 10 tutor, or teacher as well as name of peer support person.	Plan includes name of adult tutor, Wellness 10 tutor, or teacher as well as name of peer support person and name(s) of others the student intends to involve in the action plan.
What	Plan includes a statement of what is to be done.	Plan includes a goal statement that is clear, specific, measurable, and attainable.	Plan includes a goal statement that is clear, specific, measurable, and attainable. Also included is a statement of purpose that this is about body image and affirming standards. A statement clarifies whether the plan is to improve or maintain body image.
How	Plan includes a vague outline of what is to be done.	Plan includes some details about what is to be done.	Plan includes a step-by-step outline of what is to be done. Precise physical activities are identified and/or precise food groups and servings are identified.
Why	Plan includes a vague explanation about why particular steps are in place.	Plan includes some detail about why some steps are in place.	Justification is provided for why specific steps are included to meet the goal. Plan lists possible barriers or obstacles and how they might be overcome.
When	Plan includes start date and end date.	Plan includes start date, end date, first check-in date, and some details about time of day or which daily meal(s).	Plan includes start and end dates as well as check-in dates and celebration dates. Details are included about dates and times for each step of the action plan.
Where	Plan includes no indication of where the action plan is to be carried out.	Plan includes scant details about where the action plan is being carried out.	Plan includes specific indication of exactly where each step of the action plan is to be carried out (e.g., swim lanes at the recreation centre, eat 2 servings at school during lunch hour, roller blade in the park).

Appendix K

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Sample Rating Scale for Assessing the Implementation of an Action Plan 1 = lowest 4 = highest
The student's actions, as recorded in the log, are working to move the student toward achieving his or her goal.	1 2 3 4	degree of appropriateness
There is evidence of collaborative effort among student, support person, and adult tutor.	1 2 3 4	degree of effort Examples of indicators: 1. no indication of support person or adult tutor in the log or journal 2. support person or adult tutor is included rarely 3. indication that the support person was involved occasionally 4. the log or journal features regular, planned check-in dates with support person as well as celebration dates
The journal or log is complete and detailed.	1 2 3 4	degree of detail
There is evidence that the plan has been carried out effectively.	1 2 3 4	degree of involvement
There is evidence that the goal has been or is being achieved.	1 2 3 4	degree of application

Appendix L

Transmission

Exposure to HIV-infected blood, semen, vaginal fluids, or breast milk

• transfusion with HIV-infected blood

• needle-sharing

• pregnancy, childbirth, breastfeeding

• unprotected sexual intercourse with an infected person

Prevention

HIV is preventable. Reduce the risk of HIV infection by:

• not sharing needles or syringes

• wearing latex gloves when handling body fluids

• abstaining from sexual intercourse

Appendix M

Guidelines for Schools and Daycare Centers
AIDS: You Need to Know

(Reprinted with permission)

AIDS and HIV Infection

AIDS, or Acquired Immune Deficiency Syndrome, is caused by the Human Immunodeficiency Virus, HIV.

HIV can be transmitted through unprotected sexual intercourse; through the sharing of needles for injection drug use; from infected mother to baby during pregnancy, delivery, or through breast-feeding; and through blood or blood product transfusion.

The risk of HIV transmission through blood/blood product transfusion in Canada is practically eliminated as the Red Cross routinely screens all donors and tests donated blood for HIV. In this way, the safety of blood products has been improved.

Safety of Children

Casual everyday contact does not pose a risk for HIV transmission. Studies of nonsexual contacts with persons living with HIV/AIDS indicate that casual contact does not result in HIV transmission. Nor has it been shown that HIV is transmitted by saliva, tears, food, water, or through the air. The kind of non-sexual person-to-person contact that generally occurs in a work place or educational setting does not pose a risk of HIV transmission.

Risk of Infection to Children with AIDS

Children with HIV/AIDS are at greater risk than others of contracting infections in the school or daycare centre setting. The personal physician and medical health officer will provide continuous assessment regarding the appropriateness of a child with HIV/AIDS remaining in a school or daycare setting and will advise the parents or guardians accordingly.

Employees and Volunteers

Infection with HIV should not prevent a person from working in a school or daycare setting, except if determined otherwise by the personal physician and medical health officer, in consultation with the individual. In cases where the personal physician and medical health officer determine that the employee poses a health risk to the school population or to children in a daycare centre, the medical health officer will advise the director of education or daycare director.

Authority

The medical health officer has authority under The Saskatchewan Public Health Act to assess the individual's risk of transmitting HIV in the school or daycare centre.

Child's Educational Needs

A child's educational needs are of primary importance and therefore a child shall not be isolated from educational institutions except on the advice of the medical health officer.

The medical health officer, in conjunction with the personal physician, will help identify children infected with HIV who may require special settings. This may include children who lack control of their bodily functions, children who display behaviour such as biting, or children who have lesions which cannot be covered. Such children should be cared for and educated in settings that minimize exposure of others to blood or body fluids.

Confidentiality

Relevant information regarding a child/student infected with HIV will be restricted to those who need to know. All team members will maintain absolute confidentiality. The medical health officer, in consultation with the personal physician, will determine who will receive the information about children who have been identified as infected with HIV. Parental consultation and consent is a normal part of this process.

The medical health officer will advise and counsel the appropriate school personnel directly (e.g. director of education, principal, classroom teacher, director of a daycare centre). The public health nurse providing service to the school or daycare centre will be included as part of the team.

Hygiene and Precautions

1. Advise and counsel personnel and students about the risk of transmission of many infectious diseases (including, but not limited to, HIV) through the handling of body fluids.

2. Other infectious agents, in addition to HIV, can be present in blood or body fluids. All schools and daycare services should adopt routine procedures for handling blood or body fluids, regardless of whether individuals with HIV are attending. Ensure your staff knows they should:
   1. Always wash their hands immediately after exposure to blood or body fluids and before touching or caring for another child.
   2. Wear gloves if they have open lesions on their hands.
   3. Promptly clean soiled surfaces with disinfectants such as household bleach, using one part bleach to nine parts water, using disposable towels or tissues whenever possible. These towels or tissues must be disposed of in suitable garbage containers. Mops should be rinsed in the disinfectant solution. If they are involved in cleaning activities, they should avoid exposure of open skin lesions, eyes, and mouth to blood or body fluids.
   4. Cover open lesions.
   5. Take care when there is exposure to body fluids and excrement, such as during feeding or changing diapers.

Resources

If you require additional information, please call your local district health office.

Appendix N

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Sample Decision Making in the HIV/AIDS Education Unit
(Grade 6: Affirm Standards)

Challenge

As I consider all the information I acquired throughout the HIV/AIDS Education Unit, the challenge for me is to access and evaluate HIV/AIDS resources.

Alternatives

I will list all the alternatives to me in meeting that challenge ...

Alternative #1 Access multiple resources and evaluate them for sound scientific data

Alternative #2 Access multiple resources and screen them for generalizations

Alternative #3 Access multiple resources and identify usage of fact, evidence, and assuptions within viewpoints

Alternative #4 Access multiple sources of information and check for testimonials

Alternative #5

Consequences

I will consider various consequences of those alternatives ...

Alternative #1 Pros     Cons

Alternative #2 Pros     Cons

Alternative #3 Pros     Cons

Alternative #4 Pros     Cons

Alternative #5 Pros     Cons

Decision

The information indicates that the best choice for me is ...

Goal

In order to meet my challenge, my personal goal is to affirm my personal standards about HIV/AIDS by being informed about HIV/AIDS and maintaining an accurate, up-to-date information base of at least three reliable sources.

Appendix O

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Sample HIV/AIDS Education Action Plan (Grade 6: Affirm Standards)

Name: __________________________ Date: ____________________________

What
In order to meet my challenge, my personal goal is to affirm my personal standards about HIV/AIDS by being informed about HIV/AIDS and maintaining an accurate, up-to-date information base of at least three reliable sources.

How
To meet my goal, I am going to ______________________________________________
(e.g., access and evaluate one nonfiction article in week one, one book of fiction or novel in week two, two resources from a health professional in week three).

When
I will practise this action _____________________________________ (i.e., times per week).
I will begin this action on _____________________________________________ (i.e., date).
I will evaluate this action on ___________________________________________ (i.e., date).
Between the start date and the evaluation date I will check in with my support person(s) on (check-in dates)