Grade 6

Grade 6 Objectives

Note: Silver shaded headings indicate units that are developed as sample units in this curriculum guide. Optional unit titles appear in title boxes with Aqua shading.

Required Grade 6 Units

Decision-making Process Unit

See objectives in sample unit.

Self-concept Unit

Foundational Objectives for Level A - Extend Knowledge Base

Students will understand that a realistic self-concept is the foundation on which to build meaningful relationships.

Students will realize that adolescents have control over 'who they are' at home and at school, and can support their friends in developing the same control.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

• identify their interests, skills, and abilities
• define the term self-concept and the factors that influence its formation
• outline how self-concept is made up of self-confidence, self-esteem, self-respect, and self-efficacy
• give examples of how people are the same, how people are different, and how individuals are unique
• describe how one person's positive behaviour can affect the self-esteem and self-confidence of self and others (PSVS)
• describe how self-concept influences thoughts, feelings, and behaviours.

Foundational Objectives for Level B - Make an Informed Decision

Students will develop the lifelong practice of making health-enhancing decisions.

Students will understand that the choices and decisions we make have an impact on our self-concept.

Learning Objectives for Level B - Make an Informed Decision

Students will:

• predict the consequences of using their personal skills, abilities, and unique qualities
• identify and select strategies to increase the use of their skills and abilities
• identify and select strategies to maintain and celebrate their own uniqueness
• list the consequences of giving and receiving positive feedback
• list the consequences of giving and receiving negative feedback
• select and practise ways of providing positive feedback to friends and family members
• illustrate how decisions that match their personal standards also enhance their self-concept.

Level C - Carry Out Action Plan

In grade 6, students design and carry out a minimum of two action plans throughout the year. The three sample units for grade 6 include action plans. See the chart on page 14 for identification of sample units.

Some teachers and students may choose to carry out action plans in the unit on Self-concept. The ultimate purpose of the action plan is to enable students to enhance their self-concept by making decisions that affirm their personal standards.

It is suggested that this unit be taught early in the school year. Action plans provide a wonderful opportunity to establish a classroom atmosphere in which one person's positive behaviour and comments affect the self-confidence, self-esteem, self-respect, and self-efficacy of everyone in the class. Action plans in this unit can help establish positive interactions among classmates for the rest of the school year.

Personal Standards Unit

Foundational Objective for Level A - Extend Knowledge Base

Students will understand that there is a wide variety of personal standards and that numerous factors influence those standards.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

• identify and prioritize their personal standards
• identify sources and influential factors of developing personal standards
• identify health-enhancing behaviours that affirm their personal standards
• identify events or factors that cause people to behave in ways that conflict with their personal standards
• consider how and why people's personal values change.

Foundational Objective for Level B - Make an Informed Decision

Students will develop the ability to make choices and decisions that are compatible with their beliefs and principles for the present and in their future.

Learning Objectives for Level B - Make an Informed Decision

Students will:

• decide which factors have the most influence on their personal standards
• list the consequences of decisions that conflict with personal standards (CCT)
• list the consequences of decisions that are compatible with personal standards (CCT)
• demonstrate decision-making skills that support their personal standards.

Level C - Carry Out Action Plan

Students choosing to design and carry out an action plan in this unit might select one of their personal standards and strive to demonstrate it at school and at home, over a period of a few days.

Some students might enlist the involvement of their parents by arranging for their parents to observe them throughout the three or four days of the action plan and try to guess what personal standard is being demonstrated.

Body Image and Nutrition Unit

See objectives in sample unit.

Changes of Puberty Unit

Foundational Objectives for Level A - Extend Knowledge Base

Students will understand the physical, emotional, and social changes associated with puberty.

Students will accept the additional responsibilities that accompany puberty.

Students will be aware of the family's role in developing personal standards related to the changes of puberty.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

• recognize the physical changes that occur during puberty
• describe the range of emotional reactions that accompany physical changes during puberty
• describe the role of hormones during puberty
• discuss or write about the ideas presented using their own language in order to better understand puberty (C)
• explain how puberty follows a predictable pattern, yet occurs at different rates for everyone
• outline the process and significance of the menstrual cycle
• give examples of puberty resulting in the need for young people to take additional responsibility for their own bodies
• explore the impact of media and peers on adolescents' developing personal standards about sexuality
• evaluate what is being read, heard, or viewed (CCT)
• identify and practise the skills necessary for communicating with parents and/or caregivers to clarify personal standards regarding sexuality
• seek out information from people who may be knowledgeable (e.g., parents, caregivers, elders) (IL).

Foundational Objectives for Level B - Make an Informed Decision

Students will develop the lifelong practice of making health-enhancing decisions.

Students will acknowledge the role of personal standards in decision making.

Learning Objectives for Level B - Make an Informed Decision

Students will:

• explore the challenges of puberty and the changes it involves
• list the consequences of accepting or declining the additional responsibilities for personal care including hygiene (CCT)
• consider the consequences of not evaluating media messages about some of the emotional and physical changes that accompany maturation (CCT)
• identify the personal standards that may contribute to decisions about changing bodies and emotions
• establish a goal to accept the new responsibilities that accompany puberty in ways that reflect personal standards.

Level C - Carry Out Action Plan

By the end of Level B, students should establish the goal of accepting more responsibility related to needs that did not exist prior to puberty. Taking responsibility may involve the use of such things as deodorant, antiperspirant, sanitary napkins, and tampons. This unit offers opportunities for students to carry out action plans with one or both parents as support persons. In this way, students learn more about the standards of their family and can work toward establishing their own personal standards.

HIV/AIDS Education Unit

See objectives in sample unit.

Optional Grade 6 Units

Caring for Eyes, Ears, and Teeth Unit

Foundational Objectives for Level A - Extend Knowledge Base

Students will know and use appropriate health resources to develop a factual information base about ears, eyes, and teeth.

Students will develop a sense of personal responsibility for protecting their ears, eyes, and teeth.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

• identify sources of information about ears, eyes, and teeth
• identify selection criteria for sources of information
• examine personal knowledge in terms of what they already know and what they want to know (CCT)
• know the purpose of fluoride in toothpaste
• distinguish between primary and secondary sources of information (C)
• list the sources of fluoride (i.e., water supply, rinses, supplements)
• identify common adolescent activities that may result in injury to ears, eyes, and/or teeth
  
• list the benefits of wearing a mouth guard, ear plugs, and/or goggles
• seek out information from people who may be knowledgeable (e.g., doctors, optometrists, dentists, and coaches) (IL)
• describe first aid procedures for accidents that cause harm to ears, eyes, and teeth
• seek out information through a steadily expanding network of options, including other libraries, databases, and the Internet (IL)
• evaluate the sources of first aid information regarding ears, eyes, and teeth.

Foundational Objective for Level B - Make an Informed Decision

Students will develop the lifelong practice of making decisions to protect their ears, eyes, and teeth.

Learning Objectives for Level B - Make an Informed Decision

Students will:

• list some of the many decisions about protecting their ears, eyes, and teeth that they will make throughout life
• justify that decision making of this nature is a personal responsibility
• identify situations when the protection of their eyes, ears, or teeth may be at risk
• list strategies to reduce the risk of injury in such situations
• explore the consequences of each strategy (CCT)
• select the best strategy
• compile a goal statement of personal responsibility for protecting their ears, eyes, and teeth.

Level C - Carry Out Action Plan

As indicated in the learning objectives, action plans may include the consistent use of mouthguards, ear plugs, and so on. However, they may also focus on such behaviours as regular brushing and flossing. Still others may feature the skills of first aid.

Safety and Accident Prevention Unit

Foundational Objective for Level A - Extend Knowledge Base

Students will develop a sense of responsibility for safety and accident prevention.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

• identify their personal standards with respect to individual responsibility for safety and accident prevention
• recognize the importance of a healthy attitude toward personal safety
• develop the knowledge and skills necessary to participate safely in various popular activities with potential risks (these will vary among individuals and communities)
• analyze the intent of the rules, regulations, and laws related to safety practices and protection.

Foundational Objective for Level B - Make an Informed Decision

Students will develop the lifelong practice of making health-enhancing decisions about safety and accident prevention.

Learning Objectives for Level B - Make an Informed Decision

Students will:

• identify when their safety and their personal standards about individual responsibility for safety and accident prevention may be at risk
• list strategies they can use to stay safe and prevent accidents in those at-risk situations
• explore the consequences of each strategy and select the best one
• render a judgement and support that judgement by referring to clearly defined criteria (CCT)
• establish a safety goal that affirms their personal standards.

Level C - Carry Out Action Plan

Action plans in this unit can be varied. They may focus on a variety of safety and accident prevention situations from water safety to hunter gun safety, and from railway crossing accident prevention to snowmobile accident prevention.

Drug Addictions and Gambling Unit

Foundational Objectives for Level A - Extend Knowledge Base

Students will understand that addictions involve health, economic, and social risks.

Students will realize that the majority of Canadians do not smoke, do not abuse alcohol or other drugs, and are not involved in gambling.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

• identify sources of information about addictions involving tobacco, alcohol and other drugs, and gambling
• examine personal knowledge in terms of what they already know and what they want to know (CCT)
• gather accurate, up-to-date information about addictions from a variety of sources
• evaluate sources of information
• realize that nicotine and alcohol are drugs
• recognize and be able to explain why and how drugs work in the body
• identify reasons why some people smoke, chew tobacco, drink, gamble, and/or use drugs and why some people do not
• recognize the importance of respecting facts, evidence, and views of others when engaging in rational discussions (PSVS)
• be aware of the short-term and long-term consequences of tobacco use, alcohol abuse , and drug abuse
• be aware that gambling involves taking risks
• recognize the rights of smokers and non-smokers
• be aware of the laws pertaining to tobacco use and alcohol use
• compare taking risks as a normal part of life and taking risks in games of chance
• identify situations where youth may feel pressured or tempted to smoke, chew tobacco, drink, gamble, or use drugs
• identify and practise refusal skills.

Foundational Objectives for Level B - Make an Informed Decision

Students will develop the lifelong practice of making health-enhancing decisions.

Students will acknowledge the role of personal standards in decision-making.

Learning Objectives of Level B - Make an Informed Decision

Students will:

• review the expectations parents and other adults of authority have regarding addictions
• review personal standards regarding tobacco, alcohol and other drugs, as well as gambling
• give examples of situations when our personal standards about tobacco, alcohol and other drugs, or gambling may be challenged
• list strategies that affirm personal standards about addictions
• list the consequences of such strategies
• establish a goal that affirms personal standards.

Level C - Carry Out Action Plan

Action plans here might include regular role playing of refusal skills. Through this process, students regularly practise the skills they need to behave in ways that affirm their personal standards.