Grade 8

Grade 8 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 8 Units

Decision-making Process Unit

See objectives in sample unit.

Family Structures, Roles, and Responsibilities Unit

See objectives in sample unit.

Family and Community Violence Unit

Foundational Objectives of Level A - Extend Knowledge Base

Students will realize that domestic and community violence, including child, spousal, and elder abuse, is unacceptable behaviour that occurs in all socioeconomic levels.

Students will understand that abusive behaviour often occurs because people lack knowledge of acceptable alternatives.

Students will know that support and assistance is available for families and communities involved in violence.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

• identify sources of information regarding violence in families and communities
• seek out information from people who may be knowledgeable (e.g., parents, teachers, guidance counsellors, elders, child protection workers, and community agencies) (IL)
• give examples of violence in families and communities
• examine personal knowledge in terms of what they already know and what they want to know (CCT)
• explore physical, emotional, sexual, spousal, child, and elder abuse
• identify the factors that are known to contribute to abuse
• consciously evaluate what is being read, heard, or viewed (CCT)
• outline the results of different types of abuse and the effect abuse has on family members and community
• list things all people can do to prevent child, peer, spousal, or elder abuse
• list ways to support those who may be experiencing abuse
• identify sources of help for young people who behave in violent ways
• identify sources of help for an abused child, an abused peer, an abused spouse, an abused grandparent or elder, or a family that has a mixture of violent behaviours.

Foundational Objectives for Level B - Make an Informed Decision

Students will acknowledge the role peer support plays in making decisions and attaining goals.

Students will decide how to support friends who are trying to change their own violent behaviours or are experiencing violent behaviours in their homes or communities.

Learning Objectives for Level B - Make an Informed Decision

Students will:

• compare the strategies of personal commitment needed by students who want help with changing their violent behaviours to those needed by students who want to seek help regarding the violence in their lives
• predict the consequences of getting help (CCT)
• predict the consequences of not getting help (CCT)
• list ways to support peers who are trying to change their behaviours or to support peers who are seeking help concerning the violence they experience at home or in the community
• design and enact role playing situations in order to practise the skills needed to support peers who are getting help with their own violent behaviour or that of a family member
• decide which support strategies are best according to such criteria as personal strengths and weaknesses, the needs of their friend, and the specifics of the situation
• render a judgement based upon specific criteria (CCT)
• establish a clear, achievable goal to support a peer who is seeking help with any form of violence.

Level C - Carry Out an Action Plan

Two action plans throughout the school year is the minimum expectation for grade 8 students. Students and teachers may choose to design and carry out action plans in any units throughout the year. Action plans are included in the sample units for grade 8 contained within this curriculum guide. See the chart on page 14 for identification of sample units.

This unit offers opportunities for developing action plans that focus on the skills of helping someone who is experiencing violence. In the Conflict Resolution Unit of grade 7, students learned about ways to deal with conflicts such as bullying, teasing, and so on. In this unit, students learn how to support someone else. Skills of personal commitment and peer support are both needed to break the cycle of family and community violence.

HIV/AIDS Education Unit

See objectives in sample unit.

Eating Disorders Unit

Foundational Objective for Level A - Extend Knowledge Base

Students will acquire and evaluate information that will help them realize that eating disorders may be the result of many factors.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

• list common adolescent and adult eating habits
• identify, gather, and evaluate multiple sources of information about healthy weights, body image, and eating practices
• state reasons for specific eating practices
• give examples of some eating practices that warrant changing and explain why
• define healthy weight and have an understanding of cultural pressures that promote unrealistic images of desirable body shape
• identify the influence of friends, family, and the media on their eating behaviour
• evaluate the information found within various resources to distinguish the techniques used by the media to influence judgement and values about the way we look (CCT)
• explore the relationships among self-esteem, vulnerability, body image, and eating practices.

Foundational Objectives for Level B - Make an Informed Decision

Students will develop the lifelong skills of making health-enhancing decisions about healthy eating, body size, and body shape.

Students will understand the role of supporting peers in making decisions about healthy and unhealthy ways to improve body image.

Learning Objectives for Level B - Make an Informed Decision

Students will:

• identify situations when they might notice indicators that a friend is suffering from anorexia or bulimia
• list ways they might support a peer who is suspected of being, or who is confirmed as being, anorexic or bulimic
• design and enact role plays to practise strategies of support
• explore the consequences of different support strategies
• decide which support strategy is best, based upon such criteria as what they are most comfortable with, what is most beneficial to the peer, and the specifics of the situation
• develop a goal statement to support peers suffering from anorexia or bulimia
• identify personal motivators to achieve their goal of supporting a peer.

Level C - Carry Out Action Plan

Some students may have a friend who is suffering from anorexia or bulimia and may implement an action plan to support that person. Others may decide to carry out an action plan that supports people in ways that will prevent them from becoming anorexic or bulimic. These are the action plans that focus on enhancing the self-esteem and body image of others.

Optional Grade 8 Units

Caring for Skin Unit

Foundational Objectives for Level A - Extend Knowledge Base

Students will develop a sense of responsibility for protecting their skin and reducing the risk of skin cancer.

Students will acquire and evaluate multiple sources of information in order to take responsibility for the unique skin care needs that may arise during adolescence.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

• identify selection criteria for gathering sources of information about the sun and its connection to skin cancer and use them to evaluate multiple sources of information on the topic
• explore the short-term and long-term effects of exposure to the sun
• consciously evaluate what is being read, heard, or viewed (CCT)
• list ways to reduce exposure of skin to the sun
• explain the causes of acne
• seek information from people who may be knowledgeable (e.g., parents, doctor, dermatologist, community agency such as the Canadian Cancer Society, and pharmacist)
• describe the treatment(s) for acne
• evaluate the information located within multiple sources gathered on the topic and render judgements based upon specific criteria (CCT)
• explore the role of the media in skin care practices
• assess current skin care practices and outline ways to maintain or improve them.

Foundational Objectives for Level B - Make an Informed Decision

Students will develop the lifelong skills of making decisions to reduce the risk of skin cancer.

Students will acknowledge the role peer support plays in supporting friends who are taking responsibility for care of their skin.

Learning Objectives for Level B - Make an Informed Decision

Students will:

• identify strategies of support for purposes of helping peers who are trying to protect their skin, thereby reducing the risk of skin cancer
• list ways to support peers who are taking responsibility for their own skin care regime
• design and enact role plays to demonstrate the consequences that varying support strategies have for themselves, their peer, and the likelihood of the peer meeting his/her goal regarding skin care
• select the best support strategy based upon specific criteria (CCT)
• establish a goal statement to support a peer who is trying to take responsibility for his or her skin care in health-enhancing ways.

Level C - Carry Out an Action Plan

Some students may implement an action plan to support one another as they protect their skin from the effects of the sun. This might be the case if the unit is taught in May or June. In some cases, pairs of students may design and carry out action plans to support one another as they take responsibility for their skin care in hope of reducing the likelihood of acne.

Protecting the Environment and the Health of People Unit

Foundational Objectives for Level A - Extend Knowledge Base

Students will acquire and evaluate multiple sources of information about protecting the environment and the health of people.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

• identify practices and activities that pose a threat to the environment and the health of people
• consider the kinds of changes needed to protect the environment and the health of individuals
• identify social action groups that exist to protect the environment and/or promote the health of individuals
• consider ways of initiating and participating in social actions that may lead to protection of the environment and the promotion of health
• analyze the rules, regulations, and laws related to environmental health and the health of individuals
• assess some of their own actions and identify some changes that can be made on an individual basis in relation to personal and environmental health.

Foundational Objective of Level B - Make an Informed Decision

Students will decide how to support a friend who is taking positive steps to protect the environment and the health of people.

Learning Objectives for Level B - Make an Informed Decision

Students will:

• list strategies to use in supporting a friend(s) who is making a positive change to protect the environment and the health of people
• list ways of supporting existing social action groups and/or programs created to protect the environment and promote health
• point out the consequences that each support strategy has for themselves, their peer, and the likelihood of the peer achieving his or her goal
• select the best strategy based upon specific criteria (CCT)
• compile a goal statement to support a peer who is trying to protect the environment and the health of individuals.

Level C - Carry Out an Action Plan

Students may decide to design and carry out a variety of action plans in this unit. Pairs of students may support one another as they strive to improve the air quality within their homes or school. Others may implement an action plan to support their neighbourhood composting initiative, block parent program, or neighbourhood watch initiative.

Respect in Relationships Unit

Foundational Objectives for Level A - Extend Knowledge Base

Students will know and use appropriate health resources to understand the role of self-respect and respect for others in relationships.

Students will realize that there are appropriate and inappropriate ways of expressing feelings and that inappropriate behaviours have a negative impact on both physical and mental health.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

• examine the range of human emotions
• identify some of the emotions involved in acquaintances, friendships, dating relationships, families, and others
• examine personal knowledge in terms of what they already know and what they want to know (CCT)
• be aware of the variety of ways to express feelings including sexual feelings
• gather information from multiple sources and consciously evaluate what is being read, heard, or viewed (CCT)
• identify behaviours that demonstrate respect for acquaintances, friends, dates, and family members
• explore sexual harassment, abuse, rape, and assault as inappropriate expressions of feelings and as behaviours that demonstrate lack of respect for others
• explore the effects of sexual harassment, abuse, rape, and assault on mental and physical health
• seek out information from people who may be knowledgeable (e.g., parents, teachers, guidance counsellors, child protection workers, social workers, police, and health care workers) (IL)
• list ways to reduce the incidence of sexual harassment, abuse, rape, and assault
• seek information through a steadily expanding network of options, including other libraries, databases, the Internet, individuals, and libraries (IL)
• identify sources of help and ways of protecting oneself against behaviours such as sexual harassment, abuse, rape, and assault that demonstrate a lack of respect for other persons.

Foundational Objectives for Level B - Make an Informed Decision

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

Students will decide how to support friends who are coping in relationships that are not based upon respect.

Learning Objectives for Level B - Make an Informed Decision

Students will:

• identify situations when their self-respect in relationships may be threatened
• identify, practise, and role play behaviours that demonstrate self-respect in relationships
• list the consequences of demonstrating self-respect in relationships, including situations of sexual pressure
• list ways to support peers as they demonstrate self-respect in situations of sexual harassment
• explain what happens when people express their sexual feelings in ways that do not include respect
• list ways of supporting peers who need help coping with sexual abuse, rape, or assault
• compare support strategies to decide which are best suited to them, their peers, and the situations in which they may find themselves
• understand that real-life problems often have more than one solution (CCT).

Level C - Carry Out an Action Plan

By grade eight, some students may express an interest in designing and carrying out action plans within this unit. Some may consider it a chance to practise the skills needed to support a peer or family member who is experiencing sexual harassment. Others may consider this an opportunity to prepare themselves for future situations, such as needing to support a rape victim.

Gambling Unit

Foundational Objectives for Level A - Extend Knowledge Base

Students will understand that gambling involves both economic and social risks.

Students will access and evaluate multiple sources of information about gambling.

Learning Objectives for Level A - Extend Knowledge Base

Students will:

• identify possible sources of information and consider the authority of such sources (CCT)
• give a range of examples to explore the meaning of the term 'gambling'
• compare life's gambles and deliberate gaming activities
• explore how gambling may change a game played with peers
• evaluate the information gathered in multiple sources for purposes of examining the degree of risk in a variety of gambling situations
• explain that risk may refer to spending more than one can afford or developing a problem with gambling
• analyze headlines and news stories about gambling
• explore ways that the gambling risks within their peer group may be reduced.

Foundational Objective for Level B - Make an Informed Decision

Students will support peers who are striving to reduce the risks of gambling.

Learning Objectives for Level B - Make an Informed Decision

Students will:

• list things they can say and things they can do to support a friend who is trying to reduce her or his risks of gambling
• demonstrate a variety of support strategies to determine their comfort level with the strategies
• explore the consequences of each support strategy in terms of the comfort level of the friend who is being helped and the effectiveness in reducing the risks of the gambling activity
• choose the best support strategy based upon specific criteria (CCT)
• compile a goal statement to support a friend who is striving to reduce his or her risks of gambling.

Level C - Carry Out an Action Plan

Some grade 8 students may implement action plans to support a friend who gambles. Others may design and carry out action plans to support a friend whose parent gambles a lot.

Divorce and Separation Unit

Foundational Objective for Level A - Extend Knowledge Base

Students will know and use appropriate resources to understand the impact of separation and divorce on children of the family.

Students will:

• review what the term family means and the various forms a family can take
• identify ways that divorce and/or separation affect children in the family
• identify a variety of feelings experienced by children whose parents are divorcing or separating
• predict reasons for these feelings
• predict possible situations when children of divorce may need to handle feelings such as frustration, happiness, worry, loneliness, excitement, disappointment, and others
• examine the consequences of not talking about feelings and not coping with them
• give examples of healthy and unhealthy ways of handling these feelings
• practise positive ways of handling the emotions involved in separation and divorce.

Foundational Objective for Level B - Make an Informed Decision

Students will discover that there are many ways to support friends who are experiencing separation or divorce in their families.

Learning Objectives for Level B - Make an Informed Decision

Students will:

• review possible situations when children of divorce may need to handle feelings such as frustration, happiness, worry, loneliness, excitement, disappointment, and others
• list ways they can help a friend who is experiencing separation or divorce in his or her family
• identify adult, family, and/or community supports you can rely on as the friend who is helping
• design and enact role plays to illustrate different ways of supporting friends as they try to handle in positive ways their feelings concerning divorce or separation
• compile a goal statement to support peers who are experiencing the divorce or separation of parents.

Level C - Carry Out an Action Plan

Several students in a grade 8 classroom may be members of families experiencing divorce or separation. One student may support another by implementing an action plan to listen to the friend on Sunday evenings following the friend's weekend with a non-custodial parent. Pairs of students might support one another in role playing ways to reduce conflict with step-siblings. There are many possibilities.