Subject: Health Education 4
Outcome: USC4.1 Assess what healthy eating and physical activity mean for pre/adolescence.
Beginning – 1
Approaching – 2
I need help.
I have a basic understanding.
With assistance I can identify
healthy eating and physical
activities for pre/adolescents.
I can describe what healthy
eating and physical activities are
for pre/adolescents.
Proficiency – 3
My work consistently meets
expectations.
I can assess what healthy eating
and physical activities are for
pre/adolescents.
Mastery – 4
I have a deeper
understanding.
I can investigate personal
change that are needed for
better nutrition and physical
activity.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.











Examine personal, past, and present knowledge about healthy eating and physical activity.
Investigate personal, family, community, and cultural factors that influence healthy eating.
Discuss factors of healthy eating over which one has control.
Explain the importance of particular eating practices, including drinking water as a thirst quencher and eating breakfast.
Demonstrate an understanding of healthy food choices and serving sizes that support good health.
Investigate personal, family, community, and cultural factors that influence physical activity.
Review the health benefits of regular physical activity and the health risks of inactivity for pre/adolescence.
Investigate peer norms and popular trends related to healthy eating and physical activity.
Explore the consequences of following or resisting peer norms and/or popular trends related to eating and physical activity.
Investigate the physical activity opportunities in the community that benefit and/or challenge mental, socio-emotional, and
spiritual well-being for pre/adolescence .
Investigate personal changes that need to be made for better nutrition and appropriate amounts of physical activity.
Refer to Saskatchewan Curriculum Guide Health Education 4
Subject: Health Education 4
Outcome: USC4.2 Illustrate how both traditional healing (including First Nations and Métis
practices) and current Western medical advances have influenced the prevention and/or
management of past and present health challenges (including mental health/illness, HIV/AIDS,
Hepatitis C, diabetes).
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
With assistance I can identify
traditional healing practices and
current medical practices in the
prevention or management of
health challenges.
I have a basic understanding.
I can explain traditional healing
practices and current Western
practices in the prevention or
management of health
challenges.
My work consistently meets
expectations.
I can illustrate the influence of
traditional healing practices and
current Western medical
practices in the prevention and
management of health
challenges.
I have a deeper understanding.
I can use my knowledge to
examine strategies to reduce the
prevalence and the impact of
current health challenges.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.







Investigate and distinguish points of view expressed about health opportunities and challenges, both past and present.
Categorize and compare a variety of health challenges as short-term/long-term (e.g., depression) and as serious/not serious.
Explain how the mind, body, and spirit may be affected by health challenges (e.g., irritability, fatigue, motivation, depression).
Examine historical, contemporary, and complementary practices for preventing/managing health challenges.
Examine basic costs to society when threats to health (i.e., mind, body, and spirit) are not prevented/managed.
Investigate the changes in practices to prevent or manage health challenges.
Examine strategies to reduce the prevalence and the impact of potential current health challenges.
Refer to Saskatchewan Curriculum Guide Health Education 4
Subject: Health Education 4
Outcome: USC4.3 Examine healthy interpersonal skills and determine strategies to effectively
develop new relationships and/or negotiate disagreements in relationships.
Beginning – 1
Approaching – 2
I need help.
I have a basic understanding.
With assistance I can identify
healthy interpersonal skills.
I can describe healthy
interpersonal skills.
Proficiency – 3
My work consistently meets
expectations.
I can examine healthy
interpersonal and the stragies
need to develop new
relationships and/or negotiate
disagreements.
Mastery – 4
I have a deeper understanding.
I can compare and contrast
effective interpersonal
relationships and the qualities of
unhealthy relationships.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.












Compare qualities of healthy and unhealthy relationships and determine the connections of these relationships to a healthy
mind, body, and spirit.
Describe and recommend healthy behaviours, including positive communication skills for getting along with others in play and
competitive situations.
Recognize how various factors, including peer pressure, communication strategies, and assumptions affect relationships.
Suggest alternatives when play is not enjoyable.
Determine healthy ways to relate to peers not in personal circle of friends.
Reflect on personal behaviours that might influence others to feel included and those that may cause feelings of rejection.
Practise the ability to calm self and discuss how it is important to remain calm in disagreements.
Represent what disagreements look like, sound like, and feel like.
Recognize that disagreements are part of healthy and of unhealthy relationships.
Recognize and describe anger triggers for self and others.
Investigate how effectively/ineffectively negotiated disagreements affect relationships.
Examine how honouring and respecting other points of view, beliefs, and/or values does not mean one has to abandon one’s own.
Refer to Saskatchewan Curriculum Guide Health Education 4
Subject: Health Education 4
Outcome: USC4.4 Determine basic personal responsibility for safety and protection in various
environments/situations.
Beginning – 1
Approaching – 2
I need help.
I have a basic understanding.
With assistance I can examine
information related to basic
personal safety.
I can demonstrate a basic
understanding of personal
responsibility for safety in
various situations.
Proficiency – 3
My work consistently meets
expectations.
I can determine my personal
responsibility for safety in
various situations.
Mastery – 4
I have a deeper understanding.
I can examine the impact of
personal safety and
responsibility to myself and
others in various situations.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.










Examine prior knowledge and new information related to safety.
Explore critical safety needs of self and others in local community.
Investigate common personal and community activities/environments to identify those that involve greater safety risks
Examine cyber safety etiquette and related safety risks and strategies.
Discuss various safety rules and practices related to community safety needs.
Examine laws, behaviours, and community rules/regulations that are in place to minimize/prevent risks.
Review safety policies and/or plans for a variety of local environments.
Distinguish behaviours that may jeopardize people’s safety and those that increase people’s safety in a variety of situations.
Share expectations for personal safety and protection in various environments/situations.
Examine one’s responsibility to use electronic networks in an ethical and safe manner.
Refer to Saskatchewan Guide Health Education 4
Subject: Health Education 4
Outcome: USC4.5 Examine how identity (i.e., self-concept, self-esteem, self-determination) is
influenced by relationships that are formed with others.
Beginning – 1
Approaching – 2
I need help.
I have a basic understanding.
With assistance I can describe
how identity (self-concept) is
influenced by relationships that
are formed with others.
I can describe how identity (selfconcept & self-esteem) is
influenced by relationships that
are formed with others.
Proficiency – 3
My work consistently meets
expectations.
I can examin how identity (selfconcept, self-esteem & selfdetermination) is influenced by
relationships that are formed
with others.
Mastery – 4
I have a deeper understanding.
I can compare and contrast the
impact of positive and negative
personal relationships on
identity (self-concept, selfesteem & self-determination).
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.








Observe and investigate ways that others define and value self, and learn ways to help others know one more fully and positively.
Investigate information and definitions of self-concept, self-esteem, and self-determination to develop an understanding of
identity.
Examine “identity” as being related to how one “feels” on the inside and how one chooses to define self in relation to personal qualities,
characteristics, and cultural definitions.
Communicate a personal understanding of identity.
Determine factors (e.g., personal attitudes, supportive environments, accomplishments, positive thinking, media stereotyping, culture,
gender) that may influence one’s identity.
Describe how self-concept is influenced by personal thoughts, self-esteem by personal feelings, and sense of self-determination by
personal actions.
Describe examples of positive and negative peer influence on self-concept, self-esteem, and self-determination.
Demonstrate an awareness of the influence on self when connecting with others who behave appropriately/inappropriately and/or
legally/illegally.
Refer to Saskatchewan Curriculum Guide Health Education 4
Subject: Health Education 4
Outcome: USC4.6 Assess healthy stress management strategies (e.g., relaxation skills, stress control
skills, guided imagery, expressing feelings, exercising).
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
I have a basic understanding.
My work consistently meets
expectations.
I can identify stressful situations
and apply appropriate
management strategies.
I have a deeper understanding.
With assistance I can identify
stress management strategies.
I can identify and demonstrate
several healthy stress
management strategies.
I can evaluate my use of stress
management strategies and make
changes if needed.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.








Develop and use respectful language to talk about stress and to describe the intensity of feelings.
Communicate an informed personal understanding of stress.
Explore the responses one may experience as a result of stress.
Determine how and why people react differently to stress.
Recognize potentially stressful situations and examine possible reactions to the experience.
Analyze common coping strategies for managing stress.
Examine and discuss media portrayals of stressors such as divorce, death, and loss, and media portrayals of stress management
strategies.
Describe strategies for managing stress.
Refer to Saskatchewan Curriculum Guide Health Education 4
Subject: Health Education 4
Outcome: DM4.1 Investigate the importance of personal responsibility and communication in
making informed decisions related to healthy eating and physical activity, prevention/
management of health challenges, negotiating disagreements, safety and protection, personal
identity, and stressors.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
With assistance I can identify the
importance of personal
responsibility.
I have a basic understanding.
I can identify the importance of
personal responsibility for
healthy living.
My work consistently meets
expectations.
I can investigate the importance
of personal responsibility for
healthy living including: healthy
eating, physical activity, safety,
and personal identity.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.








Review factors that affect one’s communication and personal responsibility when making decisions.
Consider the purpose and consequences of communication in making decisions.
Investigate factors that have the greatest influence on personal responsibility.
Identify opportunities to demonstrate personal responsibility when making decisions.
Link personal health behaviours to potential health outcomes.
Illustrate how informed decision making is influenced by personal responsibility.
Compare examples that demonstrate personal responsibility and those that do not.
Evaluate the importance of silence and reflection when making informed decisions.
Refer to Saskatchewan Curriculum Guide Health Education 4
I have a deeper understanding.
I can identify the link between
assuming personal responsibility
for healthy living and the
potential health effects of not
assuming those responsibilities.
Subject: Health Education 4
Outcome: AP4.1 Design and apply, with guidance, two four-day action plans that require
communication related to healthy eating and physical activity, prevention/ management of health
challenges, negotiating disagreements, safety and protection, personal identity, and stressors.
Beginning – 1
Approaching – 2
Proficiency – 3
Mastery – 4
I need help.
With assistance and guidance I
can design an action plan related
to healthy eating and physical
activity.
I have a basic understanding.
I can design an action plan
related to healthy eating and
physical activity.
My work consistently meets
expectations.
I can design and apply, two
thoughtful four-day action plans
incorporating: healthy eating,
physical activity, negotiating
disagreements, safety, personal
identity, and stressors.
Indicators – please select and assess as appropriate to your unit, bold identifies possible key indicators.




Identify basic steps to design and carry out effective action plans.
Design and follow a brief outline of a plan, including a schedule.
Implement the action as outlined.
Document and reflect on implementation.
Refer to Saskatchewan Curriculum Guide Health Education 4
I have a deeper understanding.
I can reflect on action plans and
document areas where
improvements, or different
choices could result in more
positive outcomes.