CLASSROOM ASSESSMENT MODEL UNIT 3
UNIT 3: HEALTH




Healthy Living
Health Information
Healthy Relationships (1 and 2)
Health Decisions (1, 2, 3, 4, and 5)
UNIT OVERVIEW
Through activities such as brainstorming, charts, tables, “self-portraits,” case study scenarios, research
projects, debates, and personal contracts, students gain an understanding of the implications of a range of
health topics. They evaluate potential effects of various health-related decisions on self and communities.
Students also learn to interpret health information and analyse factors contributing to healthy relationships.
(Several activities in this unit suggest the use of case study and role play scenarios. These scenarios can be
developed by teachers, created by students, derived from recommended learning resources, collected from
news media, or found online.)
Students demonstrate their knowledge, skills, and attitudes through their successful performance of various
instructional tasks, as well as through written responses in journals and descriptive paragraphs. Teachers may
also wish to use checklists, scoring guides, rating scales, and written or oral assessments to determine the
extent to which students have met the Prescribed Learning Outcomes.
This organizer allows a degree of individual teacher and student choice in the exploration of topics to meet
certain learning outcomes. Where specific topics have been included in the learning outcomes, the intent is for
all students to have an opportunity to address these important issues. However, the inclusion of certain
specific topics is not intended to exclude additional issues that may also be relevant for individual school
communities. It may be appropriate to allow for student input when selecting current and relevant topics.
Note: Many of the Prescribed Learning Outcomes in this curriculum organizer deal with topics that may be a
source of sensitivity for some students and parents/guardians (e.g., substance misuse, sexual decision making).
Teachers should consider informing parents and guardians before addressing topics that could be considered
sensitive. Students, with the consent of their parents/guardians and in consultation with their school, may
choose not to participate in classes when these topics are discussed, and address the topics in an agreed-upon
alternate delivery option. (Districts should have their own policies and guidelines in place to explain how opting
for alternate delivery can be achieved and assessed. Refer to ministry policy,
http://www.bced.gov.bc.ca/policy/, for more information.)
Suggested Timeframe
An average of 36 hours is suggested to address the
Prescribed Learning Outcomes in this curriculum
organizer.
Learning at Previous Grades

characteristics of healthy lifestyles

influences (e.g., media, peer, family) on
decision making

defining healthy and unhealthy relationships

assertiveness, refusal skills, and responding to
peer pressure

child abuse prevention

puberty, human reproduction

disease prevention, particularly HIV/AIDS
and STIs

substance misuse prevention

safety and injury prevention information and
support for a range of health issues
Planning 10
-1-
CLASSROOM ASSESSMENT MODEL UNIT 3
Healthy Living
Prescribed Learning Outcome
It is expected that students will:
 analyse factors that influence health (e.g., physical activity, nutrition, stress management)
Suggested Achievement Indicators
The following set of indicators may be used to assess student achievement for the prescribed learning
outcome above. Students who have fully met the prescribed learning outcome are able to:
 describe the roles of various factors in developing and maintaining a healthy lifestyle, including physical
activity, nutrition, positive self-image, substance misuse prevention, stress management, time
management, and risk management
 identify and describe examples of social and environmental influences on health (e.g., family, peers,
media, technology, air and water quality)
 illustrate the interconnectedness of various components of overall health (e.g., physical, intellectual,
emotional, spiritual, social)
SUGGESTED INSTRUCTIONAL ACTIVITIES
SUGGESTED ASSESSMENT ACTIVITIES
Brainstorm, discussion, presentation
 Ask students to brainstorm factors that contribute
to and influence the health and well-being of
individuals. As a class, discuss ways these
factors can be categorized (e.g., social influences
and environmental influences; physical,
intellectual, emotional, spiritual, and social
health). Include a focus on how these factors are
connected—for example, the effects of physical
fitness on other aspects of overall health and
well-being. Have students work individually or
in groups to create a poster, collage, web, video,
web site, Venn diagram, pie chart, or other
representation depicting the characteristics of a
balanced healthy lifestyle.

Assess students’ depictions of balanced healthy
lifestyles based on the extent to which they have
addressed:
 the roles of factors such as physical activity,
healthy eating, stress management, and risk
management in developing and maintaining a
healthy lifestyle
 social and environmental influences on health
 the interrelationships of physical, intellectual,
emotional, spiritual, and social components
of health.
Planning 10
-2-
CLASSROOM ASSESSMENT MODEL UNIT 3
SUGGESTED INSTRUCTIONAL ACTIVITIES
Case study
 Provide students with scenarios depicting
lifestyles with unhealthy characteristics or
behaviours (e.g., in terms of physical activity,
nutrition, risk taking, stress). For example:
 someone who is working long hours and
consuming a lot of caffeine to keep going
 a young person who spends all of her or his
free time on the Internet and playing
computer games
 a friend who only wants to be friends with
you and has no interest in socializing with
other people
 a young person who avoids physical activity
and frequently skips PE class
 a friend who daily skips breakfast in an
attempt to lose weight.
In groups, have students analyse the scenarios
and develop a plan for improving the health of
the people in the scenario. Have students present
their suggested plans to the rest of the class.
Groups can present in the form of a story, oral
presentation, electronic slide show, or other
representation.
SUGGESTED ASSESSMENT ACTIVITIES

Assess students’ group presentations of a plan
for improving the health of characters in
scenarios. Look for evidence of the extent to
which they have addressed the following in their
plan:
 identified the unhealthy characteristics or
behaviours in the scenario
 described the influencing factor(s) (e.g.,
physical, mental, social, environmental)
 proposed an effective solution(s) to improve
the health of the person in the scenario.
Recommended Learning Resources:
 bc.tobaccofacts: A Tobacco Prevention Resource for Teachers
 Exploring the Issues: Teens—Alcohol and Other Drugs
 Lifechoices: Healthy and Well
 Lifechoices: Relationships
 Wellness: A Question of Balance
Selected Web Sites:

BC Health Files
http://www.bchealthguide.org/healthfiles/index.stm

Health Canada
http://www.hc-sc.gc.ca/english/index.html
Planning 10
-3-
CLASSROOM ASSESSMENT MODEL UNIT 3
Health Information
Prescribed Learning Outcome
It is expected that students will:
 analyse health information for validity and personal relevance
Suggested Achievement Indicators
The following set of indicators may be used to assess student achievement for the prescribed learning
outcome above. Students who have fully met the prescribed learning outcome are able to:
 collect and present information on health topics (e.g., nutritional supplements, disordered eating,
depression, tobacco use prevention and cessation, prevention of unplanned pregnancy, substance
misuse, sun protection, allergies, food safety, proper back care, ergonomics) from a variety of sources
such as personal interviews, the Internet, and community organizations
 assess the validity of collected health information by:
 determining examples of bias and points of view in health information (e.g. promotion of company
products)
 checking references to determine the professional affiliations of the producer/author
 investigating funding sources/affiliations of the information
 determining currency of information
 determining consistency of information obtained from other sources on the same topic
 assess selected health information for personal relevance (e.g., appropriateness for current use,
appropriateness for future reference, consistency with personal values)
SUGGESTED INSTRUCTIONAL ACTIVITIES
SUGGESTED ASSESSMENT ACTIVITIES
Health information directory
 As a class, determine a set of questions to be
answered or health topics to be addressed.
(Alternatively, install a health question box for
students throughout the school to contribute
questions anonymously.) Divide the class into
groups, and assign a specific question or issue to
each group. For example, questions could
include asking where someone could go to:
 get tested for sexually transmitted infections
 find information about the most appropriate
safety equipment for playing particular
sports
 get information about depression (about
Fetal Alcohol Spectrum Disorder, stress
management, fitness, substance misuse,
nutritional content of fast foods).
Have each group create a section for a school
health information directory, listing the sources
of information found in their research. (The
focus of this activity is on the sources of
information, rather than the information itself.)
Provide opportunities for students to share and
discuss their findings with other groups before
completing the directory. The health directory
can be continually updated as new health
resources are identified.

As students work in groups to answer questions
about specific health topics and create a school
health information directory, discuss the criteria
for assessment. For example, each group can be
required to:
 identify a variety of sources
 include contact name, address, phone
number, URL, hours of operation for each
source
 identify any associated costs for the service
 identify the target audience (e.g., children,
teens, adults; women, people with
disabilities).
Planning 10
-4-
CLASSROOM ASSESSMENT MODEL UNIT 3
SUGGESTED INSTRUCTIONAL ACTIVITIES
Media analysis
 Provide students with several different health
information pamphlets or web sites to critique.
Working individually or in groups, ask students
to answer questions such as the following on a
worksheet:
 Who is the author or sponsor?
 Do the authors or sponsors list their
qualifications?
 Do they provide information about their
purpose or mandate in providing the service
or information?
 Who is the intended target audience for this
information?
 Is the information relevant for teenagers?
Do you think the information is accurate? Does
the information seem biased? If so, how? Have
students select sample sentences or paragraphs from
each site or pamphlet to support their critique.
SUGGESTED ASSESSMENT ACTIVITIES

Collect students’ worksheets critiquing health
information sources. Assess students’ work in
terms of the extent to which they have:
 identified authors or sources and their
qualifications
 identified purpose or mandate
 identified when the resource was created
and/or updated
 identified intended target group (e.g.,
relevance to teens)
 articulated an opinion about the accuracy
of the information
 supported their work with quotations or
samples from the service provider or site.

The criteria outlined in BC Performance
Standards: Reading—Grade 10 can be used to
assess students’ abilities to read and analyse
health information. Criteria that are most
relevant are those related to:
 comprehension
response and analysis. BC Performance
Standards are available online at
http://www.bced.gov.bc.ca/perf_stands/
Recommended Learning Resources:
 bc.tobaccofacts: A Tobacco Prevention Resource for Teachers
 Exploring the Issues: Teens—Alcohol and Other Drugs
 Lifechoices: Healthy and Well
 Wellness: A Question of Balance
Planning 10
-5-
CLASSROOM ASSESSMENT MODEL UNIT 3
Selected Web Sites:
 BC Centre for Disease Control
http://www.bccdc.org/
 BC Health Files
http://www.bchealthguide.org/healthfiles/index.stm
 Health Canada
http://www.hc-sc.gc.ca/
 The McCreary Centre Society
http://www.mcs.bc.ca/index.html
 Media Awareness Network
http://www.media-awareness.ca/

Child and Youth Mental Health – BC Ministry of Children and Family Development
http://www.mcf.gov.bc.ca/mental_health/programs_resources.htm
Planning 10
-6-
CLASSROOM ASSESSMENT MODEL UNIT 3
Healthy Relationships (1)
Prescribed Learning Outcome
It is expected that students will:
 demonstrate an understanding of skills needed to build and maintain healthy relationships (e.g.,
effective communication, problem solving)
Suggested Achievement Indicators
The following set of indicators may be used to assess student achievement for the prescribed learning
outcome above. Students who have fully met the prescribed learning outcome are able to:
 analyse the ways in which effective communication skills (e.g., active listening, asking for
clarification, sharing information, accepting feedback, assertiveness, negotiation, using questions to
clarify, using “I” statements) can help build and maintain healthy family, school, peer, romantic, and
workplace relationships
 describe characteristics of healthy relationships (e.g., mutual interests, trust, loyalty) and unhealthy
relationships (e.g., lack of respect, poor communication)
 use a problem-solving model to identify realistic solutions for specific relationship problems (e.g.,
jealousy, gossip, harassment, control, abuse, ending a relationship)
SUGGESTED INSTRUCTIONAL ACTIVITIES
SUGGESTED ASSESSMENT ACTIVITIES
Media analysis
 Select relationship examples from TV,
movies, and books that depict good and
poor communication skills. Include a
range of types of relationships (e.g.,
parents and children, boss and employee,
romantic, peer). Have students use a chart
or storyboard to note how each character
in the example demonstrates various
communication skills.

Collect students’ completed charts or storyboards
assessing the communication skills of characters
from TV, movies, and books. Note the extent to
which students were able to:
 cite specific examples of good communication
skills (e.g., asking for clarification, paraphrasing,
using questions to clarify, sharing information,
accepting feedback, using “I” statements)
 cite specific examples of poor communication
skills (e.g., blaming, using put-downs, ranting,
inactive listening)
 indicate what communication skills the
characters need to develop.
Planning 10
-7-
CLASSROOM ASSESSMENT MODEL UNIT 3
SUGGESTED INSTRUCTIONAL ACTIVITIES
SUGGESTED ASSESSMENT ACTIVITIES
Scenarios
 In small groups, have students create short
scenarios describing a relationship
problem. For example, problems could be
based on:
 communicating with partner about
sexual readiness
 someone being emotionally or physical
abused by partner
 using Internet chat rooms to bully
another student
 a friend who is dating a much older
person and getting into unsafe situations
 communicating with parents about a
desire for increased independence.
Have them switch their scenarios with a
different group to propose detailed solutions
to the problem. After time for discussion,
have groups present their solutions to the
group that created the problem scenario.

When groups have considered possible solutions to
their assigned problems and shared them with
another group, have them work individually to
write a brief paragraph or flow chart describing the
problem solving approach. Assess based on criteria
discussed as a class, such as the inclusion of the
following steps:
 identify the problem
 identify the root cause of problem
 identify possible strategies for resolution
 consider the effect of each strategy on each
person in the scenario
 select one strategy for solution
 describe the expected outcome.

review activity—no corresponding assessment

Discuss with students the criteria for assessing their
work on relationship support services. For
example, students’ work can be assessed on the
extent to which the information provided:
 accurately outlines the current stance, role, and
responsibilities of the organization or agency
 defines the service offered (e.g., in terms of
emotional, physical, or sexual abuse; services
for specific clientele)
 is relevant and appropriate to the issue
 includes detailed and accurate source and
contact information.
Criteria such as these can be used as the basis for
teacher, peer, and/or self-assessment of students’
research.
Discussion
 As a class, review and discuss strategies a
person can use to avoid or get out of an
unhealthy relationship. Facilitate the
discussion as required, ensuring students
identify strategies such as:
 assertiveness
 conflict resolution
 anger management
 understanding the cycle of violence
 knowing when to get help and where to
go.
Research and report
 Have students research the availability of
programs and services offered in their
communities to assist people who may be
involved in unhealthy relationships.
Encourage them to investigate a range of
sources (e.g., telephone directories, the
Internet, newspapers, pamphlets from
doctor’s offices and counselling centres).
Have each student prepare a list of the
community programs and agencies they
found, how they found them, and the
services they offer.
Planning 10
-8-
CLASSROOM ASSESSMENT MODEL UNIT 3
Recommended Learning Resources:
 CHOICES for Positive Youth Relationships
 Focus on Harassment and Intimidation
 Lifechoices: Relationships
Selected Web Sites:
 SafeKidsBC (Ministry of Children and Family Development)
http://www.safekidsbc.ca/
Planning 10
-9-
CLASSROOM ASSESSMENT MODEL UNIT 3
Healthy Relationships (2)
Prescribed Learning Outcome
It is expected that students will:
 analyse factors contributing to a safe and caring school (e.g., respect for diversity, prevention of
harassment and intimidation)
Suggested Achievement Indicators
The following set of indicators may be used to assess student achievement for the prescribed learning
outcome above. Students who have fully met the prescribed learning outcome are able to:
 identify and describe characteristics of a safe and caring school (e.g., free of harassment and
intimidation, respectful, where all feel welcome and accepted, where all feel free to learn and to speak
openly)
 critique individual and school strategies for preventing and responding to harassment, intimidation,
bullying, and discrimination
 propose appropriate individual and school strategies that promote respect for diversity (e.g., diversity of
race, culture, gender, sexual orientation, age, socio-economics, mental or physical ability)
SUGGESTED INSTRUCTIONAL ACTIVITIES
SUGGESTED ASSESSMENT ACTIVITIES
Worksheet, presentation
 Provide students with a worksheet on which to
answer the following questions:
 Do you think students feel safe from
harassment, intimidation, and discrimination
in this school? Why or why not?
 Do you think this school is a safe and caring
place? Why or why not?
 How could individual students contribute to
making this school feel safer and more
caring?
 What are some possible school initiatives to
improve the school’s safety?
Have students work in groups to discuss their
responses to the questionnaire. Debrief as a class,
focussing on strategies for improving school
safety. In their groups or as a whole class,
students should use the information from these
discussions and conduct additional research as
necessary to undertake a school-wide safe
schools project (e.g., “diversity day,” web site,
newspaper, poster contest, advertising campaign
against Internet bullying).

Group or class safe schools project can be
teacher, peer, and self-assessed in terms of the
extent to which they:
 identify a school safety issue or problem
 critique existing strategies for school safety,
as applicable
 include a range of strategies that may
address the problem.
Planning 10
- 10 -
CLASSROOM ASSESSMENT MODEL UNIT 3
SUGGESTED INSTRUCTIONAL ACTIVITIES
Case study
 Provide students with case studies depicting
examples of harassment or discrimination (e.g.,
racism, sexism, sexual harassment,
homophobia/heterosexism). Alternatively, have
students identify scenarios from media or from
their own experiences (submitted
anonymously). Scenarios should represent a
range of school, workplace, and community
situations. Have students work in groups to
write a better ending for their assigned
scenarios.
SUGGESTED ASSESSMENT ACTIVITIES

Have students present their positive endings for a
provided scenario. Use questions such as the
following to assess students’ understanding of
the underlying issues:
 Why do you think the people were treated
this way?
 How do you think the victims felt?
 What makes the ending you have written
better than the one in the first scenario?
 What are the benefits of a school that is
respectful of diversity?
 What can we do to make our school more
accepting and respectful of diversity?

The criteria outlined in BC Performance
Standards: Social Responsibility—Grades 8-10
can be used to assess students in relation to:
 contributing to the classroom and school
community (Section 1)
 solving problems in peaceful ways
(Section 2)
 valuing diversity and defending human
rights (Section 3).
BC Performance Standards are available online
at http://www.bced.gov.bc.ca/perf_stands/
Recommended Learning Resources:
 Focus on Harassment and Intimidation
 In Other Words
 One of Them
 Racism 4 Reel: Media For Change
Selected Web Sites:
 BC Safe, Caring and Orderly Schools
http://www.bced.gov.bc.ca/sco
 Diversity in BC Schools
http://www.bced.gov.bc.ca/diversity/diversity_framework.pdf
 BC Anti-Racism and Multiculturalism Program (Ministry of Community, Aboriginal and Women’s
Services)
http://www.welcomebc.ca/en/service_providers/bcamp.html
 GALE—Gay and Lesbian Educators
http://www.galebc.org/main.htm
 Safe, Caring & Orderly Schools (Ministry of Education)
http://www.bced.gov.bc.ca/sco/
Planning 10
- 11 -
CLASSROOM ASSESSMENT MODEL UNIT 3
Health Decisions (1)
Although some specific topics are explicitly addressed in the learning outcomes (sexual decision making,
HIV/AIDS, substance misuse, and road safety), the instructional and assessment activities in this
suborganizer allow for exploration of a wide range of health decisions.
Prescribed Learning Outcome
It is expected that students will:
 evaluate the potential effects of an individual’s health-related decisions on self, family, and community
Suggested Achievement Indicators
The following set of indicators may be used to assess student achievement for the prescribed learning
outcome above. Students who have fully met the prescribed learning outcome are able to:
 create a list of health issues facing adolescents (e.g., nutritional choices, sports safety, substance misuse,
self-esteem, depression, suicide, body image, sexual decision-making, sexually transmitted infections,
workplace health and safety, air and water quality, Internet safety)
 research and assess the potential effects of a range of health-related decisions on self and others,
including:
 positive and negative effects
 immediate and long-term effects (e.g., physical, social, emotional, financial)
 describe practices that can assist individuals in attaining and maintaining short-term and long-term
personal health (e.g., stress management, appropriate nutritional choices, regular physical activity,
adequate rest, taking opportunities for enjoyment and personal growth, abstaining from harmful
substances, regular medical and dental visits)
SUGGESTED INSTRUCTIONAL ACTIVITIES
SUGGESTED ASSESSMENT ACTIVITIES
Case study

Provide students with case studies or recent
news stories that demonstrate current health and
safety issues with both positive and negative
implications (for example, but not limited to,
issues such as body image, mental health,
workplace health and safety, nutritional choices,
environmental health, sports safety, Internet
safety). Discuss one scenario as a class, using a
decision-making tree or chart to identify the
effects of the decision on self, family, peers, and
community—now, 6 months from now, 5 years
from now, and so on. Divide the class into
groups. Ask them to choose a new scenario and
apply the decision-making model to their
scenario. Have them present their scenarios and
their decisions to the class. Allow time for
discussion and questions. Help students
understand that the decisions they make often
have consequences that reach far beyond their
own lives.
Guest speaker
 As an extension activity, bring in guest speakers
from the community to talk about the societal
impacts of various health-related decisions.

Have each group present its decision-making
model for a health case study. Ask the
remaining groups to conduct a peer group
assessment based on criteria such as those
outlined in the sample assessment instrument
(Health Decisions) provided at the end of this
unit. This same assessment instrument can also
be used for each group to assess its own work.

extension activity—no corresponding assessment
Planning 10
- 12 -
CLASSROOM ASSESSMENT MODEL UNIT 3
Brainstorm, discussion
 Have students brainstorm a list of recreational
activities or situations that can involve high
degrees of risk (e.g., contact sports, mountain
climbing, in-line skating, skiing, boating).
Divide the class into small groups to discuss:
 steps that should be taken to prevent possible
injury to self and others for each of these
activities or situations
 the possible consequences to self, others, and
society at large if individuals fail to act
responsibly and in ways that help prevent
injury.
Ask students to identify ways to reduce the risk
factors in each situation. Discuss their responses
as a class, focussing on strategies such as:
 knowing your abilities
 knowing your physical and social
environment
 getting proper training
 using appropriate safety equipment and
following safety guidelines.
Personal contract
 Ask students to write a personal pledge or
contract that outlines their commitment to being
personally responsible for their own health.
Students’ contracts should also identify
strategies for enhancing short-term and longterm health.

After analysing a variety of recreational
activities for their potential risks and ways to
avoid those risks, ask students to use their
learning logs or write a paragraph to reflect on
their own strategies for and attitudes toward
risk. Guided questions could include:
 Why do young people sometimes put
themselves at risk?
 What are three things young people can do to
reduce risks and avoid injury?
 What risk-reduction strategies would work
well for me?

Collect students’ health contracts or pledges.
Look for evidence that their contracts include:
 personal strategies for enhancing short-term
and long-term health
 consideration of effects on self, family,
peers, and the community
 awareness of the physical, mental, and
financial implications of poor health.
Encourage students to share their contracts with
their families or mentors.
Recommended Learning Resources:
 Lifechoices: Healthy and Well
 Lifechoices: Relationships
Selected Web Sites:
 Injury Free Zone (BC Injury Prevention Centre)
http://www.injuryfreezone.com/
Planning 10
- 13 -
CLASSROOM ASSESSMENT MODEL UNIT 3
Health Decisions (2)
Prescribed Learning Outcome
It is expected that students will:
 analyse practices that promote healthy sexual decision making (e.g., recognizing influences, accessing
accurate information, applying informed decision-making skills)
Suggested Achievement Indicators
The following set of indicators may be used to assess student achievement for the prescribed learning
outcome above. Students who have fully met the prescribed learning outcome are able to:
 identify the factors that should be considered prior to making informed decisions about their readiness
to engage in sexual activity at some point in their future (e.g., personal and family values, emotional
readiness, recognizing peer and social pressures to engage in sexual activity, level of commitment and
trust in relationship, access to accurate information and support for various sexual health issues such as
pregnancy prevention, prevention of sexually transmitted infections, or sexual orientation)
 assess the potential impact of an unplanned pregnancy (e.g., impact on education and career plans,
schooling, income, job opportunities, relationships)
 identify practices that reduce the risk of unplanned pregnancy (e.g., abstaining from sexual activity,
using safer sex practices such as proper use of contraceptives)
 accurately identify practices that reduce the risk of contracting sexually transmitted infections (e.g.,
abstaining from sexual activity, using safer sex practices such as proper use of barrier methods during
sexual activity)
SUGGESTED INSTRUCTIONAL ACTIVITIES
SUGGESTED ASSESSMENT ACTIVITIES
Freewriting, class and group discussion
In an individual freewriting exercise, have
students write about what they associate with the
phrase “sexual responsibility.” In small groups
or as a class, discuss factors to consider before
becoming sexually involved. Discuss reasons
why people have difficulty talking with others
about sexual feelings and involvement.
Emphasize that this is an important and difficult
decision for anyone to make. Highlight honest
and respectful communication as an essential
requirement for building and maintaining healthy
relationships.

introductory activity—no corresponding
assessment
Planning 10
- 14 -
CLASSROOM ASSESSMENT MODEL UNIT 3
Communication strategies
 Have students work in pairs or small groups to
propose strategies (and dialogue) for
communicating in situations such as:
 saying no to sexual involvement
 discussing whether or not to become
sexually active
 talking about using condoms
 discussing with a friend or parent concerns
about possibly having an STI or facing an
unexpected pregnancy
 informing a partner about an STI diagnosis.
Encourage students to consider how these
strategies might be different depending on the
person with whom they’re communicating (e.g.,
platonic friend, romantic partner, health care
professional, parent).
Gallery walk
 Post four sheets of chart paper around the
classroom with the headings “Family,”
“Friends,” “Media,” and “Other (e.g., school,
religious institutions, health clinics).” Have
students conduct a gallery walk: In four groups,
with one group at each sheet of paper, have
them list the messages and values they receive
from that source related to sex and sexual
decision making. After a few minutes, have
them move to the next sheet to build on the
previous group’s lists. After each group has had
a turn at each category, discuss the results as a
class. Are there conflicting messages? Which
messages are the strongest for adolescents?

Collect students’ strategies for communicating
about sexual decision making. Look for
evidence that their responses take into account:
 personal and family values
 emotional readiness
 the person with whom they are
communicating
 level of commitment and trust in relationship
 potential impact of unplanned pregnancy
 potential impact of contracting sexually
transmitted infections.

Ask students to select one of the sources of
messages about sexual decision making, and to
write a letter or advertisement aimed at the
chosen source. They may choose to focus their
response on either agreeing with or countering
the given message.
Planning 10
- 15 -
CLASSROOM ASSESSMENT MODEL UNIT 3
Question and answer letters
 Create a series of “Dear Dr. Expert” letters—
asking about a range of sexual decision making
issues. Alternatively, ask students to create
these letters and submit them anonymously.
Scenarios for the letters could include:
 I love my partner but I’m not comfortable
with his/her public displays of affection.
 I know I need to talk to my partner about
sexual decisions, but I don’t know how to
start.
 I’m uncomfortable about talking with my
family members about sex.
 How do I know when I’m ready to have sex?
 I don’t want to become sexually active yet,
but I’m really afraid of losing my
girlfriend/boyfriend.
 It seems like everyone else is “doing it,” so
maybe we should too.
 I’m too embarrassed to buy condoms.
 I’m on the pill—will that protect me from
getting an STI?
Divide the class into groups, and distribute one
letter to each group. Ask them to create a
response to the letter, conducting research as
necessary.
Recommended Learning Resources:
 Lifechoices: Healthy and Well
 Lifechoices: Relationships
 Teen Sex: Reality Strikes Back
Selected Web Sites:
 Reproductive Health (Canada Health Portal)
http://www.hc-sc.gc.ca/hl-vs/sex/index-eng.php


Criteria for assessing students’ letter responses
will vary according to the topic of the letter, but
could include:
 reference to personal and family values
 personal freedom to make the decision on
own
 communication and relationship skills (e.g.,
“I” messages, assertiveness, appropriate use
of humour, mutual respect)
 accurate information about pregnancy
prevention
 accurate information about prevention of
sexually transmitted infections
 local sources of information and support.
Sexuality Education Gateway
http://www.safehealthyschools.org/sexualityeducation/gateway.htm
Planning 10
- 16 -
CLASSROOM ASSESSMENT MODEL UNIT 3
Health Decisions (3)
Prescribed Learning Outcome
It is expected that students will:
 analyse practices associated with the prevention of HIV/AIDS
Suggested Achievement Indicators
The following set of indicators may be used to assess student achievement for the prescribed learning
outcome above. Students who have fully met the prescribed learning outcome are able to:
 accurately list behaviours that contribute to the spread of HIV/AIDS (e.g., unprotected sexual activity,
using unclean needles, tattooing/body piercing with unclean needles, exposure to infected blood
products)
 accurately identify practices that reduce the risk of contracting HIV/AIDS and sexually transmitted
infections (e.g., abstaining from sexual activity, using safer sex practices such as proper use of condoms,
testing for HIV)
SUGGESTED INSTRUCTIONAL ACTIVITIES
SUGGESTED ASSESSMENT ACTIVITIES
Class discussion
 Discuss with students why it is important to learn
about HIV/AIDS and sexually transmitted
infections. Clarify any misconceptions students
may have (e.g., about the seriousness of
HIV/AIDS, transmission, risk factors).
Question and answer panel
 Create a series of frequently asked questions
about HIV/AIDS (e.g., generated from class
discussions, from school question box) along
with their answers. Select a few students to
serve on a panel of experts and provide these
students with the questions and answers. Hand
out only the questions to the remaining students
in the class. With a student acting as panel host,
conduct a question-and-answer session.

introductory activity—no corresponding
assessment

After the panel question-and-answer session,
assess students’ understanding of the practices
associated with the prevention of HIV/AIDS by
having them use their journals to respond to
prompts such as:
 HIV can be spread in the following ways:
_____. HIV can not be spread by _____.
 The following behaviours(s) can put
individuals at higher risk for contacting HIV:
_____.
 The following choices can be made to
prevent getting HIV/AIDS: _____.
Recommended Learning Resources:
 Lifechoices: Healthy and Well
 Teen Sex: Reality Strikes Back
Selected Web Sites:
 AIDS (Health Canada)
http://www.hc-sc.gc.ca/dc-ma/aids-sida/index-eng.php
 HIV/AIDS (BC Health Files)
http://www.healthlinkbc.ca/healthfiles/hfile08m.stm
Planning 10
- 17 -
CLASSROOM ASSESSMENT MODEL UNIT 3
Health Decisions (4)
Prescribed Learning Outcome
It is expected that students will:
 analyse strategies for preventing substance misuse (e.g., recognizing influences, accessing accurate
information, applying informed decision-making skills)
Suggested Achievement Indicators
The following set of indicators may be used to assess student achievement for the prescribed learning
outcome above. Students who have fully met the prescribed learning outcome are able to:
 investigate and discuss a variety of ways in which misuse of substances including alcohol, tobacco, or
drugs can affect immediate and long-term opportunities (e.g., effects on future choices, increased risk
taking, short-term and long-term health implications)
 analyse the influence of family, peers, and media on decision-making related to substance misuse
 propose personal strategies for preventing substance misuse (e.g., avoid high-risk situations, develop a
plan for responding to pressures, be aware of the interactions between substances, understand the effects
of substances on decision-making)
SUGGESTED INSTRUCTIONAL ACTIVITIES
SUGGESTED ASSESSMENT ACTIVITIES
Web/cluster
 Have students use webbing or clustering to
illustrate various factors that might influence
someone’s decisions regarding the use of
substances such as nicotine, alcohol, or illegal
drugs. Encourage them to consider a variety of
influences (e.g., peers, media, family) that may
encourage or discourage substance misuse as
well as influences that discourage them.
Concept diagram
 Model the concept of “ripple effect” with
students. Draw several concentric circles on the
board. Have students suggest a decision point
related to substance misuse (e.g., a person
smokes marijuana and drives home) and record
this inside the middle circle. Ask students to
suggest all of the people who might be
influenced by that decision, and how; record
this information in the outer circles. Ask
students to create their own ripple effect
diagrams, based on a substance misuse decision
of their choice.

introductory activity—no corresponding
assessment

Collect students’ “ripple effect” diagrams based
on a decision related to a substance misuse
issue. Assess the diagrams based on the extent
to which students identify a range of people
affected by the decision and describe a realistic
impact on each person affected.
Planning 10
- 18 -
CLASSROOM ASSESSMENT MODEL UNIT 3
SUGGESTED INSTRUCTIONAL ACTIVITIES
Research project
 Provide an overview of a variety of issues related
to the effects of substance misuse (e.g., alcohol
or drug addiction, Fetal Alcohol Spectrum
Disorder, altered decision making, short-term
and long-term health effects). Assign students
an individual research project based on one or
more substance misuse issues. Their research
should include a definition of the issue, cause
and effects, and implications for individuals,
families, and society (physically, socially,
financially). Students’ should present their
research as an oral or written report.
Tableau
 Have students work in small groups to create a
tableau (frozen picture using their bodies)
representing a strategy to prevent substance
misuse. For example, their tableau could depict
refusal of alcohol, avoidance skills, or
participating in alternative substance-free
activities. Discuss each group’s tableau as a
class in terms of how effective the strategies are
for substance misuse prevention.
SUGGESTED ASSESSMENT ACTIVITIES

Ask students to present their reports on their
selected substance misuse issue. If students
chose to complete an oral report, have them also
hand in a bibliography of their sources. Use
criteria such as those outlined in the sample
assessment instrument (Substance Misuse
Research) provided at the end of this unit to
assess students’ work.

After students have worked in groups to create
tableaux representing substance avoidance
strategies, debrief with the class, discussing
each strategy represented. Brainstorm additional
strategies if necessary. Ask students to address
the topic in their journals (e.g., “I think the most
effective strategies for me to use to avoid
substance misuse are _____ because _____”).
Assess the journal responses based on students’
abilities to identify and describe personally
relevant and appropriate strategies for avoiding
substance misuse.
Recommended Learning Resources:
 bc.tobaccofacts: A Tobacco Prevention Resource for Teachers
 Exploring the Issues: Teens—Alcohol and Other Drugs
 Lifechoices: Healthy and Well
Selected Web Sites:
 Canada’s Drug Strategy (Health Canada)
http://www.hc-sc.gc.ca/ahc-asc/branch-dirgen/hecs-dgsesc/dscsp-psasc/index-eng.php
 Tobacco - Youth Zone
http://www.hc-sc.gc.ca/hl-vs/tobac-tabac/youth-jeunes/index-eng.php
 Ministry of Health Services—Addictions
http://www.health.gov.bc.ca/mhd/resources.html#Addictions
 Tobacco Facts (Ministry of Health Services)
http://www.tobaccofacts.org/index.html
Planning 10
- 19 -
CLASSROOM ASSESSMENT MODEL UNIT 3
Health Decisions (5)
Prescribed Learning Outcome
It is expected that students will:
 analyse individual and societal practices associated with road-related risk reduction and injury
prevention (e.g., obeying speed limits, wearing seatbelts, driver education)
Suggested Achievement Indicators
The following set of indicators may be used to assess student achievement for the prescribed learning
outcome above. Students who have fully met the prescribed learning outcome are able to:
 list a range of road-related risks (e.g., speeding, drinking and driving, aggressive driving, inappropriate
passenger behaviour, unsafe cyclist and pedestrian behaviour, road racing)
 describe a variety of societal practices that can be effective in reducing road-related risk (e.g., driver
education programs, advertising campaigns, speed limits, traffic cameras)
 propose strategies to minimize risk to self and others in road-related situations (e.g., don’t be in the
vehicle with an impaired driver; wear seat belts; obey speed limits; avoid distractions while driving,
such as loud music, cell phones, eating)
SUGGESTED INSTRUCTIONAL ACTIVITIES
SUGGESTED ASSESSMENT ACTIVITIES
Guest speaker
 Ask students to identify various problems related
to road safety in their community (e.g., speed,
drinking, aggressive driving, distracting
passenger behaviour, road racing). Invite a guest
speaker to come to the class to deliver a
presentation and answer students’ questions
about these road safety issues. Guest speakers
could include:
 a police officer to talk about the unsafe
driving behaviours she or he has witnessed
(e.g., road rage, street racing), and the
potential effects of those behaviours
 a paramedic or emergency room doctor or
nurse to talk about injuries sustained in
traffic accidents
 someone who has been injured in a traffic
accident to talk about the effect it has had on
his or her life
 an ICBC representative to talk about the
costs of unsafe driving
 a grade 12 student in the school RoadSense
group to talk about strategies for reducing
road risks.

introductory activity—no corresponding
assessment
Planning 10
- 20 -
CLASSROOM ASSESSMENT MODEL UNIT 3
SUGGESTED INSTRUCTIONAL ACTIVITIES
Presentation
 In small groups, have students prepare a
presentation addressing selected road safety
issues. They can choose to do a dramatic
presentation, give a public service
announcement, hold a debate, create a web site,
or other representation.
SUGGESTED ASSESSMENT ACTIVITIES

Have each group present its road safety issue and
strategies for addressing the issue. Ask the
remaining groups to conduct a peer group
assessment based on the extent to which the
presenting group addressed the following:
 a relevant road safety problem
 various contributing factors
 negative consequences of irresponsible
behaviour for self, family, and others
 strategies that may address the problem.
Recommended Learning Resources:
 The RoadSense Package 10-12
Selected Web Sites:
 Geared 2 Youth (ICBC)
http://www.icbc.com/youth/
Planning 10
- 21 -
CLASSROOM ASSESSMENT MODEL UNIT 3
HEALTH DECISIONS
Health decision:
Presenting group members:
Assessed by:

Peer Assessment
Group Self-Assessment
1=not yet meeting expectations, 2=approaching expectations, 3=fully meets expectations
issue is clearly identified

decision is clear and logical

presentation includes potential positive
and negative effects of the decision
presentation includes potential immediate
and long-term effects of the decision
presentation identifies potential effects on
self, family, peers, and community
presentation identifies potential physical,
social, mental, and financial effects
presentation was engaging and dynamic





group members worked effectively
together

all group members contributed to the
group project
Planning 10
- 22 -
CLASSROOM ASSESSMENT MODEL UNIT 3
SUBSTANCE MISUSE RESEARCH
Name: ______________________________________________
Date: ____________________
Substance misuse issue or topic: _________________________________________________
1=not yet meeting expectations, 2=approaching expectations, 3=fully meets expectations
SelfAssessment

substance misuse issue is clearly defined


contributing factors and influences are outlined clearly
and in detail
report identifies implications for individuals who are
affected by this substance misuse issue
report identifies implications for families of individuals
who are affected by this substance misuse issue
report identifies implications for society of this
substance misuse issue
sources are thoroughly and accurately referenced

report presentation is effective and well-organized



The most important thing(s) I learned about this substance misuse issue:
Teacher comments:
Planning 10
- 23 -
Teacher
Assessment