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Outcome
8.11 Students will be expected to demonstrate an understanding that there are many factors that
contribute to our health status.
Elaboration
Many people believe their health is determined by the individual things they do or do not do to
maintain their health. In fact, research indicates the primary factors that contribute to health are
not individual lifestyle choices or medical treatments, but rather the living and working
conditions people experience every day. These factors have come to be known as the social
determinants of health.
The single most powerful predictor of health is the distribution of wealth and a person’s position
on the social class pyramid. Those at the top of the pyramid who have lots of power and
resources generally live longer and healthier lives. Those people at the bottom of the pyramid
face many risks to their health over which they have little or no control (unemployment or lowpaying jobs, little or no health insurance, poor quality housing, crime, inadequate access to
healthy food, etc.) Sustained exposure to numerous health stressors results in increased risk of
chronic disease and early death. Each step up the social ladder brings corresponding benefits to
health.
Contrary to popular belief, most people do not have personal control over these factors. Living
and working conditions are imposed by our place on the social ladder, which directly affect the
quality of the communities, housing, work environments, educational institutions and health and
social service agencies to which a person has access.
Social Determinants of Health: The Canadian Facts considers 14 social determinants of health:
1. Income and Income Distribution
2. Education
3. Unemployment and Job Security
4. Employment and Working Conditions
5. Early Childhood Development
6. Food Insecurity
7. Housing
8. Social Exclusion
9. Social Safety Network
10. Health Services
11. Aboriginal Status
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12. Gender
13. Race
14. Disability
It is important that students understand the social construction of health, and work toward
communities that are less self-deterministic about health outcomes and more inclusive of the
range of factors that improve overall health outcomes for a whole community. The purpose is
not to remove individual responsibility for positive health choices, but to recognize that for many
people, their choice is limited due to the complex interaction of social factors.
Enduring Understandings
By the end of this outcome, students should understand that:


there are many social factors that contribute to a person’s health status
poverty is the single biggest risk factor for diminished health
Other Curriculum Connections
The relationship between our brains and our bodies is dynamic and reciprocal. If our bodies are
unhealthy, this impacts our brain, which in turn affects our body. Bodies and brains also interact
with and respond to the environment. These complex and intertwined relationships act upon and
affect each other. Both the things we choose to do, and the conditions of our lives have an
impact on our health. This outcome is related to every other outcome in this curriculum.
Teaching - Learning - Assessment
Think Pair Share: List as many factors as you can that contribute to a person having good
health (see appendix 13 for an explanation of this strategy).
Group Brainstorm Divide students into small groups. Give each group one of the 14 social
determinants of health. Ask them to come up with as many specific examples as they can of how
this factor may have an impact on an individual’s physical and/or mental health. Discuss.
Unnatural Causes: Is Inequality Making Us Sick? View some of the video clips from this
PBS documentary. Be sure to view the one about youth empowerment at the end (see video
links below).
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Discussion Questions:








How does the economy of a country impact the health of the population?
What is the connection between healthy people and healthy bank accounts in North
America?
Compare the health of Magic Johnson to a person suffering from A.I.D.S. in Africa.
What is the difference between individual health and population health?
How do inequality and social injustice affect a person’s health?
How is chronic stress like gunning the engine of a car and never letting up? How does
this affect the body over time?
Do individuals determine their own fate? Explain.
If the treatment for malnutrition is adequate nutrition, why can’t a doctor prescribe food?
Online Interactivities. Have students explore one or more of the online interactive web
activities on this site that illustrate social inequities and their impact on health. In particular,
students may want to look at the activities called The Perfect Neighbourhood and Accumulating
Advantage www.unnaturalcauses.org/interactivities.php
Health Resources and Health Stressors Students think about their own lives and/or
neighbourhoods and identify the health resources and health stressors. See appendix 35 for an
organizer.
3-2-1 Three social factors that promote good health, 2 social factors that are risks to good health,
1important change that could improve the overall health of your community (see appendix 27 for
an example).
Photo Essay Create a photo essay by taking photos of factors that promote or threaten health and
explaining their impact. Publish the photo essay online.
Persuasive Letter Students choose a factor in their life or community that poses a health risk.
Write a persuasive letter to the editor indicating how this factor negatively impacts people’s
health and make one or more suggestions for improvement.
Resources
Video
TED Talks: Rebecca Onie: What if our healthcare system kept us healthy? Rebecca Onie is the
founder of Health Leads, a program that connects patients to basic care and resources, such as
food and housing, which are at the root of many health problems. Over the heads of your
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students, but a must-see for health teachers.
www.ted.com/talks/rebecca_onie_what_if_our_healthcare_system_kept_us_healthy.html
Internet
Ten Things to Know About Health An excellent two-page handout that briefly describes ten
key messages about health equity, as presented in the PBS series UNNATURAL CAUSES,
useful for spurring discussion and raising awareness. Clips from the documentary can be viewed
on You Tube (see video links below) www.unnaturalcauses.org/assets/uploads/file/10things.pdf
Social Determinants of Health This fact sheet provides a summary of Canadian information
www.cdha.nshealth.ca/halifax-community-health-board/population-health/determinants-health
What Your Doctor Didn’t Tell You A comparison of conventional tips for better health
with advice on changing your social determinants of health
www.unnaturalcauses.org/assets/uploads/file/Doctor.pdf
Social Determinants of Health: The Canadian Facts Published in 2010, this document
outlines 14 determinants of health, explains why they are important, how Canada is doing with
addressing them, and what can be done to improve them. The full document can be downloaded
as a PDF from this website. This provides more detailed background reading for teachers.
www.thecanadianfacts.org/
You Tube
Determinants of Health: A Framework for Reaching Healthy People 2020 Goals
This short presentation explains the determinants of health and uses examples to explain
how they can affect our lives and health.
www.youtube.com/watch?feature=player_embedded&v=5Lul6KNIw_8
Career Girls: Social Determinants of Health A short clip that does a good job of
explaining some of the external factors that affect our health.
www.youtube.com/watch?v=924D-70Hv_4
Population Health: The New Agenda (Part 1 and 2) An explanation of how socioeconomics, housing, employment and so on have a major impact on health status.
www.youtube.com/watch?v=aJbpRt4r5cE
www.youtube.com/watch?v=l2pBNoqYbjY
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Unnatural Causes: Is Inequality Making Us Sick? Short clips (about 5-6 minutes each) from
the PBS documentary:
Introduction www.youtube.com/watch?v=uE7v5cHlHDQ
Disadvantaged Neighbourhoods www.youtube.com/watch?v=pzafgHG7EFE
Unemployment www.youtube.com/watch?v=JlKHvaOmrQQ
Being Poor www.youtube.com/watch?v=dshh1JLO3ps
Immigrants www.youtube.com/watch?v=NqzsMW8B0u4
Impact of Racism and Pregnancy www.youtube.com/watch?v=k8fuzh4d544
Toxic Emissions and Pollution www.youtube.com/watch?v=XuUfCXDJTi0
Youth Empowerment and Hope www.youtube.com/watch?v=rvKJNhEgN0k
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Outcome
8.12 Students will be expected to recognize misconceptions and realities with respect to sexual
assault.
Elaboration
Sexual assault can be a difficult topic to talk about. Most women who are sexually assaulted do
not tell anyone, and even fewer men disclose if they have been abused. For this reason, the
prevalence of sexual assault is difficult to quantify. It is estimated that as many as 1 in 4 women
will be sexually assaulted in her lifetime, and about 1 in 10 men! However, with an estimated
only 1 in 10 sexual assaults being reported to the police, this is among the least reported of all
violent crimes.
People who are sexually assaulted are often unable or unwilling to report these crimes, perhaps
due to feelings of guilt or shame, a mistaken belief that they are in some way responsible, or a
fear that they will somehow be blamed for the assault. In addition, the majority of assaults are
committed by someone who is known to the victim, and this can make it even more difficult to
report.
Sexual assault can happen to anyone; however research tells us that the majority of assaults are
committed by men against young women between the ages of 15 and 24. Due to the powerful
socialization that girls and boys in our culture receive about expectations for gender appropriate
behaviour, it is not surprising that young people may be confused about what is appropriate.
Girls in North American culture are often taught to be nice, polite, and not to hurt other people’s
feelings. These are good qualities, but these expectations also keep many girls silent. Girls must
learn to clearly state how they feel and what they need, especially when they are uncomfortable.
In order to protect oneself from harassment and assault, girls must learn to trust their instincts
and be assertive. They will feel more confident and powerful if they are well informed about the
facts.
Boys in our culture are trained to be macho and in control, and they are discouraged from sharing
their feelings or showing their emotions. There are many social pressures on boys to behave in
ways that demonstrate their power over women, and they must learn that there are ways to
interact with women that are equitable and respectful. Boys must understand that sexual activity
with another person must always be consensual.
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Sexual Assault is defined as any unwanted, non-consensual sexual activity, including touching,
grabbing, kissing, and oral, anal or vaginal intercourse. Consent must be given willingly and not
as a result of force, threat, or coercion. If a person is incapable of saying no with their words or
actions, for example, when impaired by drugs or alcohol, then they are unable to consent.
Students must know that if they are sexually assaulted, they are the victim of a violent crime, and
they are in no way responsible for the crime. Sexual activity must always be consensual and
voluntary.
Students may be unaccustomed to talking about sexual behaviour in a public forum, and may feel
embarrassed or uncomfortable. They may express this discomfort by making jokes, being silent,
bragging, or making inappropriate comments. Recognize that this can be a difficult topic for
some and address these behaviours openly.
Enduring Understandings
By the end of this outcome, students should understand:



the definition of sexual assault
the difference between myths and facts
that sexual assault is about power and disrespect, not sexual desire.
Other Curriculum Connections
8.6 Students will be expected to identify healthy and unhealthy relationships and demonstrate
assertiveness skills to communicate thoughts and feelings within primary relationships.
Teaching - Learning - Assessment
Values Barometer This activity will help students think about their values and beliefs related to
sexual assault (see appendix 3 for an example of how to conduct this activity). If you think your
students might not be comfortable discussing this with others, you could create a True or False
Quiz and have students respond privately. Statements might include:
Victims are often to blame for an assault due to their irresponsible behavior.
Sexual assault results from an uncontrollable sexual attraction.
Most sexual assaults are committed by someone the victim knows.
People cannot be sexually assaulted by their romantic partners.
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Sexual assault can occur in some cases even when the victim gives consent.
Most sexual assaults are committed by someone known to the victim.
Define sexual assault. Be sure students understand the meaning of important terms (sexual
assault, harassment, coercion, exploitation, consent, etc.) See the links below for important
background reading. In the video links below there are a couple of PSAs that explain consent.
Sexual Assault A ready to go lesson plan from Teaching Sexual Health that includes everything
needed to deliver the lesson. Part one is about understanding language related sexual assault and
includes a survey to facilitate discussion about myths and facts. Part two uses scenarios to
facilitate discussion of healthy and unhealthy relationships. teachers.teachingsexualhealth.ca/wpcontent/uploads/downloads/2012/08/Grade-9-Sexual-Assault-Lesson-1.pdf
School Harassment Policy. Copy appropriate sections and present this policy to students. Were
students aware of the policy? Is your school following the guidelines? What could be done to
improve your school’s response to sexual harassment? (see link to HRSB policy below).
Song Lyrics Listen to the lyrics of a popular song. What is the song about? What do the lyrics
say about relationships between men and women? Do the lyrics support or challenge stereotypes
about men and women? Explain. Is violence encouraged as a way to solve problems? Explain.
Valentine’s Day Send a valentine to your local MLA that includes a brief message or a fact to
raise awareness about dating violence and/or sexual assault. Your message might also ask for
support and funding for education, prevention programs, or services.
Community Survey Come up with one question related to this topic and ask people for a brief
response (just a few words). Present the responses in a creative way, such as an audio collage,
video clip, bulletin board, etc. Examples of questions could be: What makes a relationship
healthy? What can be done to end violence? What is love? What is consent?
Public Service Ads Develop a public service ad (poster and slogan, pamphlet, TV ad, podcast,
etc.) that addresses sexual assault. The audience is other teenagers. Ads can be shared with the
class or the whole school. Two examples of PSAs related to consent can be found in the video
links below.
It Happened on a Friday This short story by Michelle Stimpson is about how one poor decision
dramatically changed two teenagers’ lives. The story, as well as supporting activities, can be
found under the Internet links below.
Written Reflections:


Choose one of the myths discussed in class. Include correct, factual information that
refutes the myth. Explain how your understanding has/has not changed.
Where do these myths come from? What are some harmful consequences of these myths?
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
One common myth claims that perpetrators are unable to control their sexual desire.
Explain why this is untrue, and explain what sexual assault is really about. (power)
Resources
Video
Learning Resources and Technology Services Videos listed below are available online, or for loan.
medialibrary.ednet.ns.ca/search-videos
Sexual Harassment: what you can do A group of teens discuss the reality of life in high
school today: how to tell the difference between unwanted attention and flirting, the
influence of the media, what victims and bystanders can do, and the importance of
reporting sexual harassment when it happens (available for loan from LRT Online
Catalogue). 7-12
Teen Safety: Myth vs. Reality This video discusses some of the myths and realities
related to sexual assault and abduction. Students may find some of the information
related to abduction a little alarming, but the film presents information that teens should
know, including ways to survive should an assault occur (can be streamed from the
Online Video Library). 6-12
Internet
Challenge Sexual Violence This site includes a digital video game called What It Is that asks
players questions and teaches them about sexual violence. Players collect points for correct
responses. The game can be played online or downloaded and played on smart phones.
challengesexualviolence.org/
Teens Health This is a go-to website for kids, teens and parents. The articles available on this
website are written in a straight forward manner that is easy for kids to understand. The material
is reviewed regularly by a team of doctors and other medical experts to ensure the information is
as current as possible. teenshealth.org/teen/
Sexual Harassment and Sexual Bullying
kidshealth.org/teen/sexual_health/guys/harassment.html
Rape kidshealth.org/teen/safety/safebasics/rape_what_to_do.html
HRSB Harassment Policy especially sections 2.3 and 6.7
www.hrsb.ns.ca/files/downloads/pdf/board/policy/sectiona/a.008-harassment.pdf
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Sexual Violence This fact sheet provides figures from Statistics Canada for 2011.
women.gov.ns.ca/assets/files/Publications/fact_sheets/2012FS_Sexual%20Violence_FINAL.pdf
Sexual Assault in Canada: What Do We Know? This article provides an overview of the laws
related to sexual assault in Canada.
sexualityandu.ca/uploads/files/SexualAssault-OCT2011-ENG.pdf
Sex and the Law This article provides good background information for teachers about
Canadian laws as they related to sex and consent.
http://www.sexualityandu.ca/sexual-health/sex-and-the-law
Sexual Assault Information from Kids Help Phone about definitions, myths and fact, where to
go for help kidshelpphone.ca/Teens/InfoBooth/Violence-and-Abuse/Sexual-Assault.aspx
Sexual Assault: Dispelling the Myths A booklet developed with support from the NS
Barrister’s Society and the Avalon Sexual Assault Centre. Easy to read, this booklet dispels
myths with factual information and provides information related to Canadian laws.
nsbs.org/sites/default/files/ftp/SexualAssaultMyths.pdf
Women Against Violence Against Women: Rape Crisis Centre This Canadian site includes a
list of myths, facts, and statistics about sexual assault www.wavaw.ca/mythbusting/
Avalon Sexual Health Centre The centre provides services for those affected by sexual
violence, with primary emphasis on support, education, counselling and leadership/advocacy
services for women. www.avaloncentre.ca
Ask Posters avaloncentre.ca/wp-content/uploads/2012/04/Ask_Posters.pdf
Sexual Abuse and Harassment A fact sheet that explains assault and harassment and provides
some facts deal.org/the-knowzone/violence/sexual-abuse-and-harassment/
It Happened on a Friday A short story by Michelle Stimpson that addresses sexual assault. A
great story that could be read aloud in 10-15 minutes with lots of supporting activities included.
moodle.ouboces.org/pluginfile.php/14553/mod_resource/content/0/MOTOnlineSample.pdf
YouTube
What is Consent? A PSA that clarifies what consent is and what it is not.
www.youtube.com/watch?v=blJbXZ6_2ro
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Outcome
8.13 Students will be expected to assess the benefits and risks of online technology and make
healthy and responsible decisions that reduce the risk of exploitation and victimization.
Elaboration
Our lives are saturated with technology that is changing the world at a rate so fast that many of
us have a hard time keeping up. However, kids today have never known a world without cell
phones and internet access, and they are very comfortable with this rapidly evolving technology.
The internet has changed the way we interact and socialize with others, and it has become an
essential part of many peoples’ lives, yet the internet also brings with it some very real concerns.
Despite the fact that it is an amazing tool offering endless opportunities for learning, it is also
home to an equal number of risks and dangers. The internet provides access to unlimited
amounts of information, some of which is reliable and educational, and some that can be
inaccurate, harmful, and even illegal.
Online and digital communication has become an ever present part of a teenager’s social world.
By junior high, if not sooner, many young people have their own cell phone that they carry with
them all the time. This provides some safety benefits for kids and some peace of mind for
parents; however, kids also use their phones and computers to go online to chat, gossip, text, post
pictures, listen to music, make plans, do homework, play games, and gossip some more. At a
time when teens are experiencing a powerful need to belong, to explore their identity, and assert
their independence, growing up online without the skills and supervision necessary for safe
exploration presents a whole host of concerns and dangers. Teenagers must learn the skills that
are required to be thoughtful and critical about what they see and read online, and they need
frequent reminders to use technology with caution.
Three main areas of risk, commonly referred to as the 3 Cs, exist with the use of technology:
Content -the nature of the material that is available online. Students must learn to think
critically about the material they see and read online, rather than just accepting it and
assuming that it is an accurate representation of the world in which we live.
Contact -the infinite number of other people with whom users have instant contact.
Students must understand that not everyone online is who they say they are, and that they
should only be in touch with people online whom they also know in person.
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Conduct -what a person does and how they interact online. Students must understand
that it is impossible to have a private life in a public space, and that once they post words
or photos online they cannot take them back. Material posted online becomes part of
public information and the poster loses control over how it is used.
Personal growth is about making and learning from mistakes; however, the nature of online
social media means that teens are making very public mistakes that can live forever in
cyberspace, often with devastating social consequences that teens just don’t anticipate. With the
rate of change in technology, it may feel impossible to keep up, especially with teens who are
much more tech savvy than most adults. Nevertheless, it is our responsibility to help young
people become thoughtful and critical consumers of media in whatever form that takes, and to
learn to recognize and manage the risks associated with online and digital communication.
Enduring Understandings
By the end of this outcome, students should understand:




the benefits of online technology
the risks of using online technology
how to behave online in order to minimize the risks of being exploited or victimized
strategies for dealing with the inappropriate online behaviour of others
Other Curriculum Connections
8.6 Students will be expected to identify healthy and unhealthy relationships and demonstrate
assertiveness skills to communicate thoughts and feelings within primary relationships.
8.7 Students will be expected to examine the role of bystander in cases where peer/friend is
experiencing emotional, physical, psychological harm and practise scenarios that show support
and help.
Teaching - Learning - Assessment
Group Brainstorm What types of online technology or digital tools are teenagers using to
communicate, and what is each one used for? List these on the board. Compare online
communications with face to face communications; how are the similar and different? What are
the pros and cons of online interactions? (See appendix 36 for a list of possible pros and cons)
Security and Privacy Ask how many students have a Facebook account. Ask how many
students know how to change their privacy settings. Discuss what information should not be
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shared on these sites. Ask how many students know how to report something offensive? Have
students research how to do these things on whatever social networking site they use. See the
Easy Guide to Socialising Online in the internet links below. Also, view the Facebook Learn
More videos listed below to explain privacy settings and the sharing of personal information.
Think Pair Share:
What is the difference between being fake and being real?
Do you think it is easier to be fake online than in real life? Explain.
What are the pros and cons of being anonymous?
Avatar Some students will have seen the movie by this name, and many will have created and
used avatars in online and digital games. Discuss the pros and cons of having an avatar (a virtual
digital image that represents a person in an online community).
Technology How is the use of technology related to harassment and victimization? Does
technology make these problems worse? How? How has this changed from a generation ago?
Everyone makes mistakes…how does technology amplify the effects of making mistakes? How
could you use technology to help deal with these problems?
In the News Read and discuss articles about real cases where teens got into trouble because of
sexting. Discuss if the consequences were appropriate, too harsh or not harsh enough. Find
some current local articles if possible, or use the articles listed in the print resources below.
Debate Topics
 Should sexting be illegal?
 Should cell phones be banned in schools?
 Should social networking sites be restricted to 18 years and older?
Kids in the Know Includes lesson plans on internet safety, picture permanence, and
communicating through technology (see print resources listed below).
Internet Safety Pledge Create your own or print the one at this link
www.netsmartz.org/Resources/Pledges. Discuss and encourage students to sign it and post it
near their computer.
Written Reflections




Why are websites like Facebook so popular? What do people get out of using them?
What are the benefits and dangers of online technology, and why do we need to be aware
of them?
How do you develop a digital reputation? Is your digital reputation important in your real
life of not? Explain.
Is social media here to stay, or is it just another fad that will give way to something else
in the future? Explain.
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Creating With Technology Use an online tool to create a visual representation of something
you have learned. Ideas could include a definition of social media, digital reputation, digital
footprint, risks, benefits, safety tips, etc. (See internet links below for suggestions of Creative
Online Tools)
3-2-1 3 risks of communicating online; 2 things you already do to stay safe online; 1 thing I will
change about the way I communicate online.
Exit Pass One thing I learned today is… One question I still have is…
Resources
Print
Kids in the Know: Personal Safety Program Grade 8 NSSBB #2000219
Lesson 4: Internet Safety. This lesson will help students consider the risks and benefits
of technology.
Lesson 5: Picture Permanence. Students will learn about the level of permanence with
sending images online, and about making decisions to reduce their risk of victimization
Kids in the Know: Personal Safety Program Grade 9 NSSBB# 2000631
Lesson 4: Communicating Through Technology. This lesson considers the benefits and
risks associated with communicating online, and how easy it is to lose control of online
information.
Cyberbullying and Cyberthreats: Responding to the Challenge of Online Social
Aggression, Threats, and Distress by Nancy Willard (2007). This book addresses the risks
children face with the Internet and other digital technologies. It provides school administrators,
counselors, and teachers with information on how to prevent and respond to cyberbullying.
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Video
Learning Resources and Technology Services Videos listed below are available online, or for loan.
medialibrary.ednet.ns.ca/search-videos
Bullying: the internet and You This program takes a look bullying and harassment as it
manifests itself on the Internet. Students, who have suffered at the hands of Internet bullies, speak
openly about their painful experiences. Experts on Internet safety offer practical advice to help
teens protect themselves and limit the opportunities others have for bullying or harassing them
online (available for loan from LRT Online Catalogue and can also be streamed from the
Online Video Library). 5-9
The Internet and You: Staying Safe While the Internet can be a wonderful tool, it also
poses dangers, especially for unwary teens. Examine some guidelines for taking control
of the Internet experience and making it a positive one (can be streamed from the Online
Video Library). 6-12
Real People: Protect Yourself: Personal Safety on the Internet Examine the dangers
associated with cyberspace activity, including gambling, harassment, teen social
networking sites. Listen to teens share what they have learned about staying safe and
having fun while online (can be streamed from the Online Video Library). 6-12
7 Ways to Block a Cyberbully This film teaches students how to be smart and stay safe
in a cyber-bully situation by offering seven effective strategies for dealing with a digital
bully (can be streamed from the Online Video Library). 6-12
The Netiquette Edge This video discusses the many benefits of technology, as well as
good manners for using technology such as the internet, cell phones, iPods and other
gadgets (can be streamed from the Online Video Library). 6-12
Discovery Education All HRSB teachers have access to this website through a board
subscription. Requires that teachers set up an account. www.discoveryeducation.ca
Digital Footprint: Watch Where You Step This program explains the concept of a
digital footprint, warns of the dangers of maintaining a negative digital footprint, sexting,
social networking sites, and offers suggestions for managing and improving your digital
footprint (suitable for grade 8). 9-12
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Internet
(there is a proliferation of sites devoted to internet safety; the ones listed below are excellent
sources of information and resources)
Creative Online Tools Some suggested tools for creating with technology.
Prezi prezi.com/
Wordle www.wordle.net/
Tagxedo www.tagxedo.com/
Voki http://www.voki.com/
Bubbl.us https://bubbl.us/
Animoto http://animoto.com/
Go!Animate http://goanimate.com/
In the News Some news articles related to sexting:
Toronto Teen Charged in Sexting Incident
www.torontosun.com/2012/10/18/toronto-teen-charged-in-sexting-incident
Sexting Nude Photos a Teen Concern
www.thestar.com/life/health_wellness/2010/01/07/sexting_nude_photos_a_teen_concern.
html
A Girl’s Nude Photo, and Altered Lives
www.nytimes.com/2011/03/27/us/27sexting.html?src=mv
Easy Guide to Socialising Online This site provides information about the cybersafety features
of popular sites, including social networking sites, search engines and online games. By clicking
on the logos for each site, you can learn how to adjust your privacy settings, report inappropriate
content and find out more about other safety features. www.dbcde.gov.au/easyguide
Media Smarts (formerly Media Awareness Network) One stop shopping for teachers, this
Canadian website includes lesson plans, professional development, and research related to all
aspects of digital and media literacy. mediasmarts.ca/
Digital and Media Literacy mediasmarts.ca/digital-media-literacy-fundamentals
Internet and Mobile mediasmarts.ca/internet-mobile
Winning the Cyber Security Game
mediasmarts.ca/lessonplan/winning-cyber-security-game
Netsmartz This excellent websites has links for parents, educators, and kids in various age
groups. There are lesson plans, videos, tip sheets, games and more to help spark meaningful and
interesting conversation about online activity and safety. www.netsmartz.org/Parents
Internet Safety www.netsmartz.org/RealLifeStories/TrackingTeresa
Offline Consequences www.nsteens.org/videos/offlineconsequences
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Survivor Diaries www.netsmartz.org/RealLifeStories/SurvivorDiaries
Tip Sheets www.netsmartz.org/TipSheets
Cybertip Operated by the Canadian Centre for Child Protection, Cybertip receives and analyzes
tips from the public about potentially illegal material, and also provides information and
resources related to Internet safety.
www.cybertip.ca/app/en/internet_safety#internet_safety-for_youth
For Teachers Gr 7-9 www.thedoorthatsnotlocked.ca/app/en/teacher/13-15/landing
The Law in Canada www.thedoorthatsnotlocked.ca/app/en/parent_the_law_in_canada
Sexting: Considerations for Canadian Youth A fact sheet prepared by SIECCAN (The Sex
Information and Education Council of Canada
sexualityandu.ca/uploads/files/CTRsextingEnglishApril2011.pdf
textED.ca is an innovative and interactive website designed to teach Canadian teens how to be
safe, responsible and respectful users of texting technologies. The goal of textEd.ca is to build
teens’ skills to be able to handle difficult situations they encounter using cell phones and make
responsible decisions. www.texted.ca/app/en/
Cyberbullying Research Centre There are some useful fact sheets for teens, educators and
parents at the site. cyberbullying.us/
Teens Health This is a go-to website for kids, teens and parents. The articles available on this
website are written in a straight forward manner that is easy for kids to understand. The material
is reviewed regularly by a team of doctors and other medical experts to ensure the information is
as current as possible. teenshealth.org/teen/
Online Safety kidshealth.org/teen/homework/tips/internet_safety.html#
What’s the Deal Part of the National Youth Services branch of the RCMP´s Crime Prevention
Services, this site provides information on issues that are important to youth and gives adults
insight about the things youth are dealing with. There is a section on Internet Safety in the
Knowzone section. deal.org/
Chatdanger This site for teens provides information about the potential dangers of online
services chatting. Students can read true stories, play games, and find out how to chat safely.
www.chatdanger.com/
Be Web Aware This is a national, bilingual public education program on Internet safety aimed
at empowering parents with information so they can help their children make safe and wise
online decisions. www.bewebaware.ca
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Get Net Wise helps to ensure that Internet users have safe, constructive, educational, or
entertaining online experiences. There is an entire section devoted to online safety for kids.
www.getnetwise.org/
Facebook Learn More Videos
Learn More #1 Facebook Privacy
www.facebook.com/video/video.php?v=10100337313757414
Learn More #2 Controlling Your Sharing on Facebook
www.facebook.com/video/video.php?v=681507022303
Learn More #2 Controlling How Your Information is Shared on Facebook
www.facebook.com/video/video.php?v=10150217170835484
You Tube
Social Networking Tips www.youtube.com/watch?v=Esj-PBmXjCU
Sexting www.youtube.com/watch?v=uFKAFo_etkE
Think Before you Post www.youtube.com/watch?v=OhBknvwgfmk
Just Between You and Me www.youtube.com/watch?v=3caBQyEOFzM
Sexting www.youtube.com/watch?v=AetovQhEO8g
Katie’s Story www.youtube.com/watch?v=-8w-n9Rkzfs
Ryan Halligan Story on Frontline www.youtube.com/watch?v=TOfiYefyR48
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Outcome
8.14 Students will be expected to examine the media portrayal of sexual orientation.
Elaboration
The media industry operates through a wide variety of mediums such as music, television, film,
radio, the internet, print media, and advertisements. Our lives are saturated with media in many
forms that exert a powerful influence over the creation and maintenance of social values.
Media and social values are in a reciprocal relationship; the images and message we receive
shape our values and beliefs, and also reflect them. How a group is represented in the media is
how they are perceived. All forms of media, even the news, are socially constructed by
individuals with values, and those values are embedded in the product. We often consume media
products without consciously thinking about these embedded values and the impact they may
have on our personal values.
The purpose of advertising media is to sell products. In the past few years, the LGBT
community has been recognized as a consumer group with members who frequently have decent
incomes and no children, resulting in larger than average amounts of disposable income. This
makes them a desirable target group for advertisers. As a result, some companies are creating
gay positive ads that specifically target this demographic and we are beginning to see a shift
toward more positive images of LGBT people in advertising. However, in the entertainment
industry, LGBT people are still frequently represented as one-dimensional, stereotypical
characters that are often the brunt of the joke.
Despite progress made with regard to equality and human rights, few minority groups are
ridiculed as often and as openly as LGBT people. Media must strive to eliminate stereotypical
representations of effeminate gay men and butch lesbians, and to dispel the beliefs that LGBT
people are mentally unstable and deviant. Positive representations should include LGBT people
in mainstream media as multi-dimensional, well-adjusted individuals for whom their sexual
orientation is incidental to their larger lives.
There is still plenty of resistance to equal rights for LGBT people, and we are a long way yet
from accepting and embracing diversity. In fact, some would argue that the bigger issue is not a
person’s sexual orientation, but how well they fit within the parameters of rigid, socially
constructed gender roles. As a result, sexual orientation and gender identity are fundamentally
intertwined. People who step outside of these expectations are frequently subject to a level of
ridicule and prejudice that is overwhelming, and both LGBT and gender non-conforming youth
need to know that there are supportive adults who will defend and protect them. Students must
understand the ways in which media has contributed to prejudice and discrimination, as well as
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the power of media to provide support and promote equality.
Enduring Understandings
By the end of this outcome, students should understand that:




All media is socially constructed
Media plays an enormous role in the creation and maintenance of social values
Media can be used in negative and in positive ways
Although changing, the media portrayal of LGBT people continues to be minimal and
largely negative
Other Curriculum Connections
Personal values are both reflected in and influenced by popular media. When exploring and
identifying personal values, it is difficult to ignore the power of popular media in shaping social
values.
8.1 Students will be expected to analyze the relationship between values and personal health
practices.
Teaching - Learning - Assessment
Gender Poem by Nancy R. Smith. Read this poem (link below). Discuss how gender roles are
learned; invite students to contribute examples about how boys and girls learn to behave
accordingly. Discuss the ways in which the social construction of gender contributes to
homophobia and heterosexism, and the role media plays in perpetuating these roles. Write a
collaborative poem where individuals or small groups of students write their own line, then put
all the lines together to create a group poem.
Advertisements Have students look through a sampling of print ads. Tally how many different
groups of people are represented (white, men, women, people of color, people with disabilities,
LGBT, etc.). Ask students to consider the impact of not being represented. How might women
feel if only men were pictured in computer ads? What if only white people were pictured buying
luxury items? How might advertising affect those groups that are not represented?
Anticipation Guide See LGBT Portrayals in the Media for a lesson that includes an
Anticipation Guide and discussion notes for the teacher. The lesson can be found at this link:
depts.washington.edu/taware/document.cgi?id=760
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Positive/Negative Ads Students choose one positive and one negative ad and write a critique.
What is the purpose of the ad? Is the ad trying to sell a product? How might the ad affect a
viewer? What messages are included (overt and hidden)? In what ways is the ad positive? What
negative stereotypes are included? How might negative stereotypes be damaging in real life?
What is your personal opinion of the ad? (See Appendix 37 for suggested links to a variety of
positive and negative ads that are available online.)
Helpful Media Media has hurt the LBGT community, but it has also been used to help them.
Examine some of the ways that media has contributed to a more positive and inclusive portrayal
of sexual orientation and greater equity for LGBT people. Consider print ads, social media,
television, movies, PSAs, music, etc.
It Gets Better This social media campaign was started by an advice columnist after the suicide
deaths of several young people who were victims of homophobic bullying. The campaign
exploded on the internet, and thousands of videos have been posted. Watch videos and discuss
the importance of this campaign. Several It Gets Better videos are suggested in the internet links
below. There is also a great music video called It Does Get Better in the You Tube links.
Role Models Watch the short video I Am a Sissy… (listed below). Thinking about this video and
the It Gets Better videos, how important is it that young people in general, and LGBT youth in
particular have positive role models? What is the impact of not having positive role models? Do
LGBT teachers have an obligation to their students to be open about their sexual orientation?
What are the risks for LGBT teachers?
LGBT on TV Students watch their three favourite television programs and collect data about
how LGBT people are represented: positive and realistic, or negative and stereotypical. Share
information with the class and discuss. (See appendix 38 for an organizer.)
Written Reflections:
How important are realistic representations of gay relationships in the media? Explain.
Do you think that stereotyped gender representation is harmful? Explain.
How do we limit ourselves when we use stereotypes to limit other people?
Should children’s programming include more gay characters? Explain.
Is popular opinion changing or are marketers simply going after profits? Explain.
Is it possible to legislate change? Explain.
Equality is… Using some form of media, create an ad that shares a message about equal rights.
Share messages with classmates and/or the whole school.
Personal Pledge Invite students to choose one action they can do that will help promote equality
and human rights for LGBT people. (See Appendix 39 for an example.)
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Resources
Print
Beyond the Basics: A Sourcebook on Sexual and Reproductive Health Education
Module 5 of this resource offers lessons related to gender and sexual identity, including lessons
about the media portrayal of sexuality. NSSBB# 18447
My Health: Talking Openly about Healthy Living Chapter 5: Sexuality NSSBB # 2000010
Video
Learning Resources and Technology Services Videos listed below are available online, or for loan.
medialibrary.ednet.ns.ca/search-videos
Straightlaced This video discusses the impact that stereotypes and rigid gender policing
have on the lives of teens. Teachers should preview first (available for loan from LRT
Online Catalogue). Gr. 9
Internet
Gender Poem by Nancy R. Smith
www.crimethinc.com/tools/posters/gender_subversion_front.pdf
I am a Sissy…And You Can’t Make Fun of Me This 2 minute video clip talks about how
labels confine people, and the power of having a role model.
www.teachingchannel.org/videos/teaching-respect
Teens Health This is a go-to website for kids, teens and parents. The articles available on this
website are written in a straight forward manner that is easy for kids to understand. The material
is reviewed regularly by a team of doctors and other medical experts to ensure the information is
as current as possible. teenshealth.org/teen/
Sexual Attraction and Orientation
kidshealth.org/teen/sexual_health/guys/sexual_orientation.html#
Transgender People kidshealth.org/teen/sexual_health/guys/transgender.html
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Media Smarts: Canada’s Centre for Media and Digital Literacy. Queer Representation.
This section explores how heteronormative media constructs, represents, and comments on the
legitimacy of Queer and transgender identities. The site includes important background reading
for teachers, as well as links to lesson plans.
mediasmarts.ca/diversity-media/queer-representation
Teen Aware: Sex, Media and You This site includes a collection of lesson plans and activities
focusing on issues of LGBT representation and portrayal in advertising.
depts.washington.edu/taware/list.cgi?topic=13
(Note: The link to the Commercial Closet website mentioned in these lesson plans has changed.
See the link below for the new address).
Ad Respect (formerly Commercial Closet) This site has archived over 4,000 LGBT themed ads
from around the world going back to 1917, exploring the range of representations of gender and sexuality
in print and television advertising. www.adrespect.org
thinkb4youspeak This campaign is designed to raise awareness about the consequences of
homophobia, and help create a more positive environment through the use of media. The site
includes a link to several PSAs, and an educator’s guide with a number of activities to help
discuss the ad campaign. www.thinkb4youspeak.com/
It Gets Better A social media sensation that has exploded on the internet, providing short video
clips by LGBT adults and celebrities in an effort to provide hope for the future to LGBT youth.
www.itgetsbetter.org/
Dan and Terry (the first video) www.youtube.com/watch?v=7IcVyvg2Qlo
Obama www.youtube.com/watch?v=HzcAR6yQhF8
Capital Health and IWK www.youtube.com/watch?v=5c-Cm3MZ80I
RCMP www.youtube.com/watch?v=uf8dbcQau8I
NYU Athletics www.youtube.com/watch?v=MriTHFvYZVc
Give a Damn Campaign A website that includes information about many LGBT issues. There
are also numerous PSAs by a wide variety of celebrities. www.wegiveadamn.org/
Gay and Lesbian Alliance Against Defamation GLAAD holds the media accountable for the
words and images they present, promotes understanding, increases acceptance, and advances
equality. The site includes an advertisement library. www.glaad.org
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Articles for Discussion
Children’s Programming www.telegraph.co.uk/culture/tvandradio/bbc/9744094/BBCtold-to-put-more-gay-people-on-childrens-TV.html
Ad aims marketing at gay audience: Moving past “gay vague”
www.denverpost.com/entertainment/ci_20859201/moving-past-gay-vague-ads-aimmarketing-at
Gay Pride Oreo www.businessinsider.com/see-the-gay-pride-oreo-photo-thatoverwhelmed-krafts-facebook-page-with-hate-filled-comments-2012-6
J.C. Penny featuring two dads for Father’s Day (click on the side of photo to view the
Mother’s Day ad) www.scpr.org/programs/patt-morrison/2012/06/15/26980/jc-pennygoes-gay/
You Tube
Same Love by Macklemore and Ryan Lewis A video by a rapper sings about justice
and human rights toward gay people www.youtube.com/watch?v=mINGKrtG3iw
Artists Against Bullying: True Colors Video Music artists teamed up to show their
support for the anti-bullying movement. www.youtube.com/watch?v=OzfYL51e3HI
Beautiful by Christina Aguilera www.youtube.com/watch?v=eAfyFTzZDMM
It Does Get Better Official music video with proceeds going to help prevent LGBT
bullying www.youtube.com/watch?v=4EUifVn-TC4
Media Bias: Trans Youth While mainstream media coverage portrays transgender children as a
spectacle, IN THE LIFE elevates the discussion beyond transphobic
sensationalism.www.youtube.com/watch?v=2JKZkCNAXf0&list=PL401D40B06DA048AA&in
dex=22
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Outcome
8.15 Students will be expected to critically analyze industry’s impact on body image and healthy
eating.
Elaboration
Media is everywhere. North American culture is largely disseminated through media, and the
prevalent messages that are being conveyed include that it is desirable to be white, thin, rich,
beautiful, heterosexual, appropriately gendered, and always having fun. There are also lots of
conflicting messages such as images of thin people eating unhealthy foods, and women using
cleaning products who look like they are having fun. How many men are pictured in ads for
cleaning products?
For teenagers who are developing their own sense of identity, and for whom a sense of belonging
is a powerful need, social media has a significant effect on their self-esteem and body image.
Poor self-esteem may be connected to a variety of problems including lack of assertiveness,
greater likelihood of being bullied, lowered academic achievement, and disordered eating habits,
all of which may have a far-reaching impact on a person’s entire life.
For these reasons, it is essential that young people develop the skills to critically analyze the
media with which they are bombarded daily. Young people must understand that all forms of
media, even the News, are socially constructed products that are the result of someone’s idea
about what is beautiful, valuable or important. Teenagers must understand that advertising and
fashion media include digitally altered images that are not real and are unattainable. They also
must understand that advertisers prey on people’s insecurities in order to convince them that they
are imperfect and that the use of their product will remedy that.
Historically women have been objectified in the media, reduced to body parts, pressured to be
thin and beautiful, and sexually available for men. However, more and more males are also
being objectified in the media, with messages about male beauty, being muscular, athletic, and
macho. As a result, we are seeing more and more males suffering from disordered eating habits.
Media education has been shown to reduce the negative effects of media on confidence and selfesteem, and is considered a successful strategy to counter negative body image and disordered
eating among teenagers. Media education and awareness is a life skill.
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Enduring Understandings
By the end of this outcome, students should understand that:





all media is socially constructed with a specific purpose and goal
media is embedded with beliefs and values
media both reflects culture and shapes culture
media influences body image and self-esteem, especially among teenagers
media messages may contribute to the development of disordered eating habits
Other Curriculum Connections
8.1 Students will be expected to analyze the relationship between values and personal health
practices
Teaching - Learning - Assessment
Media Images of Beauty- Students bring in an image from a magazine or the internet of
someone who is beautiful (male or female). In small groups, students examine the ads and write
down words to describe the people. Share the words with the whole class. What words come up
again and again? (Thin, tall, white, happy, healthy, having fun, athletic…) Who created this
media product? What is its purpose? Do students know real people who look this way? How do
you think models look when they wake up in the morning?
Music Videos Watch several top ten videos. How are women and men represented? Who
seems to be in control? How are men and women dressed? What body types are represented?
Who and what is not included?
Media Manipulation. Watch the videos Fabricating Beauty, and the Dove Evolution videos
(links below). Discuss how the idea of beauty is socially constructed. Examine how media
presents images of beauty that are unrealistic and unattainable.
Dove’s Campaign for Real Beauty Is this an example of socially responsible advertising or a
marketing ploy? Dove is owned by the Unilever Company, which also owns AXE. Check out
some of the ads for AXE products and consider how women are represented in these ads. Does
the fact that women are objectified in Axe ads cancel out the good being done in the Dove ads?
Is Unilever hypocritical? Is this similar to a tobacco company selling nicotine gum? Is the Dove
Campaign for Real Beauty really all that different than any other kind of advertising? Are the
Dove ads for self-esteem just another advertising trick to sell their products to women?
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Letter Writing
Write to Unilever Write about the differences between these two campaigns and the
apparent hypocrisy. How can they have one campaign designed to improve the selfesteem of girls and another that completely undermines this goal?
A Letter of Concern Write to a company to explain the negative effect their ads have on
you and other teens.
A Letter of Praise Write to a company whose ads include realistic and equitable
representations of all people. Explain the positive impact their ads have on you.
A Letter to the Editor/MLA/Prime Minister Explain the impact that media has on the
self-image of young people and suggest a solution.
How far is too far? Watch the YouTube videos (links below) about the real life Ken and Barbie.
Questions for Discussion:
Why do you think they alter their bodies so much?
Do you think they suffer from a mental illness such as Body Dysmorphic Disorder?
How much does media and advertising contribute to body image problems?
Should people physically change their bodies or learn to love the bodies they have?
Besides plastic surgery, what other kinds of companies benefit from making people feel
that their bodies are imperfect? (cosmetics, gyms, diet products, skin care, etc.)
Inner Critic Watch one of the Dove Inner Critic ads, then make your own and share it. There is
one Inner Critic Ad listed in the resources below, but there are several different versions
available online.
Remake an Ad Choose an ad that includes negative images and stereotypes. Redo the ad so that
it includes positive and more realistic images.
What is Real Beauty? Respond to this question for yourself, or survey others. Present your
results in a creative way using a poster, blog, website, PSA, poem, song, etc. and share it.
Written Reflections
Where do ideas of beauty come from? Who decides what is beautiful? Is beauty
influenced by time, geography, culture?
How do fairy tales reinforce stereotypes about beauty?
Should retouched ads come with labels?
Beauty is in the eye of the beholder. Explain what this means.
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If you could make up a new definition of beauty, what would it be?
Quotes for Discussion
“You can’t be what you can’t see.” – Marie Wilson, Founding President of the White
House Project.
“The media can be an instrument of change, it can maintain the status quo and reflect the
views of society, or it can awaken people and change minds. It depends on who’s piloting
the plane.” – Katie Couric, News anchor.
Social Action Find quotes about beauty or body image, or write your own, and stick them up in
public places (mirrors in public washrooms, above drinking fountains, etc.)
You are more than just eye candy.
Your reflection does not define your worth.
Healthy is beautiful.
Be kind to yourself.
Healthy bodies come in all shapes and sizes.
Who says you need to change?
There is no such thing as ideal beauty.
You are more than just your body parts.
Resources
Print
My Health: Talking Openly about Healthy Living Chapter 3: Body Image and Self-Esteem
NSSBB # 2000010
Body Talk: The Straight Facts on Fitness, Nutrition, and Feeling Great about Yourself!
This book offers advice on getting active and eating well to feel the very best both inside and
out. NSSBB #2000018
Video
Learning Resources and Technology Services Videos listed below are available online, or for loan.
medialibrary.ednet.ns.ca/search-videos
Picture Perfect This documentary video explores and challenges stereotypical and
distorted media images of girls and women (available for loan from LRT Online
Catalogue). 7-9
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Say Know to Diets This video discusses the health risks of being overweight, as well as
the unreasonable, and often unhealthy, body types that are commonly presented in the
media (available for loan from LRT Online Catalogue). 7-9
Real People: Healthy Body, Healthy Body Image A healthy body image is a key to
good health for teens. This video examines the factors that impact teens' body images
(can be streamed from the Online Video Library). 6-12
Straight Talk About Sex, Gender and the Media By evaluating media, teens learn to
identify stereotypes and misleading information, which can lead to poor body image, low
self-esteem, and feelings of confusion (can be streamed from the Online Video Library).
6-8
Discovery Education All HRSB teachers have access to this website through a board
subscription. Requires that teachers set up an account. www.discoveryeducation.ca
The Teen Files: The Truth about Body Image This video discusses how popular ideas
of "beauty" damage teens physically and psychologically. Comparison of Barbie and GI
Joe proportions to real people. Visits to a magazine modeling session and computer
graphics artist show how the models and clothing are manipulated and photos are altered
to ensure the models' appearance fits the currently accepted image. 6-12
Internet
Teens Health This is a go-to website for kids, teens and parents. The articles available on this
website are written in a straight forward manner that is easy for kids to understand. The material
is reviewed regularly by a team of doctors and other medical experts to ensure the information is
as current as possible. teenshealth.org/teen/
Body Image & Self-Esteem
kidshealth.org/teen/your_mind/body_image/body_image.html
A Guy’s Guide to Body Image
kidshealth.org/teen/your_mind/emotions/male_bodyimage.html
Media Smarts: Body Image This Go-To site includes excellent background information for
parents and teachers, including tip sheets and several excellent lesson plans, especially one called
Prejudice and Body Image. mediasmarts.ca/body-image/body-image-introduction
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About Face This site includes links to a gallery of offenders and winners. There are some great
media examples to view here, as well as discussion questions and commentary.
www.about-face.org/
UnMask: mind over media The site was developed by youth for youth, with a goal to raise
awareness of the media’s impact on teenage self-perception. Includes several excellent videos
and lesson plans that discuss ways to counteract the effects of media in teenagers’ lives
www.projectunmask.com/
The Geena Davis Institute on Gender and Media The mission of this organization is to work
within the entertainment industry to alter how girls and women are reflected in media. The site
includes links to research and lesson plans. www.thegeenadavisinstitute.org/index.php
Lesson 6: How Do Media Images Impact Self-Images? www.seejane.org/education/
Dove Self-Esteem Toolkit and Resources This site offers several activity guides, including one
for classroom use with kids 11-14 years. www.dove.us/Social-Mission/Self-Esteem-ToolkitAnd-Resources/default.aspx
Retouch An interactive site that shows the types of before and after changes that are made to
fashion magazine covers demo.fb.se/e/girlpower/retouch/
My Pop Up Studio This is a creative online experience that strengthens critical thinking skills
about television, music, magazines and online media directed at girls. For kids 9-14. Includes a
link to lessons for educators. Users can create their own account if they want to save the media
they create. The lesson plan for magazines deals specifically with ad manipulation.
mypopstudio.com/
Adios Barbie: the body image site for every body The mission of this site is to broaden the
concept of body image to include people of all ages, cultures, genders, abilities, sexual
orientations, races, and sizes. Includes links to many articles. www.adiosbarbie.com/
Men & Body Image www.adiosbarbie.com/feature-articles/men-body-image/
Beauty Redefined aims to continuously promote the idea that all women are worthwhile AND
beautiful while fighting against the harmful ideals perpetuated through media.
www.beautyredefined.net/
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You Tube
Fabricating Beauty A candid look at what goes on behind the scenes in the beauty industry
www.youtube.com/watch?v=UToGBorgDqo
Under Pressure: Teen Body Image and Eating Disorders This Teens in Action episode
surveys teens on the street about body image, media and eating disorders.
www.youtube.com/watch?v=PE5Mormjvkc
Teen Truth: An Inside Look at Body Image Teens talk about the things that influence how
they feel about their bodies. www.youtube.com/watch?v=HuDwHMpOMe4
Plus-size Models on Ellen This excellent clip discusses the fashion industry’s impact on body
image and celebrates female models of all shapes and sizes. Several ads from Glamour
Magazine show the models naked, but done tastefully with nothing exposed.
www.youtube.com/watch?v=G2I8dSHURSk
Media’s Effects on Body Image Discusses the impact of media on body image and the
connection to eating disorders www.youtube.com/watch?v=JTvAfG7fPTo
Tedx Image is Powerful: Cameron Russell A supermodel for 10 years, she speaks honestly
about the social construction of beauty. A great video to watch with students.
www.youtube.com/watch?v=Re53vgaVFvI
Tedx Women: Jennifer Siebel Newsom, director and producer of the film Miss Representation
speaks about the impact of media and culture on children. Note: The video begins with a brief
image of a woman dancing in a very sexual way and men offering money.
tedxwomen.org/speakers/jennifer-siebel-newsom/
Anorexia’s Living Face A CBS News clip about Isabelle Caro who posed nude for billboards in
Italy to raise awareness about anorexia. www.youtube.com/watch?v=VS2mfWDryPE
Real Life Ken and Barbie
Real-life Barbie Doll www.youtube.com/watch?v=BHqmQrITGpY
Human Ken Doll www.youtube.com/watch?v=Qz26MNcZXy0
Human Ken & Super-sized Breasts www.youtube.com/watch?v=vqKrVzH47-0
PSAs
Watch What You Watch
www.youtube.com/watch?feature=player_embedded&v=yn67gixQuMo
See Jane www.youtube.com/watch?feature=player_embedded&v=BumIt2pIRuw
Fotoshop by Adobe Spoof www.youtube.com/watch?v=S_vVUIYOmJM
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Dove’s Campaign for Real Beauty
Dove Evolution www.youtube.com/watch?v=iYhCn0jf46U
Dove Evolution Male www.youtube.com/watch?v=-_I17cK1ltY
Beauty Pressure Dove www.youtube.com/watch?v=Ei6JvK0W60I
Dove True Colors www.youtube.com/watch?v=YwJRbvcdQNU
Inner Critic www.dove.us/Tips-Topics-And-Tools/Videos/trilogy.aspx
Today’s Girl www.youtube.com/watch?v=BZiQJnPGBoU
AXE Advertisements
(don’t let students look up AXE ads on the internet, some of their ads should be rated R. The
ones listed here are relatively tame.)
Bow Chicka Wow Wow www.youtube.com/watch?v=9BmV9aWqm2E
Cool from Axe www.youtube.com/watch?v=N5tstEG339w
Meet the Parents www.youtube.com/watch?v=D9DoAk0C0Fk
Lifeguard Rescue www.youtube.com/watch?v=nzI7bEZA958
Sauce www.youtube.com/watch?v=nLTrPvDq5eY
Cars & Women www.youtube.com/watch?v=OTpR-o9auHE
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Outcome
8.16 Students will be expected to examine the impacts of substance use and gambling, both
legally sanctioned and illegal activities have on communities.
Elaboration
Beyond the obvious impacts that addictions can have on the physical health and life of the user,
the friends, family, employers and communities of an addicted individual are also tremendously
affected.
Perhaps one of the most obvious consequences is the worry, stress and grief experienced by
friends and families. Loved ones are directly affected by the behaviour of someone who is
struggling with an addiction as they become more and more dependant. The whole family may
be affected by impaired judgement, financial stress, domestic violence and abuse, depression,
and criminal activity. The impact on relationships is huge.
In addition, research indicates that the financial cost of substance abuse and addiction on the
economy is close to 40 billion dollars a year in Canada. Addiction puts a strain on many of our
social systems including health care, criminal justice, education, and social services. There are
also numerous impacts on employment and the workforce when addiction begins to impact
productivity, sick time, safety and even company morale.
Research also tells us that young adults and teenagers in the 15 to 24 age range have more drug
addiction problems than any other age group. People who begin to gamble or use drugs as
teenagers may be more susceptible to long term problems since their brains and neural pathways
are still developing. It is important that teenagers understand how malleable their brains are at
this time, and that substance use and gambling may cause permanent changes that alter the way
their brains function. To complicate matters, the social support for alcohol, drugs and gambling
make this a difficult issue to address. For teenagers who are seeking independence and a desire
to feel mature and grown up, the appeal of substances and activities normally reserved for adults
can be powerful.
At a time in their lives when teenagers are naturally impulsive, emotional, and desperately
needing to fit in, students require guidance and accurate information about the impact that
substance use and gambling can have on their lives. Students must understand how easily
involvement in these activities may get in the way of achieving their goals and the kind of life
they may envision for their future.
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Enduring Understandings
By the end of this outcome, students should understand that:



The legal sale of tobacco, alcohol and gambling provide revenue to the government.
Social support for the use of legal substances and recreational gambling can make this a
difficult issue to address.
Substance abuse and problem gambling can have many negative impacts on individuals,
families, and communities.
Other Curriculum Connections
8.1 Students will be expected to analyze the relationship between values and personal health
practices.
Teaching - Learning - Assessment
Think Pair Share (see appendix 13 for an explanation of this strategy):
What is gambling? (The act of risking money or something else of value on an activity
with an uncertain outcome).
What are some examples? (playing poker, Texas Hold’Em, betting on sports, online
gambling, bingo, raffles, casinos, lotteries, scratch tickets, slot machines, VLTs, dice
games, hockey pools, etc.)
Think Pair Share:
How might substance use impact an individual? List the pros and cons.
How might gambling impact an individual? List the pros and cons.
Consequence Ladder Consider the impacts of substance use and gambling on the individual,
families and friend, employers and communities. Brainstorm potential consequences. Sort the
consequences in order of least serious to most serious.
Graffiti Board Divide students into small groups. Write the words “Impacts of gambling” or
“Impacts of substance use” in a circle in the center of a large sheet of paper. Around the outside
of the circle, write these four headings: Self, Family & Friends, School & Work, Community.
Students brainstorm the possible impact on each of these groups. Have groups do one topic or
the other. Discuss similarities, differences, areas of overlap. (See appendix 25 for an example of
a Graffiti Board).
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Expert Group Presentations: Divide students into small groups and assign them a target group:
Self, Family & Friends, Employers, or Community. Provide groups with several articles to read
and gather information about the impacts of substance abuse or gambling for their target group.
Students can present the impacts for their group to the class (see appendix 41 for suggested
articles to print).
Social Values and Norms Ask students what they believe are the social values and norms
related to drinking alcohol and gambling. Discuss where these messages come from (largely
through media). Examine some advertisements for alcohol and gambling/casinos (Lots to be
found on Google Images and You Tube).
Discussion Questions:
In what ways do the ads target teens?
What messages are embedded in the ads?
What if you choose not to drink?
How do these messages encourage gambling and drug use (check out the ad for
Mezzanine Energy Alcohol)
How does the government benefit from the sale of these products?
What about tobacco? Caffeine?
Debate: Prepare arguments in favour and against.
Should a casino built in your neighbourhood?
Should the sale of tobacco be banned?
Should the sale of marijuana be legalized?
Write a letter Write a Letter to the Editor from the perspective of someone affected by the
substance use or gambling of another (parent, sibling, friend, employer, neighbour, business
owner, landlord, etc.).
Create an Ad Create an advertisement to educate teens about gambling or substance use. Your
ad can take any form you choose and should include 2 facts, 2 risks and 1 local resource for help.
Exit Pass: What is the most important thing you learned from these lessons? What questions do
you still have?
Resources
Print
My Health: Talking Openly about Healthy Living Chapter 8: Tobacco, Alcohol, and
Gambling NSSBB # 2000010
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A Question of Influence: A Teacher’s Drug Education Resource Ready to use lesson plans
organized by grade level. –distributed to schools, also available for download at
www.druged.ednet.ns.ca/ In addition, teacher orientation tutorials, student handouts and slides
are available at this site.
Drawing the Line: A Resource for the Prevention of Problem Gambling Developed by the
NS Department of Health in consultation with the Dept. of Education, this practical teacher
resource was designed to complement the junior high PDR curriculum.
www.gov.ns.ca/hpp/publications/DrawingtheLineCV.pdf
Youth Making Choices: Gambling Prevention Program A collection of lesson plans
published by the Problem Gambling Institute of Ontario and The Centre for Addiction and
Mental Health. Unit 5 in this resource deals with the effects of gambling on others. The
document if free to download at:
www.problemgambling.ca/EN/Documents/Curric_YouthMakingChoices_Complete.pdf
Video
Learning Resources and Technology Services Videos listed below are available online, or for loan.
medialibrary.ednet.ns.ca/search-videos
Alcohol: Teenage Drinking This video shows how alcohol affects the brain and body,
and explains how drinking impairs motor skills and judgment. Teens are encouraged to
examine the risks of drinking and several tragic personal stories are presented with teen
interviews and explanations from experts (available for loan from LRT Online
Catalogue). 7-9
Marijuana The program explores the physical consequences of abuse as well as the
controversy surrounding medicinal use (available for loan from LRT Online Catalogue).
7-9
Discovery Education All HRSB teachers have access to this website through a board
subscription. Requires that teachers set up an account. www.discoveryeducation.ca
Hooked: The Addiction Trap 2 : The Consequences of Addiction This video takes a
look at the health, relationship, school, financial and legal consequences of addiction.
The Teen Files : The Truth About Drugs This videos discusses physical dangers of
drug use and indirect dangers, such as the possibility of jail time, the possibility of being
assaulted or raped, becoming homeless, injury or accidental death, suicide, or simply the
inability to focus and study.
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The Teen Files : The Truth About Drinking This video discusses the impact of
drinking on a person’s body, as well as the consequences and the impact it can have on
the people in the teen’s life.
Flipped: Credit Card Abuse/Problem Gambling Both of these excessive behaviors can
have destructive, long-lasting effects on an individual’s financial, emotional, social, and
occupational well-being.
Internet
Teens Health This is a go-to website for kids, teens and parents. The articles available on this
website are written in a straight forward manner that is easy for kids to understand. The material
is reviewed regularly by a team of doctors and other medical experts to ensure the information is
as current as possible. teenshealth.org/teen/
Dealing with Addiction kidshealth.org/teen/your_mind/friends/addictions.html
Gambling Addiction kidshealth.org/teen/your_mind/problems/gambling.html
Drugs and Alcohol kidshealth.org/teen/drug_alcohol/index.html#cat20140
Straight Facts about Drugs and Drug Abuse A Health Canada resource for educators
publications.gc.ca/collections/Collection/H39-65-2000E.pdf
Canadian Centre on Substance Abuse This site includes current Canadian information and
provides important background reading for teachers. www.ccsa.ca
The Social and Economic Impacts of Gambling
www.ccsa.ca/2011%20CCSA%20Documents/SEIG%20FINAL%20REPORT.pdf
Gambling 101: The Effects of Gambling From CAMH, this fact sheet discusses the effects and
the impacts that gambling has on individuals and families.
www.problemgambling.ca/EN/AboutGamblingandProblemGambling/Pages/TheEffectsOfGambl
ing.aspx
Yellow Flag This site includes warning signs of problem drinking and gambling behaviour. It
also includes some great PSAs and brochures. www.gov.ns.ca/hpp/yellowflag/
Get Smart About Drugs A DEA publication that briefly and concisely discusses the many
consequences of drug abuse beyond the physical health of the user.
www.getsmartaboutdrugs.com/identify/consequences.html
Choice not Chance A great site from New Zealand that includes some great videos about
personal stories of being impacted by gambling, and some good PSAs. choicenotchance.org.nz/
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Problem Gambling This website is specific to Australia, but includes some great resources.
www.problemgambling.gov.au/
Peter Byrne talks about the impact his wife’s gambling had on his life and family.
www.problemgambling.gov.au/55/peter-byrne-video/
You Tube
Open Door: Problem Gambling A documentary that looks at problem gambling in New
Zealand, including the effects on the individual, and the problems created in society.
www.youtube.com/watch?v=4C-uWAZflxM
The Truth About Drugs and Alcohol Produced by Burbanks’s Teens In Action Media Team, this
documentary looks at the consequences of drug use, and the experiences of one boy whose life was
destroyed by Ecstasy. www.youtube.com/watch?v=Z5VCxlDxg40
PSAs
Smoking Weed Hurts More Than Just You
www.youtube.com/watch?v=BGcXqWBMkjA&list=PLAAE7594054196F21
Effects of Alcohol www.youtube.com/watch?v=QalnisJfHEw
Make Health Your Fashion www.youtube.com/watch?v=3QLVLYWhS6E
One More Try www.youtube.com/watch?v=chbjc-XDKLw
Youth Gambling www.youtube.com/watch?v=nmPnFyjbz08
Know the Odds
www.youtube.com/watch?v=VIeew06fuCY&list=PL1FCDB9C493DC5A41
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Outcome
8.17 Students will be expected to examine a sampling of physical activities, identify one and set
personal goals related to including it as part of a weekly activity/experience.
Elaboration
Research indicates that only about 12% of Canadian children and youth are getting the
recommended amount of daily physical activity. Kids are spending more and more time in front
of TV and computer screens, and the decline in physical activity is affecting their health.
Childhood obesity has risen dramatically over the past few decades, and children who are
overweight frequently grow up to be overweight adults with much greater risk for some serious
health problems.
Physical activity and fitness provide many health benefits including stronger muscles and bones,
healthier heart and lungs and a boost to the immune system. Physical activity also helps to
reduce stress, and improve mood and mental wellness. In addition to reducing the impact of
chronic disease, physical activity may provide some protection for teens against involvement in
dangerous activities such as drug and alcohol use, and may enhance school performance.
In addition to the diminished quality of life that results from inactivity and poor health, the
related health care costs for Canadian taxpayers are approaching 7 billion dollars a year!
As a society, we must pay attention to this trend toward inactivity and make some efforts to
educate the public about the serious health implications. Children who become physically active
at a young age are more likely to continue to be physically active adults, and this is essential in
order to achieve and maintain health throughout a person’s lifespan.
The Canadian Physical Activity Guidelines for youth state:



In order to reap health benefits, children and youth should have at least 60 minutes of
moderate to vigorous intensity physical activity each day.
This should include vigorous intensity activities at least 3 days per week.
Activities that strengthen muscle and bone at least 3 days per week.
These guidelines are the minimum amounts suggested in order to receive health benefits. More
physical activity than the minimum recommendations will provide greater health benefits.
Establishing good habits around physical activity and fitness at an early age will help students
reap lifelong benefits of improved physical and mental health and wellbeing.
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Enduring Understandings
By the end of this outcome, students should understand that:




there are a wide range of activities that provide health benefits
that people receive many health benefits from exercise
for health benefits, youth should receive 60 minutes of moderate physical activity a day
planning and managing time can help with the achievement of goals
Other Curriculum Connections
8.3 Students will be expected to evaluate time in their lives, and investigate ways to manage
time.
Teaching - Learning - Assessment
Survey Conduct a survey of students about their attitudes and practices toward physical activity.
Think Pair Share: What are the benefits of physical activity? Students will know the obvious
ones about improved physical health, but may not be aware of the many other benefits of being
physically active.
ABC Brainstorm/Discuss Have students brainstorm ways to be physically active, at least one or
more for each letter of the alphabet (see appendix 42 for an organizer). Encourage students to
consider any activity where they are moving (walking, going up and down stairs, housecleaning,
etc.) Discuss the difference between vigorous activity, moderate activity, and sedentary activity.
Carousel Brainstorm Post large sheets of paper around the room with the following headings:
Organized Activities at School (intramurals, sports teams, Phys. Ed. Class, etc.), Organized
Activities in the Community (biking club, dance classes, community teams, etc.), Informal
Physical Activities (playing tag, running, hiking, skateboarding, jumping rope, etc.), Incidental
Physical Activities (housework, gardening, walking to school, etc.). Divide students into four
groups and have them rotate through the topics, adding ideas as they go. Encourage students to
be as specific as possible.
Essential Physical Fitness: What Every Teen Needs to Know Watch this video on You Tube
(link below).
Physical Activity Guidelines and Tips for Youth (see links below) View and discuss the tips
and guidelines recommended for youth aged 12-17.
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Activity Log Students log their physical activities for a week (see appendix 43 for a log sheet) to
determine their overall level of activity. Students consider if they are meeting the guidelines for
health (see link to Canadian Physical Activity Guidelines below).
SMART Goals Discuss the meaning of this acronym and explain how these factors that can be
helpful when setting goals. Consider obstacles that may get in the way and what students can do
to overcome obstacles (see appendix 44 for a SMART Goal organizer).
Goal Setting Students identify one physical activity they will try. Students set a SMART goal
for physical activity (see appendix 44 for a SMART Goal organizer) and track their progress.
Use one of the tracking sheets suggested below or create your own.
Analogy Come up with an analogy about physical fitness (physical activity is to the human body
as oil is to a car, wax to a ski, sunshine to a garden, etc.) and explain how the two relationships
are similar.
3-2-1 Three things you learned about fitness, two things you already knew, one question you still
have (see appendix 27 for an example).
Resources
Print
Keeping Fit
This book discusses health issues of youth and addresses injury prevention, healthy eating
concepts, and multiple ways of being physically active. This book describes the Fitt test and
highlights physical activity as a protective factor and health enhancer alongside importance of
staying active. NSSBB# 25671
Body Talk: The Straight Facts on Fitness, Nutrition, and Feeling Great about Yourself! A
humorous and insightful look at a serious subject. This book provides real facts about how the
body changes and offers advice on getting active and eating well to feel the very best both inside
and out. NSSBB# 2000018
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Video
Learning Resources and Technology Services Videos listed below are available online, or for loan.
medialibrary.ednet.ns.ca/search-videos
Exercise: You Can Do It Two teens learn the value of exercise, eating breakfast, and a
positive attitude to help reach goals for a healthier lifestyle (can be streamed from the
Online Video Library). 6-12
Internet
Teens Health This is a go-to website for kids, teens and parents. The articles available on this
website are written in a straight forward manner that is easy for kids to understand. The material
is reviewed regularly by a team of doctors and other medical experts to ensure the information is
as current as possible. teenshealth.org/teen/
Food and Fitness kidshealth.org/teen/food_fitness/#cat20131 There are a large number of
related articles in this section, including:
Why Exercise is Wise
kidshealth.org/teen/food_fitness/exercise/exercise_wise.html#cat20133
Exercise Log kidshealth.org/teen/misc/ex_log_form.html#cat20131
5 Facts About Goal Setting
kidshealth.org/teen/food_fitness/exercise/goals_tips.html#cat20133
Making a Change Planner
kidshealth.org/teen/misc/making_a_change_module.html#cat20133
Motivation and the Power of Not Giving Up
kidshealth.org/teen/misc/making_a_change_module.html#cat20133
The Benefits of Physical Activity
Public Health of Canada www.phac-aspc.gc.ca/alw-vat/intro/key-cle-eng.php
For Youth www.phac-aspc.gc.ca/hp-ps/hl-mvs/pa-ap/06paap-eng.php
Mayo Clinic www.mayoclinic.com/health/exercise/HQ01676
Gov. of BC www.physicalactivityline.com/pdf_files/pal-dochealthbenefitsofphysicalactivity.pdf
Gov of BC www.physicalactivityline.com/pdf_files/pal-docmentalandemotionalbenefits.pdf
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Canadian Physical Activity Guidelines This site includes Canadian guidelines published in
2012. There are info sheets, sample log sheets, and blank log sheets available for download.
www.csep.ca/english/view.asp?x=804
Physical Activity: Tips for Youth www.phac-aspc.gc.ca/hp-ps/hl-mvs/pa-ap/06paap-eng.php
Smartphone Apps For those who like their electronics and want to track their progress on the
go, there are many Apps to help track fitness and nutrition. A couple of good Apps that are free:
My Fitness Pal www.myfitnesspal.com/
Map My Fitness www.mapmyfitness.com/auth/login/
Participaction This site includes links to lots of useful resources, tips and ideas to get people
moving and active. www.participaction.com/
Teen Challenge Awareness Facts
www.participaction.com/teen-challenge/wpcontent/uploads/TeenChallengeAWARENESSTIPS-EN.pdf
Active Healthy Kids Canada This website includes some excellent information about physical
activity and youth. In particular, the report card is a concise report of current figures
www.activehealthykids.ca/
The Active Healthy Kids Canada Report Card 2012
dvqdas9jty7g6.cloudfront.net/reportcards2012/AHKC%202012%20%20Report%20Card%20Short%20Form%20-%20FINAL.pdf
Physical Activity Line The Physical Activity Line is British Columbia's primary physical
activity counselling service and includes many useful fact sheets related to healthy living.
www.physicalactivityline.com/
Improve the Grade Report Card and Activity Tracker (4 pages) This document includes
suggested activities and a monthly tracker that can be copied back to back for students.
www.participaction.com/pdf/par_schoolsout_englishforwebsite.pdf
Physical Activity Tracker (2 pages) From Manitoba, this tracker sheet includes info about ways
to be active and a tracking sheet to record activity for a whole month on one page.
www.manitobainmotion.ca/common/uploads/files/in_motion_children_and_youth_tracker.pdf
Physical Activity Tracker (9 pages) This lengthier document helps students recognize patterns
in their weekly routine in order to develop strategies to decrease seated time, and increase your
physical activity. www.kflapublichealth.ca/Motiv8/Files/Physical_Activity_Tracker.pdf
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Active Kids Healthy Kids Nova Scotia Government Site with links to some useful information.
www.gov.ns.ca/hpp/pasr/akhk-intro.asp
Thrive! A Plan for a Healthier Nova Scotia thrive.novascotia.ca/
CDC: Video of Physical Activity Guidelines. Although American, the guidelines are similar
to the Canadian ones. This short video provides a good introduction to the importance of being
physically active, 4:43 minutes. www.cdc.gov/physicalactivity/everyone/videos/index.html
You Tube
Essential Physical Fitness: What Every Teen Needs to Know An excellent video that
explains the five components of physical fitness, and teens discuss the benefits they
receive from being active. www.youtube.com/watch?v=wpn2Ux83tjo
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Outcome
8.18 Students will be expected to research statistics related to injury prevalence among children
and youth, ages 4-14 in Nova Scotia, and present topics to peers and/or younger
children/students in their school.
Elaboration
Risk-taking is a part of life. Leaving our homes each morning involves risk, but we go anyway.
Crossing the street involves risk, riding in a car, and taking part in sports, but we find ways to
minimize these risks and maximize our safety and well-being.
Not all risks are bad or dangerous, and some risk-taking is necessary for personal growth and
development. For example, speaking up for what you believe, learning a new skill, or
auditioning for a part in a play are the kind of risks that help people to grow and feel good about
themselves, to learn to overcome and preserve, and to feel capable.
However, the leading cause of death and disability for children in Canada is preventable injuries.
More children die each year from injuries than from all other childhood diseases combined.
Although many people believe that most injuries are “accidents,” the majority of serious injuries
that children experience are preventable.
Children and youth are a particularly vulnerable group when it comes to preventable injury. A
number of factors may contribute to this increased risk including curiosity, poor coordination,
lack experience and knowledge about potential hazards, and impulsivity. Injury rates may also be
affected by gender, age, race, geography, and socio-economic status.
In addition to the human cost of preventable injuries, the economic burden in Atlantic Canada
was nearly 200 million dollars in 2004, and almost 20 billion in Canada. In comparison, the cost
of public education and prevention programs are a bargain. As a result of education and
legislation related to motor vehicle safety, injuries sustained in cars are no longer the leading
cause of injury among children. In addition, those communities with bicycle helmet regulations
have 25% lower head injury rates for cyclist than those without. Public education works.
Injury prevention is not about “bubble-wrapping” kids, it is about teaching kids to make safe
choices when faced with the inevitable risks they will encounter. Students must learn to assess
what is an acceptable level of risk in order to make informed and sensible choices about the risks
they are willing to take, and they must be informed about appropriate prevention and safety
strategies.
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Enduring Understandings
By the end of this outcome, students should understand that:


Life involves risk and that some risk is necessary for personal growth
The majority of injuries are preventable
Teaching - Learning - Assessment
Brainstorm Positive and Negative Risks Discuss the fact that we face risks every day. Some
risks are important for personal growth and health, and some risks involve physical and/or
emotional harm. Students need to know how to assess the difference. For instance, some
normally positive risks may be simply “dumb” (see “dumb line” discussion below) in certain
circumstances, such as speaking up for what you believe when someone is threatening you with a
gun.
Negative risks
 being careless or reckless
 speeding
 experimenting with drugs
 not wearing a helmet
 running into the street
 diving into water without checking

Positive Risks
 Asking someone on a date
 Making a new friend
 Trying out for a team
 Speaking up for what you believe
 Learning to ski
 Auditioning for the school play
 Going for an interview
Discussion:
Consider the possible outcomes that could arise from taking risks.
Where is the “dumb” line (i.e. negative outcomes are greater than positive)?
Why do people take risks (self-image, peer pressure, lack of knowledge or
information, exciting, experimenting, to stand out, to be admired, etc.)
Research Choose one activity that may result in injury for children age 4-14 (vehicle accidents,
bicycle safety, ski or snowboarding safety, skateboarding, pedestrian safety, choking, fire safety,
burns and scalds, water safety, poisoning, anaphylaxis, sports injuries, concussion, etc.).
Research the potential risks, and suggest positive ways to minimize the risks. Create a product
(poster, PSA, brochure, etc.) to share with younger children.
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Collage Students find out how many children die from unintended injuries each year in Canada
(approx. 300). Cut out that many pictures of people from magazines and make a bulletin board
collage that provides a visual representation of this number.
Resources
Print
Keeping Fit
This book discusses health issues of youth and addresses injury prevention, healthy eating
concepts, and multiple ways of being physically active. This book describes the Fitt test and
highlights physical activity as a protective factor and health enhancer alongside importance of
staying active. NSSBB# 25671
Risk Watch
This comprehensive program addresses eight injury-prevention areas, including motor vehicle
safety, bicycle and pedestrian safety, and poisoning prevention. It teaches and encourages
children to assess the risk in situations and use their knowledge to make good injury-prevention
decisions. NSSBB # 24197
Internet
Parachute The leading organization for injury prevention in Canada, this site includes a wealth
of information www.parachutecanada.org/
Child and Youth Unintentional Injury Report Atlantic Canada This document presents data
collected about unintentional injuries in Atlantic Canada between 1995 and 2004. It includes
statistics about the most common injuries, suggestions for prevention and initiatives that address
the concerns. www.health.gov.nl.ca/health/publications/unintentionalinjuriestochildren.pdf
Safety Link This is a children’s injury prevention program based out of the IWK Children’s’
Hospital. Click on the About Child Safety link and then Downloads to find brochures in the Keep
Kids Safe series. childsafetylink.ca/en/
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Unicef World Report on Child Injury Prevention 2008 The site includes a number of useful
fact sheets, especially: Main Messages, and Child-Friendly Report (intended for a younger
audience, but it includes some easy to read and accessible information)
www.unicef.ca/en/policy-advocacy-for-children/world-report-on-child-injury-prevention
Physical Activity Line The Physical Activity Line is British Columbia's primary physical
activity counselling service and includes many useful fact sheets related to healthy living.
www.physicalactivityline.com/
Injury Prevention Fact Sheet
www.physicalactivityline.com/pdf_files/pal-doc-injuryprevention.pdf
Help Keep Kids Safe This site includes some good tips and information that students might find
helpful in doing research about injury prevention. www.helpkeepkidssafe.org/kt_teens_tips.html
You Tube
Got Wheels, Get a Helmet This short clip discusses the importance of wearing the proper type
of helmet with a proper fit when doing any sport on wheels.
www.youtube.com/watch?v=WgKJRdN5nrw&list=PLDDC37429A5C1F03A
Effectiveness of Helmets A short clip from a Safe Kids Canada forum where a neurosurgeon
speaks about the importance and effectiveness of wearing ski helmets.
www.youtube.com/watch?v=zi3wyJr1lFM&list=PL36E9FEBD50DA7B45
PSAs
Safe Kids Canada PSA www.youtube.com/watch?v=cBEMJsd7nUg
Bike Helmet Fit www.youtube.com/watch?v=Ak6tmRqjE68&list=PLDDC37429A5C1F03A
Winter Helmets www.youtube.com/watch?v=QwirHz-wiJQ&list=PL1E195EC68E2CF6E3
Pedestrian Safety www.youtube.com/watch?v=11fvCs-pKBQ&list=PL29D15CDE26A9B0DC
Rail Safety www.youtube.com/watch?v=A7yosBFe9jU
Rural Safety www.youtube.com/watch?v=zsgCVGCvtG4
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