| Grade 8: Healthy Living |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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| 病dopt personal goals that reflect healthy eating practices; |
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| 品dentify the physical, emotional, interpersonal, and
spiritual aspects of healthy sexuality (e.g., respect for life, ethical
questions in relationships, contraception); |
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| 品dentify local support groups and community organizations
(e.g., public health offices) that provide information or services related
to health and well-being; |
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| 病nalyse situations that are potentially dangerous to
personal safety (e.g., gang violence) and determine how to seek assistance; |
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| 病pply living skills (e.g., decision-making, problem-solving,
and refusal skills) to respond to matters related to sexuality, drug use,
and healthy eating habits. |
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Specific Expectations
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| Healthy Eating |
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| 病nalyse the effects of undereating (e.g., as a result
of bulimia or sports dieting) and overeating (e.g., obesity) on health
and well-being; |
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| 品dentify ways to maintain a healthy body weight (e.g.,
physical activity); |
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| 病dopt personal food plans, based on nutritional needs
and personal goals, to improve or maintain their eating practices; |
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| Growth and Development |
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| 鋲xplain the importance of abstinence as a positive choice
for adolescents; |
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| 品dentify symptoms, methods of transmission, prevention,
and high-risk behaviours related to common STDs, HIV, and AIDS; |
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| 品dentify methods used to prevent pregnancy; |
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| 病pply living skills (e.g., decision-making, assertiveness,
and refusal skills) in making informed decisions, and analyse the consequences
of engaging in sexual activities and using drugs; |
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| 品dentify sources of support (e.g., parents/ guardians,
doctors) related to healthy sexuality issues; |
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| Personal Safety and Injury Prevention |
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| 病nalyse situations (e.g., hitchhiking, gang violence,
violence in relationships) that are potentially dangerous to personal safety; |
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| 品dentify support services (e.g., the school guidance
department, shelters, Kids' Help Phone) that assist victims of violence,
and explain how to access them; |
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| Substance Use and Abuse |
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| 賓utline the possible negative consequences of substance
use and abuse (e.g., fetal alcohol syndrome, effects of steroid use, accidents
when drinking and driving); |
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| 品dentify those school and community resources that are
involved in education about substance use and abuse, and those involved
in preventing and treating substance abuse; |
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| 錨escribe causes and symptoms of stress and positive
ways (as opposed to substance use) to relieve stress; |
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| 病pply the steps of a decision-making process to address
age-specific situations related to personal health and well-being in which
substance use or abuse is one of the factors. |
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| Student Name: |
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