! 3.

develop personal strategies for dealing with

Grade 6 – Specific Outcomes stress/change; e.g., using humour, relaxation,
physical activity
WELLNESS CHOICES–General Outcome ! 4. identify, analyze and develop strategies to
Students will make responsible and informed overcome barriers to communication
choices to maintain health and to promote safety
for self and others. Interactions
Students will:
W–6 ! 5. develop and demonstrate strategies to build and
enhance relationships in the family; e.g., being
Personal Health honest, expressing empathy
Students will: ! 6. develop strategies to maintain and enhance
! 1. evaluate the need for balance and variety in daily appropriate cross-age relationships; e.g., within the
activities that promote personal health; e.g., family, school and community
physical activity, relaxation, learning, sleep, ! 7. apply a variety of strategies for resolving conflict;
reflection e.g., practise treating differences of opinion as
! 2. determine the health risks associated with the opportunities to explore alternatives
sharing of personal care items; e.g., articles of Group Roles and Processes
clothing, food/drinks, brushes, lip gloss
! 3. identify and describe the stages and factors that Students will:
can affect human development from conception ! 8. analyze the influence of groups, cliques and
through birth alliances on self and others; e.g., at home, in
! 4. examine how health habits/behaviours influence school, in the community
body image and feelings of self-worth ! 9. make decisions cooperatively; e.g., apply a
! 5. analyze personal eating behaviours—food and consensus-building process in group decision
fluids—in a variety of settings; e.g., home, school, making
restaurants
! 6. examine and evaluate the risk factors associated LIFE LEARNING CHOICES–General Outcome
with exposure to blood-borne diseases—HIV, Students will use resources effectively to manage
AIDS, hepatitis B/C; e.g., sharing needles, body and explore life roles and career opportunities
piercing, tattooing, helping someone who is and challenges.
bleeding, being sexually active
L–6
Safety and Responsibility
Students will: Learning Strategies
! 7. identify and communicate values and beliefs that Students will:
affect healthy choices ! 1. expand strategies for effective personal
! 8. analyze how laws, regulations and rules contribute management; e.g., develop and implement a
to health and safety practices
! 9. evaluate the impact of personal behaviour on the personal budget, assess the power of positive
safety of self and others thinking
! 10. demonstrate responsibility for, and skills related to, ! 2. identify personal skills, and skill areas, for
the safety of self and others; e.g., baby-sitting, development in the future
staying home alone, demonstrating Heimlich ! 3. analyze influences on decision making; e.g.,
manoeuvre/abdominal thrust techniques family, peers, values, cultural beliefs, quality of
information gathered
RELATIONSHIP CHOICES–General Outcome ! 4. identify and develop strategies to overcome possible
Students will develop effective interpersonal challenges related to goal fulfillment; e.g., self-
skills that demonstrate responsibility, respect and monitoring strategies, backup plans
caring in order to establish and maintain healthy Life Roles and Career Development
interactions. Students will:
! 5. relate knowledge, skills and attitudes of a
R–6 successful student to those of successful workers
Understanding and Expressing Feelings ! 6. analyze and apply effective age-appropriate
strategies to manage change; e.g., predict, plan and
Students will: prepare for transition to next school level
! 1. recognize that individuals can choose their own
emotional reactions to events and thoughts Volunteerism
! 2. establish personal guidelines for expressing Students will:
feelings; e.g., recognize feelings, choose ! 7. identify the volunteer accomplishments of the
appropriate time/place for expression, identify community, and communicate information and
preferred ways of expressing feelings, and accept appreciation
ownership of feelings ! 8. analyze and assess the impact of volunteerism in
the school and community

Please note that bold and italicized outcomes contain topics related to human sexuality
and that parents reserve the right to exempt their children from this instruction.
 Wellness
GRADE
The student will make responsible and

6 Teacher
Choices
informed choices to maintain health and to
promote safety for self and others.

Background
Home/School/ W–6.1 The student will evaluate the need for balance and variety in daily activities
CONTENT:

Community that promote personal health; e.g., physical activity, relaxation, learning,
Connections
Student
sleep, reflection.
Information
Student Activity
Master

Sample
Learning Get ready
Activities • Discuss: “What is balance?” and “How important is it to have balance in your life?”

Explore and apply

• Complete a weekly schedule showing how you spend your time. Colour code activities to
reflect the following categories: physical activity, relaxation, learning, sleep and
reflection.
• With a partner, look at your schedule and evaluate how balanced your life is.
• If necessary, develop a three-step plan to achieve better balance in your life.
• For other activities that support this learning outcome, visit Physical Education Online at
www.learning.gov.ab.ca/physicaleducationonline/. Click on Teacher Resources, go to
General Outcome B and click on activities.

Extend and commit

• Create a collage entitled Keeping balance in my life. Use words and pictures to show the
benefits of a balanced life that includes time for physical activity, relaxation, learning,
sleep and reflection.

Sample
Assessment • Complete the following statements:
Activities − “The kinds of physical activity I enjoy are …”
− “I make room in my life for these activities by …”
− “To relax I …”
− “When I need to reflect on things I …”
− “To make sure I get enough sleep I …”
− “Learning is important in my life because …”
− “I keep balance in my life by …”
AAC … • To download the teacher-developed assessment activity Healthy Retreat, go to the
Everyday assessment Alberta Assessment Consortium’s Web site at www.aac.ab.ca, select Assessment
tools for teachers
material and then click on Public access: Assessment material (public domain)
and then go to Grade 6: Healthy Retreat.
[This assessment task can also be used with specific outcomes W–6.5 and W–6.10.]

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /415
©Alberta Learning, Alberta, Canada 2002
 Wellness
GRADE
The student will make responsible and

6 Teacher
Choices
informed choices to maintain health and to
promote safety for self and others.

Background
Home/School/ W–6.2 The student will determine the health risks associated with the sharing of
CONTENT:

! Community
Connections
personal care items; e.g., articles of clothing, food/drinks, brushes, lip
Student
gloss.
Information
Student Activity
Master

Sample
Learning Get ready
Activities • Brainstorm health reasons why you would choose to not share toothbrushes, combs,
make-up or clothing, especially hats. For example, shared toothbrushes or hairbrushes
could lead to transmitting cold and flu germs, spreading skin rashes, cold sores or head
lice.

Explore and apply

• Role-play positive responses to situations in which another person might ask you to share
a personal-care item or an article of clothing. Be polite and friendly but firmly say no.

Extend and commit

• Talk with the music teacher and find out procedures for sterilizing the mouthpieces of
musical instruments that might be shared in the school.

Sample
Assessment • Make a list of 10 personal items that are appropriate to share and 10 items that could
Activities create a health risk when shared.

Connections Ideas for reducing health risks associated with sharing personal items
Students can:
• be aware that disease is spread by sharing personal items
• have their own water bottles for sports
• avoid sharing drinks with friends
• bring their own gym clothes and avoid sharing clothing with others
• avoid sharing personal stereo earphones
• avoid sharing earrings or other pierced jewellry
• use proper antiseptic cleaners for rinsing mouthpieces when sharing musical instruments,
before and after playing.

Parents can:
• encourage children to have their own water bottles for sports and school activities
• talk to children about the importance of drinking and eating from their own containers
only
• model correct behaviour by not sharing drinks, even in the family
• encourage hand washing before and after meals, and when preparing meals
• use separate dishware and cutlery when a family member is sick.

416/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Wellness
GRADE
The student will make responsible and

6 Choices
informed choices to maintain health and to
promote safety for self and others.

Outcome W–6.2 (continued)

Communities can:
• model proper health habits on community sports teams by encouraging all players to drink
from their own bottles and use their own towels
• enforce rules forbidding the sharing of clothing or other personal items by youth in clubs,
especially while out on trips
• post signs in public washrooms reminding patrons to wash their hands
• enforce a no-exchange policy on certain jewellry or clothing items in local stores, for
health reasons.

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /417
©Alberta Learning, Alberta, Canada 2002
 Wellness
GRADE
The student will make responsible and

6 Choices
informed choices to maintain health and to
promote safety for self and others.

! Teacher
Background
Home/School/ W–6.3 The student will identify and describe the stages and factors that can
CONTENT:

Community affect human development from conception through birth.

Connections
Student
Information
Student Activity
Master

Sample
Learning Get ready
Activities • View a video or use a series of diagrams to review the stages of human development from
conception through birth.
• Discuss why healthy lifestyle choices are doubly important during pregnancy.

Explore and apply

• Fold a piece of paper into quarters to make a simple picture book illustrating the stages of
human development from conception to birth. Label each stage.
• In small groups, research the needs of a pregnant woman; for example, nutrition, exercise,
rest, sleep. Identify the health implications for both the mother and baby if these needs are
not met.
• Design a poster or prepare a public service announcement that outlines the importance of
not smoking, drinking or doing drugs during pregnancy.
• Discuss how individuals and communities can support pregnant mothers in making
healthy lifestyle choices.

Extend and commit

• Research the cause and health consequences of fetal alcohol spectrum disorder (FASD).
Investigate local and national initiatives for preventing FASD.

Sample
Assessment • List and briefly describe 10 positive health choices a pregnant mother can make in order
Activities to give her baby a good start in life.

Teacher
Background

Note: Due to copyright restrictions, this information is not available for posting on
the Internet. The material is in the print document, available for purchase
from the Learning Resources Centre.

Please Students who have been exempted from human sexuality

Note instruction by their parents, should not participate in these
learning activities.

418/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Wellness
GRADE
The student will make responsible and

6 Choices
informed choices to maintain health and to
promote safety for self and others.

Outcome W–6.3 (continued)

Note: Due to copyright restrictions, this information is not available for posting on
the Internet. The material is in the print document, available for purchase
from the Learning Resources Centre.

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /419
©Alberta Learning, Alberta, Canada 2002
 Wellness
GRADE
The student will make responsible and

6 Choices
informed choices to maintain health and to
promote safety for self and others.

Outcome W–6.3 (continued)

Note: Due to copyright restrictions, this information is not available for posting on
the Internet. The material is in the print document, available for purchase
from the Learning Resources Centre.

Understanding and preventing FASD

For additional information on FASD, see Teaching for the Prevention of Fetal Alcohol
Spectrum Disorder (FASD), Grades 1–12: A Resource for Teachers of Health and Life
Skills, and Career and Life Management (Alberta Learning, 2002).

420/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Wellness
GRADE
The student will make responsible and

6 Teacher
Choices
informed choices to maintain health and to
promote safety for self and others.

Background
The student will examine how health habits/behaviours influence body
CONTENT:

Home/School/ W–6.4
! Community
Connections
image and feelings of self-worth.
Student
Information
Student Activity
Master

Sample
Learning Get ready
Activities • Design a mind map that shows at least six personal health habits and behaviours that
influence how you feel about your body.

Explore and apply

• Discuss: “Is it true that the better you take care of your body, the more you’ll value and
appreciate your body?” Discuss the challenges of keeping that balance between caring
about your physical appearance and obsessing over what you look like.
• As a class, brainstorm a list of health habits that influence body image. Sort the habits
under the following three headings:

Promotes self-worth Damages self-worth Can do either, depending

on individual
circumstances

• For other activities that support this learning outcome, visit Physical Education Online at
www.learning.gov.ab.ca/physicaleducationonline/. Click on Teacher Resources, go to
General Outcome B and click on activities.

Extend and commit

• Discuss why young people get tattoos and body piercings? Are these expressions of self-
worth or an attempt to improve feelings of self-worth? Discuss.

Sample
Assessment • Complete the following statements:
Activities − “Body image is really all about …”
− “Feelings of self-worth come from …”
− “Health habits that influence how I feel about my body include …”
− “One health habit I’d like to improve is …”

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /421
©Alberta Learning, Alberta, Canada 2002
 Wellness
GRADE
The student will make responsible and

6 Choices
informed choices to maintain health and to
promote safety for self and others.

Outcome W–6.4 (continued)

Connections Ideas for promoting the development of a positive body image

Students can:
• be aware of the variety of body types within family and groups of friends, and know that
all body types can be healthy
• look for varieties of body types among television and media personalities
• talk to their parents or older siblings about body image concerns
• appreciate their own physical talents and abilities, such as athletic abilities, musical
dexterity and artistic abilities
• be aware that one’s physical body makes up only a part of who one is or can be.

Parents can:
• be aware that the beginning of puberty can bring about changes that affect body image
• be aware that puberty changes begin gradually but often earlier than parents might expect
• make a conscious effort to have and model healthy behaviours and attitudes related to
body image
• be aware that negative comments about body size and type can be damaging to children’s
developing sense of worth
• be available to listen and talk when children have questions or concerns about body image
• understand that feelings and concerns related to body image may surface in other ways,
such as through behaviours or attitudes
• help your child develop strategies to handle teasing
• ensure that siblings do not tease each other about body size or image
• make a conscious effort not to compare body types among family, friends and celebrities
in unproductive ways, such as, “She would look much better if …”
• help your child understand that diversity in body shape and size is normal and natural—all
types deserve respect.

422/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Wellness
GRADE
The student will make responsible and

6 Choices
informed choices to maintain health and to
promote safety for self and others.

! Teacher
Background
The student will analyze personal eating behaviours—food and fluids—in a
CONTENT:

Home/School/ W–6.5
! Community
Connections
variety of settings; e.g., home, school, restaurants.
Student
Information
Student Activity
Master

Sample
Learning Get ready
Activities • Review Canada’s Food Guide to Healthy Eating. Visit Health Canada’s Web site at
www.hc-sc.gc.ca/hppb/nutrition/index.html to order or download a copy of this guide.
• Review the steps of goal setting and discuss how goal setting can be used to improve
eating habits.

Explore and apply

• Design a record-keeping system to track all the food and liquid you consume for one
complete day.
• Bring your data to class. Use graphs and other visual tools to organize and display the
information. Classify the foods into different groups.
• Use your one-day record to identify eating behaviours that you can improve. Use
Canada’s Food Guide to Healthy Eating for recommended guidelines to help set a goal
for one week.
• For other activities that support this learning outcome, visit Physical Education Online at
www.learning.gov.ab.ca/physicaleducationonline/. Click on Teacher Resources, go to
General Outcome B and click on activities.

Extend and commit

• Design a chart comparing your typical food choices at home, school and in restaurants.

Sample
Assessment • Complete the following statements about your personal eating habits:
Activities − “My food diary tells me that, at home, I tend to eat …”
− “At school, my food habits are …”
− “When eating at restaurants I …”
− “Overall, my personal eating habits …”
− “One habit I would like to improve is …”
• Discuss how your eating behaviours are similar in a variety of settings. Identify how your
eating behaviours may be different in different settings.
AAC … • To download the teacher-developed assessment activity Healthy Retreat, go to the
Everyday assessment Alberta Assessment Consortium’s Web site at www.aac.ab.ca, select Assessment
tools for teachers
material and then click on Public access: Assessment material (public domain)
and then go to Grade 6: Healthy Retreat
[This assessment task can also be used with specific outcomes W–6.1 and W–6.10.]

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /423
©Alberta Learning, Alberta, Canada 2002
 Wellness
GRADE
The student will make responsible and

6 Choices
informed choices to maintain health and to
promote safety for self and others.

Outcome W–6.5 (continued)

Teacher
Background Setting goals for personal eating habits
Goal setting is a simple, powerful tool for making changes in your daily life. Goal setting
is widely used by registered dietitians and nutritionists to promote positive changes to
eating habits.
Self-assessment or personal reflection is the first step in goal setting. During this phase,
students are asked to look at their current habits as a starting point for change by creating a
personalized one-day food record.
Comparison to the standard is the next step. Canada’s Food Guide to Healthy Eating is
recognized as the standard for healthy, balanced eating patterns by nutrition professionals
and other health educators. By comparing their food record to the recommendations of the
food guide, students gain insight into areas where their eating habits are healthy, as well as
areas where they might benefit from change.
The final stages of goal setting are setting a goal, implementing it for a period of time and
evaluating the outcome. For goal setting to be as effective as possible, goals should be
SMART (specific, measurable, achievable, realistic and time-limited). The student should
be encouraged to pick one small area to improve.
Allow time for implementation and then ask students to evaluate their personal progress
and outcomes. Remind them that goal setting is not a win/lose approach. Rather, the
purpose is to define strategies that best meet each person’s individual needs.
Contributed by Alberta Milk in collaboration with registered dietitians and nutrition professionals from across the province.

Connections Ideas for promoting healthy eating behaviours

Students can:
• commit to periodically analyzing their eating habits to identify areas for improvement
• evaluate their success at reaching a goal and brainstorm alternative approaches
• propose ways to use goal setting in other areas of their lives
• be aware of the differences in what they eat at home, at school, at friends’ homes and at
restaurants
• make an effort to drink water during the day at school and avoid soft drinks
• be aware of the amount of snack foods eaten at school
• be conscious of the amount of snacking they do at home between meals and of the kinds
of foods they choose
• bring healthy snacks to school for eating between classes
• make healthy choices when eating out in restaurants and eat reasonable amounts.

424/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Wellness
GRADE
The student will make responsible and

6 Choices
informed choices to maintain health and to
promote safety for self and others.

Outcome W–6.5 (continued)

Parents can:
• help and support children in completing their one-day food records
• teach children the value of striving for continuous self-improvement in all areas of life
• talk about the ways that they use goals and goal setting
• talk about barriers to healthy eating and assist children in brainstorming solutions
• eat at least one meal together as a family each day
• ask children about what they have eaten at school and at friends’ homes
• encourage family members to drink sufficient amounts of water per day, and limit the
amount of pop and sugary drinks
• take children on grocery shopping trips and discuss food choices
• teach children to read labels for nutritional information on products
• research nutritional information together for favourite fast-food restaurants
• let children make some choices while grocery shopping so they can practise choosing
healthy snacks and meals.

Communities can:
• provide nutrition education programs based on goal setting through Alberta Milk, regional
health authorities and other organizations
• offer information and support materials focused on Canada’s Food Guide to Healthy
Eating through the regional health authority
• create environments that support healthy eating and active living
• lobby for the promotion of healthy food choices within schools, such as in vending
machines, canteens and cafeterias
• discourage the widespread availability of less-nutritious foods, such as soft drinks and
higher fat snack foods
• provide vending machines with healthy snack foods
• invite students to visit a local restaurant and discuss how to eat well away from home.
Selected ideas contributed by Alberta Milk in collaboration with registered dietitians and nutrition professionals from across the
province.

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /425
©Alberta Learning, Alberta, Canada 2002
 Wellness
GRADE
The student will make responsible and

6 Choices
informed choices to maintain health and to
promote safety for self and others.

! Teacher
Background
The student will examine and evaluate the risk factors associated with
CONTENT:

Home/School/ W–6.6
! Community
Connections
exposure to blood-borne diseases—HIV, AIDS, hepatitis B/C; e.g.,
Student
sharing needles, body piercing, tattooing, helping someone who is
Information bleeding, being sexually active.
Student Activity
Master

Sample
Learning Get ready
Activities • As a class, discuss and define what a blood-borne disease is. List examples and discuss
why these diseases are major health issues today.

Explore and apply

• Research the risk factors for various blood-borne diseases.

Extend and commit

• Organize a debate on the issue “Tattooing should be illegal for persons under 18.”
Consider arguments for both sides.
• Discuss the health guidelines that should be in place at a tattooing or body piercing
parlour.

Sample
Assessment • Your good friend in another city just e-mailed to let you know she is having her ears
Activities pierced for her birthday. Write an e-mail giving her practical advice to avoid the health
risks of this birthday present.

Teacher
Background Exposure to blood-borne diseases
Blood-borne diseases
Blood-borne diseases are diseases transmitted through contact with the blood and/or body
fluids of a person carrying the disease. The common ones are HIV (which causes AIDS),
and Hepatitis B and C (which can be fatal). The risk situations students in Grade 6 would
most likely experience are helping a person who is bleeding, or having body piercing or
tattooing done.
Helping a bleeding person
When helping a person who is bleeding, immediately put on a pair of plastic gloves.
These should be standard items in first-aid kits. If gloves are not available, use a piece of
clothing to stop the bleeding. If there is no material available to apply to the wound, press
the injured person’s own hand over the wound.

Please Students who have been exempted from human sexuality

Note instruction by their parents, should not participate in any
learning activity for this outcome that refers to sexual activity.

426/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Wellness
GRADE
The student will make responsible and

6 Choices
informed choices to maintain health and to
promote safety for self and others.

Outcome W–6.6 (continued)

Note: Due to copyright restrictions, this information is not available for posting on
the Internet. The material is in the print document, available for purchase
from the Learning Resources Centre.

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /427
©Alberta Learning, Alberta, Canada 2002
 Wellness
GRADE
The student will make responsible and

6 Choices
informed choices to maintain health and to
promote safety for self and others.

Outcome W–6.6 (continued)

Connections Ideas for reducing risk factors associated with blood-borne diseases
Students can:
• be aware that blood-borne diseases may be spread through nonsterile needles and piercing
tools
• discuss piercing and tattooing with their parents and get permission before having any
work done
• be aware that self-piercing is unsafe
• avoid sharing jewellry for piercings with friends or family members
• use plastic gloves when helping a person who is bleeding.

Parents can:
• talk to children openly about the health risks associated with piercing and tattooing
• investigate the safest way to have piercing done
• talk about the responsibilities of keeping piercings and jewellry clean and disinfected
• agree on an appropriate age for such piercings to be done, according to family beliefs and
values
• accompany children to make sure procedures are done safely and properly.

428/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Wellness
GRADE
The student will make responsible and

6 Teacher
Choices
informed choices to maintain health and to
promote safety for self and others.

Background
Home/School/ W–6.7 The student will identify and communicate values and beliefs that affect
CONTENT:

! Community
Connections
healthy choices.
Student
Information
Student Activity
Master

Sample
Learning Get ready
Activities • As a class, discuss and define values (what is important to you) and beliefs (opinion or
facts that you hold to be true).

Explore and apply

• In pairs, make a list of 10 common beliefs and 10 common values on single cards. Trade
with another pair and sort the new set of 20 cards into values and beliefs.
• Discuss how your personal beliefs and values affect your health and the choices you
make. Generate a class list of examples.

Extend and commit

• Discuss what can happen when your personal beliefs and values differ from those of the
people around you. How could this affect the different health choices people make?
Share examples.

Sample
Assessment • Draw an outline of a head and inside it write five important personal beliefs that affect
Activities healthy choices.
• Draw an outline of a heart and inside it write five personal values that affect healthy
choices.

Connections Ideas for promoting values and beliefs that support healthy choices
Students can:
• be aware that it is healthy and acceptable to communicate personal boundaries, values and
beliefs to friends and other adults
• be clear about their own personal values and beliefs, and be able to articulate them
• recognize that others may have different boundaries, values and beliefs, and that it is okay
for them to be different
• know how to refuse something that goes against personal beliefs about healthy choices,
such as refusing the offer to try cigarettes or drugs
• talk to parents about how to communicate values and beliefs in difficult situations
• ask parents about their own values and beliefs in specific situations.

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /429
©Alberta Learning, Alberta, Canada 2002
 Wellness
GRADE
The student will make responsible and

6 Choices
informed choices to maintain health and to
promote safety for self and others.

Outcome W–6.7 (continued)

Parents can:
• communicate their personal beliefs about health openly and clearly to children
• help children articulate their beliefs about health
• have family meetings to discuss important personal and health issues
• talk to children about the importance of expressing their beliefs and making appropriate
health choices.

Communities can:
• promote tolerance of a variety of beliefs and values in the community
• show respect and recognition for community youth who make appropriate health choices
based on their values and beliefs.

430/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Wellness
GRADE
The student will make responsible and

6 Teacher
Choices
informed choices to maintain health and to
promote safety for self and others.

Background
Home/School/ W–6.8 The student will analyze how laws, regulations and rules contribute to
CONTENT:

Community health and safety practices.

Connections

! Student
Information
Student Activity
Master

Focus: Tobacco regulations

Sample
Learning Get ready
Activities • Brainstorm a list of health and safety issues that have related laws or regulations.

Explore and apply

• Review Student information master 25: The federal Tobacco Act on pages B.32–B.33 in
Appendix B.
• Use this information to organize a debate on a health and safety issue, such as “Smoking
should be an individual choice” or “Education is more effective than legislation.”
• Discuss how, in order for a law or regulation to be effective, it must be enforceable.
Discuss the challenge of enforcing many health regulations.

Extend and commit

• Research the policies, acts and laws for a specific health or safety issue. Share your
findings with the class.

Sample
Assessment • Discuss three laws or regulations about health and safety practices that directly affect your
Activities life. What might happen if these laws or regulations were not in effect?

AAC … • To download the teacher-developed assessment activity The Safety Network (TSN),
Everyday assessment go to the Alberta Assessment Consortium’s Web site at www.aac.ab.ca, select
tools for teachers
Assessment material and then click on Public access: Assessment material
(public domain) and then go to Grade 6: The Safety Network (TSN).
[This assessment task can also be used with specific outcomes W–6.9, W–6.10 and R–6.6.]

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /431
©Alberta Learning, Alberta, Canada 2002
 Wellness
GRADE
The student will make responsible and

6 Teacher
Choices
informed choices to maintain health and to
promote safety for self and others.

Background
Home/School/ W–6.9 The student will evaluate the impact of personal behaviour on the safety of
CONTENT:

Community self and others.

Connections
Student
Information
Student Activity
Master

Sample
Learning Get ready
Activities • Brainstorm a list of choices you made this week that had a positive affect on your safety.

Explore and apply

• Discuss specific ways you can take personal responsibility for your own safety in your
daily life.
• Discuss specific ways your personal behaviour can affect the safety of others.
• Make a web showing how your personal behaviour affects your own safety and the safety
of others.

Extend and commit

• Interview your parents or other adults about how they make choices that affect their own
safety and the safety of others.

Sample
Assessment • Describe three ways you take responsibility for your own safety and three ways your
Activities personal behaviour could affect the safety of others.

AAC … • To download the teacher-developed assessment activity The Safety Network (TSN),
Everyday assessment go to the Alberta Assessment Consortium’s Web site at www.aac.ab.ca, select
tools for teachers
Assessment material and then click on Public access: Assessment material
(public domain) and then go to Grade 6: The Safety Network (TSN).
[This assessment task can also be used with specific outcomes W–6.8, W–6.10 and R–6.6.]

432/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Wellness
GRADE
The student will make responsible and

6 Teacher
Choices
informed choices to maintain health and to
promote safety for self and others.

Background
Home/School/ W–6.10 The student will demonstrate responsibility for, and skills related to, the
CONTENT:

! Community
Connections
safety of self and others; e.g., baby-sitting, staying home alone,
demonstrating Heimlich manoeuvre/abdominal thrust techniques.
! Student
Information
Student Activity
Master

Sample
Learning Get ready
Activities • Consider a typical Grade 6 student who might be home alone between 4 p.m. and 6 p.m.
each weekday. List all the safety decisions he or she would make during that two-hour
period.
• Brainstorm 10 situations in which you have some responsibility for the safety of others.
• Develop a tip sheet for staying home alone.

Explore and apply

• Working in pairs, brainstorm things you would have to know and things you would have
to be able to do to safely baby-sit a 4-year-old child. Organize your information on a
chart.
• Review Student information master 26: How to help a person who is choking on
page B.34 in Appendix B.
• If possible, invite a first-aid instructor to teach the manoeuvre to the class.

Extend and commit

• Research opportunities in your neighbourhood for baby-sitting and first-aid courses.

Sample
Assessment • Make a tip sheet of five safety guidelines for young baby-sitters.
Activities • Imagine you are a parent who will be leaving a Grade 6 student home alone for the first
time. Write a friendly letter outlining the house rules and explaining what to do in an
emergency.
AAC … • To download the teacher-developed assessment activity The Safety Network (TSN),
Everyday assessment go to the Alberta Assessment Consortium’s Web site at www.aac.ab.ca, select
tools for teachers
Assessment material and then click on Public access: Assessment material
(public domain) and then go to Grade 6: The Safety Network (TSN).
[This assessment task can also be used with specific outcomes W–6.8, W–6.9 and R–6.6.]
• To download the teacher-developed assessment activity Healthy Retreat, go to the
Alberta Assessment Consortium’s Web site at www.aac.ab.ca, select Assessment
material and then click on Public access: Assessment material (public domain)
and then go to Grade 6: Healthy Retreat.
[This assessment task can also be used with specific outcomes W–6.1 and W–6.5.]

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /433
©Alberta Learning, Alberta, Canada 2002
 Wellness
GRADE
The student will make responsible and

6 Choices
informed choices to maintain health and to
promote safety for self and others.

Outcome W–6.10 (continued)

Connections Ideas for promoting responsibility for the safety of self and others
Students can:
• volunteer as classroom helpers in primary or kindergarten classrooms within the school to
learn how to relate to younger children
• take a baby-sitting course offered through the school or community
• begin learning child-care and safety skills by taking care of younger siblings
• take a first-aid course
• baby-sit with a trusted friend to learn and apply skills
• begin with baby-sitting jobs close to home, for neighbours or relatives.

Parents can:
• accompany children to a baby-sitting course or provide opportunities for children to take
courses on their own or with friends
• model proper child care in the home with younger siblings
• ask children about their baby-sitting experiences
• help young baby-sitters generate solutions to problems encountered while taking care of
children.

Communities can:
• provide baby-sitting courses through local agencies
• provide youth first-aid courses through local agencies
• develop youth child-care skills by allowing for supervised volunteer work in local
day-care centres.

434/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Relationship
GRADE The student will develop effective
interpersonal skills that demonstrate

6 Teacher
Choices
responsibility, respect and caring in order to
establish and maintain healthy interactions.

Background
The student will recognize that individuals can choose their own emotional
CONTENT:

Home/School/ R–6.1
Community reactions to events and thoughts.
Connections
Student
Information

! Student Activity
Master

Sample
Learning Get ready
Activities • Picture this situation
A person is watering the flowers in a window box on the fifth floor of an apartment
building. A second person walks by on the street below and the whole bucket of water
dumps on this person’s head!
Brainstorm a list of possible reactions the wet person might have.

Explore and apply

• Discuss how individuals can choose their own emotional reactions to events.
• Use Student activity master 34: Choose your reaction on page C.35 in Appendix C to
analyze how you handle certain situations and what you would like to change about your
reactions.

Extend and commit

• Use what you learned from Student activity master 34: Choose your reaction to write
positive self-talk statements in your journal.

Sample
Assessment • Draw a web showing at least six ways you could react to a new baby in the family. Circle
Activities the response that would be best for your well-being.

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /435
©Alberta Learning, Alberta, Canada 2002
 Relationship
GRADE The student will develop effective
interpersonal skills that demonstrate

6 Teacher
Choices
responsibility, respect and caring in order to
establish and maintain healthy interactions.

Background
Home/School/ R–6.2 The student will establish personal guidelines for expressing feelings; e.g.,
CONTENT:

Community recognize feelings, choose appropriate time/place for expression, identify

Connections
Student
preferred ways of expressing feelings, and accept ownership of feelings.
Information

! Student Activity
Master

Sample
Learning Get ready
Activities • In your journal, describe a time when you expressed an important feeling in a way that
was unexpected. Discuss with a partner.

Explore and apply

• Use Student activity master 35: How do I express myself? on page C.36 in Appendix C
to examine your personal guidelines for expressing feelings.
• Discuss what it means to take ownership for your own feelings. How does this effect
communication?
• For other activities that support this learning outcome, visit Physical Education Online
at www.learning.gov.ab.ca/physicaleducationonline/. Click on Teacher Resources,
go to General Outcome C and click on activities.

Extend and commit

• Choose a feeling that is important to you. Develop an action plan for improving how
you express this feeling.

Sample
Assessment • Imagine that a friend has just teased you in front of a group of classmates. Your feelings
Activities are hurt because the friend used private information about you to entertain other people.
Describe how you will express your feelings to this friend. What time and place would
work best? How will you express your feelings? What will you say to ensure you are
accepting ownership of your own feelings?

436/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Relationship
GRADE The student will develop effective
interpersonal skills that demonstrate

6 Teacher
Choices
responsibility, respect and caring in order to
establish and maintain healthy interactions.

Background
The student will develop personal strategies for dealing with stress/change;
CONTENT:

Home/School/ R–6.3
Community e.g., using humour, relaxation, physical activity.
Connections
Student
Information
Student Activity
Master

Sample
Learning Get ready
Activities • Discuss the following questions.
− “What are your warning signals that you’re feeling stressed?”
− “How do you know when you’re feeling nervous, angry or uncomfortable?”
− “How does this differ from when you’re feeling comfortable, happy or excited?”
− “Why is it just as important to recognize positive feelings as negative feelings?”

Explore and apply

• With a partner, brainstorm 25 things that might cause a Grade 6 student stress.
• Work in small groups and develop a list of strategies for handling stress and negative
feelings.
• Think about an incident where humour helped you reduce stress or better handle a
situation. Share examples with the class.
• For other activities that support this learning outcome, visit Physical Education Online at
www.learning.gov.ab.ca/physicaleducationonline/. Click on Teacher Resources, go to
General Outcome B and click on activities.

Extend and commit

• Examine magazines and newspapers for articles on how to handle stress and other
negative feelings. Bring them to class and post them on the bulletin board.

Sample
Assessment • Design a poster outlining your personal stress triggers, and how you can recognize and
Activities handle these feelings.
• Write a letter to a friend offering advice on handling the stress of a new situation he or she
will be facing. Consider situations such as moving to a new school, handling parents’
divorce or being cut from a sports team.

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /437
©Alberta Learning, Alberta, Canada 2002
 Relationship
GRADE The student will develop effective
interpersonal skills that demonstrate

6 Choices
responsibility, respect and caring in order to
establish and maintain healthy interactions.

! Teacher
Background
Home/School/ R–6.4 The student will identify, analyze and develop strategies to overcome
CONTENT:

! Community
Connections
barriers to communication.
Student
Information

! Student Activity
Master

Sample
Learning Get ready
Activities • Draw a large brick wall on the chalkboard or on poster board. Brainstorm a list of words
describing barriers to communication and print the words on the bricks of the drawing.
For example, words could include anger, jealousy, misunderstanding, criticism.

Explore and apply

• Review the four communication blocks on Student activity master 36: Barriers to
communication on page C.37 in Appendix C. Working with a partner, add two more
blocks to the chart and write a brief description of each. Share them with the class.
• Work in small groups to generate a strategy for overcoming one of these blocks. Consider
what you could think, what you could say and what you could do. Share and discuss with
the class.
• Develop a rating scale for how well you communicate. Include at least three barriers to
communication and examine how well you overcome these barriers.

Extend and commit

• What communication behaviour would you like to improve? Develop an action plan.
• Think of the best communicators you know. What kind of communication styles and
strategies do they use?

Sample
Assessment • Describe the communication barrier you face most often when working with other
Activities students. Outline the things you can think, say and do to overcome this barrier.

Teacher
Background Barriers to communication
• Message overload—we hear too much speech every day to listen carefully to all of it;
we must let our attention wander sometimes.
• Preoccupation—we are busy thinking about something else, which seems more
important to us at the time.
• Rapid thought—we are able to understand speech much faster than people are capable
of speaking, so our minds tend to wander in the “wait time.”
• Effort—listening carefully is hard work and some people are unwilling to expend the
effort to do it well.
• External noise—there are distractions all around us and they make it difficult to pay
attention to others.
• Hearing problems—some people have physiological hearing problems. This can cause
frustration for both speaker and listener.

438/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Relationship
GRADE The student will develop effective
interpersonal skills that demonstrate

6 Choices
responsibility, respect and caring in order to
establish and maintain healthy interactions.

Outcome R–6.4 (continued)

• Faulty assumptions—we sometimes make assumptions that prevent us from listening.

For example, if someone is speaking about a topic we are familiar with, we may think
we’ve “heard it all before.” Some people will assume that a topic is not important and
will stop paying attention.
• Lack of apparent advantages—sometimes we don’t see the advantage of listening to
others because we see a bigger advantage in talking. Persuasive speech lets you
influence others and can win you attention and respect. Talking lets you release energy
in a way that listening can’t. Since speaking seems to be more advantageous, people
often miss the advantages of listening.
• Lack of training—many people think listening is a natural skill, like breathing, and that
they don’t need to learn or practise natural skills. Listening is a skill that takes
practice.
• Pretending—to listen but having something else on your mind.
• Stage-hogging—only being interested in talking about your own ideas and not caring
what anyone else has to say.
• Selective listening—only paying attention to things that interest you.
• Insulated listening—purposely not paying attention to something you do not want to
hear, like reminders about a job that has to be done.
• Defensive listening—when you think that everything the other person says is an attack
on you.
• Ambushing—listening carefully to collect information that can be used against the
person at a later time.
• Insensitive listening—when you don’t try to look beyond the words of a person to
understand things that are not being said. You just listen to the words and take them at
surface value. For example, when you ask how your friend is and she says “fine” but
has tears in her eyes and a shaky voice, you are an insensitive listener if you only hear
her say she’s “fine” and don’t realize that her body language tells you she is upset.

Connections Ideas for promoting active listening and improving communication skills
Students can:
• be aware that listening is a skill that requires practice
• be aware that there are many things people do that make them poor listeners
• be aware that part of having a good relationship with friends, family members and
teachers is being a good listener
• practise active listening at home during family meetings
• practise active listening when talking to friends who are upset or need to talk
• practise active listening when discussing issues with parents.

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /439
©Alberta Learning, Alberta, Canada 2002
 Relationship
GRADE The student will develop effective
interpersonal skills that demonstrate

6 Choices
responsibility, respect and caring in order to
establish and maintain healthy interactions.

Outcome R–6.4 (continued)

Parents can:
• model active listening in family conversations
• set family meetings to practise better listening skills as a group
• paraphrase children’s spoken messages carefully
• use I-messages to communicate feelings
• be aware that children need to have their feelings acknowledged.

Communities can:
• provide family workshops on listening and communication skills
• model active listening when volunteering in youth clubs and associations.

440/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Relationship
GRADE The student will develop effective
interpersonal skills that demonstrate

6 Teacher
Choices
responsibility, respect and caring in order to
establish and maintain healthy interactions.

Background
Home/School/ R–6.5 The student will develop and demonstrate strategies to build and enhance
CONTENT:

Community relationships in the family; e.g., being honest, expressing empathy.

Connections
Student
Information
Student Activity
Master

Sample
Learning Get ready
Activities • Brainstorm a list of ways your family influences you. Consider everything from daily
choices about foods you eat, to choices about how you relate to others and what you value.

Explore and apply

• Healthy relationships are the basis for a healthy family. Relationships are the connections
you have with other people. Consider these ways family members build relationships:
− love: giving and receiving care and affection
− communication: sharing feelings and information, and listening to others
− cooperation: working together
− respect: considering each other worthwhile
− understanding: being aware how other members think and feel
− appreciation: providing encouragement and support
− responsibility: counting on one another to be dependable.
• In small groups, discuss how people in a family show these behaviours in different ways.
Display your ideas on chart paper to discuss with the class.

How people in families show …

Love Communication Cooperation Respect Understanding Appreciation Responsibility

• In small groups, brainstorm at least five positive and negative behaviours that could affect
relationships in the family.
• Trade lists with another group and discuss how each of the behaviours could affect family
relationships.

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /441
©Alberta Learning, Alberta, Canada 2002
 Relationship
GRADE The student will develop effective
interpersonal skills that demonstrate

6 Choices
responsibility, respect and caring in order to
establish and maintain healthy interactions.

Outcome R–6.5 (continued)

Extend and commit

• In your journal, describe one person who you really trust. Explain what that person says
and does that makes him or her trustworthy.
• Discuss why being honest can sometimes be difficult in family relationships. What are
some of the reasons people are not honest? Do you think it is ever okay not to be honest?

Sample
Assessment • Complete the following statements:
Activities − “I show love to my family by …”
− “I communicate with my family by …”
− “I show cooperation in my family by …”
− “I show respect in my family by …”
− “I show understanding in my family by …”
− “I show appreciation in my family by …”
− “I show responsibility in my family by …”

442/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Relationship
GRADE The student will develop effective
interpersonal skills that demonstrate

6 Choices
responsibility, respect and caring in order to
establish and maintain healthy interactions.

! Teacher
Background
Home/School/ R–6.6 The student will develop strategies to maintain and enhance appropriate
CONTENT:

! Community
Connections
cross-age relationships; e.g., within the family, school and community.
Student
Information
Student Activity
Master

Sample
Learning Get ready
Activities • Brainstorm a list of all the different types of relationships a typical Grade 6 student might
have.

Explore and apply

• Create a mind map showing the cross-age relationships in your life. List qualities, special
interests or values that you share with these different aged individuals.

Extend and commit

• Interview two adults about the significant cross-age relationships in their lives.
• Organize a tea or other social for local seniors.

Sample
Assessment • Who is the youngest person in your life? Describe the kinds of things you do and say to
Activities maintain this relationship.
• Who is the oldest person in your life? Describe the kinds of things you do and say to
maintain this relationship.
AAC … • To download the teacher-developed assessment activity The Safety Network (TSN),
Everyday assessment go to the Alberta Assessment Consortium’s Web site at www.aac.ab.ca, select
tools for teachers
Assessment material and then click on Public access: Assessment material
(public domain) and then go to Grade 6: The Safety Network (TSN).
[This assessment task can also be used with specific outcomes W–6.8, W–6.9 and W–6.10.]

Teacher
Background The truths about seniors
• Chronological age is just that—a method of measuring how many years the body has
been around, not how the body performs or feels, or how the brain thinks. The hair
may go grey in later years, but personalities don’t.
• We don’t expect all youth to dream and act alike. Why should we expect anything
different from people who’ve had more time to gather diverse life experiences?
• Only a small fraction of seniors live in continuing care centres or other collective
dwellings.
• Most seniors live in private homes with their spouses, families or friends.
• About one-quarter of seniors live alone.
• One in five seniors live in a low-income situation.

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /443
©Alberta Learning, Alberta, Canada 2002
 Relationship
GRADE The student will develop effective
interpersonal skills that demonstrate

6 Choices
responsibility, respect and caring in order to
establish and maintain healthy interactions.

Outcome R–6.6 (continued)

• Only a small percentage of seniors report incomes over $40 000.

• Seniors spend more time thinking about the past than other age groups mainly
because they have so much more past to look back on.
• Many seniors take advantage of continuing brain power to go back to school or
learn new trades in their retirement years.
• Seniors may have fewer time constraints after retirement, but many seniors face
daily challenges, such as retirement, relocation, illness, decreased income, loss of
spouse and friends.
• Despite these anxieties, many seniors show remarkable resilience in adapting to
changes around them.
• Many seniors maintain excellent memories and cope with all kinds of challenges.
• When a senior acts forgetful or confused, people assume they are senile. When a
younger person acts the same, people tend to ignore the confusion. Seniors’
confusion may be due to medication, fatigue, stress or illness.
• Most seniors cherish their independence and try to remain in their own homes and
survive on their own incomes as long as possible.
• Homecare and other services do not make seniors dependent. In fact, these services
help many seniors live in their own homes longer and remain independent because
of these supports.
• Many seniors have a hard time accepting help. Asking for assistance is often the
best thing to do in order to prevent future problems and improve life quality.
Adapted with permission from Alberta Council on Aging, “Myth Slaying,” in Senior Friendly Toolkit, 2nd edition
(Edmonton, AB: Alberta Council on Aging, 1999), pp. 1–3.

Connections Ideas for promoting cross-age relationships

Students can:
• teach seniors how to use e-mail
• organize and participate in school activities involving cross-graded teams
• organize a senior/junior dance: for some dances, have seniors choose junior partners;
for others, have juniors choose senior partners
• engage in mentorships with younger students or adults in the school
• volunteer at a local seniors’ home
• volunteer at a local day-care centre
• offer group baby-sitting services for a variety of community functions
• volunteer to tutor younger children in the school or neighbourhood
• plan activities for younger students within the school
• volunteer as lunch monitors or helpers in classrooms of younger children
• volunteer as playground supervisors at school and in the neighbourhood
• volunteer in school day-care programs or breakfast programs
• invite an adult to a school event
• read one of your favourite stories to an adult.

444/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Relationship
GRADE The student will develop effective
interpersonal skills that demonstrate

6 Choices
responsibility, respect and caring in order to
establish and maintain healthy interactions.

Outcome R–6.6 (continued)

Parents can:
• spend time with teens and their friends
• volunteer as mentors in the school
• encourage teens to spend time with grandparents and older relatives when possible
• encourage outings with other families
• with their children, visit three households in the neighbourhood and say hello
• get to know neighbourhood youth; get together once a month to play games or recreational
sports
• become a classroom assistant or tutor
• eat lunch in a school cafeteria with youth
• teach a young person a skill, such as knitting, carpentry, gardening
• become a study buddy
• befriend a single parent and help nurture the children.

Communities can:
• provide supervised cross-age relationship opportunities for teens in local day-care centres
or seniors’ homes or drop-in centres
• provide support to volunteer coaches, group leaders, instructors in local youth clubs
• support and supervise businesses or activities run by teens
• organize activities and scheduled times for whole families at local pools, skating rinks,
parks.

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /445
©Alberta Learning, Alberta, Canada 2002
 Relationship
GRADE The student will develop effective
interpersonal skills that demonstrate

6 Choices
responsibility, respect and caring in order to
establish and maintain healthy interactions.

! Teacher
Background
The student will apply a variety of strategies for resolving conflict; e.g.,
CONTENT:

Home/School/ R–6.7
Community practise treating differences of opinion as opportunities to explore
Connections
Student
alternatives.
Information

! Student Activity
Master

Sample
Learning Get ready
Activities • Brainstorm a list of positive responses that you could give when another person voices a
difference in opinion. For example: “That’s an interesting way of looking at things” or
“That’s an idea I haven’t considered.”

Explore and apply

• Use Student activity master 37: Consider the alternatives on page C.38 in Appendix C to
generate solutions to a typical conflict situation, such as:
− Parents and students are complaining that a number of younger children had their
trading card collections stolen at school or older students have taken valuable cards
and given younger students less valuable cards in trade. The principal wants to ban
all trading cards from school grounds. Any cards found would be confiscated until
June. What is another solution to this problem?
− Mark and Chi have repeatedly argued on the soccer field during recess. They have to
come up with a solution for eliminating these conflicts or they will both lose recess for
the rest of the term.
− Because Halloween falls on a Saturday this year, the school is not planning any
Halloween activities. Many students live in rural areas and are unable to go trick-or-
treating. The students were looking forward to a chance to dress up and have some
Halloween fun on the Friday before Halloween.

Extend and commit

• Discuss the saying “Crisis is an opportunity in disguise.” Share examples in which people
with differing opinions improved a situation or solved a difficult problem.

Sample
Assessment • Complete Student activity master 37: Consider the alternatives to resolve the following
Activities conflict.
− Your class is choosing a service learning project. Half the students want to do
something for the neighbourhood seniors’ residence while the other half feels that
working with the preschoolers in the school would be a better project.

446/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Relationship
GRADE The student will develop effective
interpersonal skills that demonstrate

6 Choices
responsibility, respect and caring in order to
establish and maintain healthy interactions.

Outcome R–6.7 (continued)

Teacher
Background Resolving conflicts within a group

Conflict is the belief that the current goals of two or more parties cannot be reached
simultaneously.
Conflict resolution is an important part of any group relationship—at home or at school.
Conflict cannot be eliminated and has many benefits. Students can learn to deal with a
variety of conflict situations and develop strategies to use throughout their lives. Another
benefit of dealing with group conflict is that differing viewpoints can provide the starting
points for a variety of solutions. Differences can be seen as opportunities rather than
problems.

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /447
©Alberta Learning, Alberta, Canada 2002
 Relationship
GRADE The student will develop effective
interpersonal skills that demonstrate

6 Choices
responsibility, respect and caring in order to
establish and maintain healthy interactions.

! Teacher
Background
The student will analyze the influence of groups, cliques and alliances on
CONTENT:

Home/School/ R–6.8
! Community
Connections
self and others; e.g., at home, in school, in the community.
Student
Information
Student Activity
Master

Sample
Learning Get ready
Activities • Use a Venn diagram to create a definition, and compare and contrast the characteristics of
groups and cliques.

Explore and apply

• Brainstorm a list of groups and cliques that influence you.
• Use a mind map to show the influences these various groups of people have on how you
feel about yourself, relate to others, dress and talk, activities you choose, and values and
beliefs you hold important.

Extend and commit

• Do a book or movie talk on a novel or film that explores the influence of a specific group
on the behaviour and feelings of an individual.

Sample
Assessment • Complete the following statements:
Activities − “My group of friends at school influence me in the way I …”
− “I resist the influence of groups when they …”
− “I’m glad that one group influences me to …”
− “The group that has the most influence in my life right now is … because …”

Teacher
Background Cliques and alliances
Acceptance and membership in a group is something most adolescents consider important.
In their book Cliques (2001), Giannetti and Sagarese write about the social order within
middle and junior high schools, the bullying and teasing that has become part of young
people’s lives, and suggestions for turning situations around. No matter where a child fits
within the junior social order, all children are affected by the social order in one way or
another.
Clique
A clique is a small exclusive group within a larger group. Some children become
members of a group of friends through acts of kindness and earn their peers’ esteem in
positive or legitimate ways. However, this is not always the case. Giannetti and
Sagarese (2001) use the word clique to define: “a group that revolves around more than
camaraderie. Cliques deal in social power. Formed around a leader or two, the pack lets it
be known that not everybody is welcome. Certain children are dubbed worthy while
others are judged not good enough. Excluding becomes a primary activity. The mentality
is like a junior country club. The guest list to this invitation-only party is always
changing” (p. 14).

448/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Relationship
GRADE The student will develop effective
interpersonal skills that demonstrate

6 Choices
responsibility, respect and caring in order to
establish and maintain healthy interactions.

Outcome R–6.8 (continued)

Cliques in middle and junior high schools

• The popular crowd: This is the “cool crowd” filled with the beautiful, athletic,
charming and affluent students. This group makes up about 35 percent of the
population. They have the most friends, socialize the earliest in school and appear to
be having fun. They have prestige. But, they also have other worries, such as whether
or not they will continue to look and act “right” so they will be able to stay in the
group.
• The fringe or “wannabes”: This group is made up of the 10 percent of students who
hover around the outside of the popular crowd, copying their dress and style, trying to
be accepted. At times they are invited in but only temporarily. When they are made
part of the “cool crowd,” they usually compromise their true friends but feel it is worth
it for even a short time of being accepted.
• The middle friendship circles: Another 45 percent of students fit into this group.
Students in the middle friendship circles form groups with a small circle of friends.
They are the most satisfied and content, and usually have the strongest sense of self-
worth although they are considered to have lower status than the popular kids. Sub-
groups within the group have their own identities and cultures that set them apart.
Some care about being seen as different, others do not.
• The loners: The last 10 percent of students fit into this group of boys and girls who
have no friends. They sit alone, looking on at all the others who have group status and
friends. Most of them wish to be involved in a group but believe they will never be
accepted. Many of these children have potential that has not yet been realized—by
themselves or their peers.
Adapted from CLIQUES: 8 STEPS TO HELP YOUR CHILD SURVIVE THE SOCIAL JUNGLE (pp. 20–22) by Charlene C.
Giannetti and Margaret Sagarese, copyright  2001 by Charlene Canape Giannetti and Margaret Sagarese. Used by
permission of Broadway Books, a division of Random House, Inc.

Advantages of positive group membership include:

• feeling of belonging
• place to make friends
• opportunities to learn to deal with peer pressure
• practice for dealing with cliques in teen and adult years.
Disadvantages of clique/alliance membership:
• conformity is learned through having to follow strict rules about such things as who to
talk to, sit with or dress like
• those who are not part of the clique feel like outcasts
• being asked to leave the group can be painful
• some individuals may sacrifice their own wishes and styles to be accepted because they
are not strong enough to stand up for themselves
• cliques can provide an arena for bullying
• students who want to do what’s right will often sit in silence rather than stand up for
someone who is being ridiculed in order to avoid being ridiculed themselves.

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /449
©Alberta Learning, Alberta, Canada 2002
 Relationship
GRADE The student will develop effective
interpersonal skills that demonstrate

6 Choices
responsibility, respect and caring in order to
establish and maintain healthy interactions.

Outcome R–6.8 (continued)

Connections Ideas for promoting positive group influence

Students can:
• learn to identify the various small cliques within their school or grade
• recognize that membership in positive groups allows them to develop relationships, learn
skills from others and choose responsible friends
• recognize that memberships in some groups can have negative consequences; for example,
when group members require them to break a rule or go against their personal values in
order to fit in
• develop personal ideas about what makes a good friend or group of friends
• make conscious choices about who their friends are based on their personal ideals about
friendship and acceptance
• learn when not to compromise for the sake of the group
• talk to parents or mentors if issues regarding cliques and alliances create problems at
home, at school or in the community.

Parents can:
• learn to listen attentively when children talk about social issues and take them seriously
• help children identify the cliques in their school and their positions in the social order
• be accepting of their children’s friends and aware of children’s need to belong
• encourage children to have a variety of friends and provide opportunities for them to meet
other youth in various settings
• offer to transport and supervise children and their friends for group activities
• talk to children about who their friends are and why they have chosen them
• help children generate their own ideas about friendship and group membership
• recognize that membership in cliques can be a training ground to help teens learn how to
deal with peer pressure
• have an open and fair family discussion if there is a concern about children’s associations.

Communities can:
• support proposals for youth centres and activities to provide safe and entertaining places
for teens and pre-teens to gather with friends
• build youth recreational facilities in areas where adult supervision is possible
• provide youth clubs and associations through local agencies, which allow children to meet
and form a variety of groups and friendships.

450/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Relationship
GRADE The student will develop effective
interpersonal skills that demonstrate

6 Choices
responsibility, respect and caring in order to
establish and maintain healthy interactions.

! Teacher
Background
Home/School/ R–6.9 The student will make decisions cooperatively; e.g., apply a consensus-
CONTENT:

Community building process in group decision making.

Connections
Student
Information
Student Activity
Master

Sample
Learning Get ready
Activities • As a class, discuss and define consensus and its benefits; for example, all people reach a
general agreement.
• Review the steps involved in making group decisions; for example:
− identify the problem or issue
− pick the best choice
− make a plan
− accept responsibility for the decision
− put the plan into action
− evaluate the plan and decide how to proceed.

Explore and apply

• Work in small groups and complete a specific task within a time limit. For example:
− rank the seven dwarfs in order of importance
− choose the next three read-aloud novels to suggest to the teacher
− write a class song to the tune of Twinkle, Twinkle Little Star.
• Discuss the strategies group members used to build consensus and make decisions that all
members were happy with.
• Use a Venn diagram to compare and contrast group decision making with individual
decision making.
• Your Grade 6 class has earned an incentive reward and will be allowed to go on a class
field trip. Expenses will be covered as long as the entire cost of the trip, including
transportation, does not exceed $400. In groups of five, use consensus building to reach a
group decision.
• For other activities that support this learning outcome, visit Physical Education Online at
www.learning.gov.ab.ca/physicaleducationonline/. Click on Teacher Resources, go to
General Outcome C and click on activities.

Extend and commit

• Compile strategies and design a tip sheet on how to make group decisions that are
win-win solutions.

Sample
Assessment • Describe three things you can do to help a group make a cooperative decision.
Activities

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /451
©Alberta Learning, Alberta, Canada 2002
 Relationship
GRADE The student will develop effective
interpersonal skills that demonstrate

6 Choices
responsibility, respect and caring in order to
establish and maintain healthy interactions.

Outcome R–6.9 (continued)

Teacher
Background Group decision making
Decision making
Decision making is an important part of the problem-solving process. In groups,
individuals need to feel that their voices have been heard so that they can accept group
decisions. The method used to reach a decision or resolve a conflict will determine the
support for that decision later on.
Johnson and Johnson (1975) outline five major characteristics of an effective group
decision:
• resources of the group members are well used
• time is well used
• decision is of high quality
• decision is put into effect by all members of the group
• problem-solving ability of the group is enhanced.
Advantages and disadvantages of group decision making
There are several advantages and disadvantages to group decision making. Advantages
include:
• increased input—generally speaking, two heads are better than one and three heads are
even better than two
• increased diversity—groups usually guarantee a diversity of opinions
• increased acceptance—a group decision is more likely to be accepted.
Disadvantages of group decision making include:
• increased time to make a decision
• pressure on individuals to conform
• potential domination of some group members.
Factors that affect group decision making
Group decision making is more difficult if:
• there are unresolved conflicts between group members
• members have loyalties to others outside of the group who disagree with the group
goals and ideals
• there is not enough time to make an effective group decision.
Methods of group decision making
There are many ways that groups can make decisions. Decisions can be made by:
• agreement of the entire group (consensus)
• majority vote and majority rule—these situations may seem like a democratic way to
handle differences of opinion but they are really win/lose situations and can harm a
group’s productivity and damage relationships within the group
• the member with the most authority after a group discussion of the issues
• the member with the most authority without a group discussion
• the minority of group members
• creating consensus.

452/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Relationship
GRADE The student will develop effective
interpersonal skills that demonstrate

6 Choices
responsibility, respect and caring in order to
establish and maintain healthy interactions.

Outcome R–6.9 (continued)

Consensus
The most effective decisions are those made through consensus. This method of group
decision making is also the most time-consuming. Working toward consensus is a
win/win situation and the process builds group productivity and relationships. Though
individuals may not have chosen the final decision, they will be able to accept and support
it because they were involved in the process.
Consider the following guidelines for assisting groups in creating consensus.
– Members should present positions as clearly and logically as possible while listening to
and considering the reactions of others.
– When dealing with important issues, avoid decision-making strategies that don’t build
consensus, such as majority rule, tossing a coin or averaging members’ positions.
– Seek out differences of opinions. Differing points of view can increase the information
the group has to work with.
– Aim for a win/win solution. Look for the solution that is the most acceptable
alternative for all members.
– Ensure that underlying assumptions are addressed and that all members participate.
From David W. Johnson & Frank P. Johnson, Joining Together: Group Theory and Group Skills, 1/e (pp. 58, 60–61, 62, 64,
65). Published by Allyn and Bacon, Boston, MA. Copyright  1975 by Pearson Education. Adapted by permission of the
publisher.

Sample model of group decision making

One effective group decision-making technique involves the following steps.
• The group clearly states the problem or issue.
• Before discussion begins, each person writes down his or her ideas relating to the issue.
• Each member presents his or her ideas to the group until all original ideas are
exhausted. All ideas are recorded. Group members suggest as many alternatives as
possible in a given time frame without criticism. The strength of this technique comes
from the fact that one idea often leads to another.
• The group discusses each idea and, with a focus on clarifying the suggestion, asks
relevant questions. The list is usually reduced as some suggestions tend to overlap.
• Each member silently and independently ranks the compiled list.
• The final decision can be made by selecting the alternative with the highest ranking.
Many groups discover that the top three or four solutions have features that can be
blended into the final decision.

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /453
©Alberta Learning, Alberta, Canada 2002
454/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Life Learning
GRADE
The student will use resources effectively to

6 Teacher
Choices
manage and explore life roles and career
opportunities and challenges.

Background
Home/School/ L–6.1 The student will expand strategies for effective personal management; e.g.,
CONTENT:

Community develop and implement a personal budget, assess the power of positive
Connections
Student
thinking.
Information
Student Activity
Master

Focus: Budgeting
Sample
Learning Get ready
Activities • As a class, discuss and define a personal budget.

Explore and apply

• Working with a partner, use sale flyers to plan how you would spend a gift of $100 on
your personal hobbies and interests.
• As a homework assignment, develop and implement a personal budget for a one-month
period based on a monthly allowance agreed on by the class.

Extend and commit

• Design a survey to collect data on how students in Grade 6 spend money. Use a graph to
display data for class discussion.
• Invite a representative from a local bank to talk about saving money. Discuss the benefits
of having a savings account.
• Discuss whether or not parents should share the details of their salaries and family budget
with their children.

Sample
Assessment • Make a list of purchases you typically make in one month. Estimate the cost of each
Activities purchase.
• Make a list of purchases your parents typically make on your behalf in one month.
Estimate the costs of these purchases.
• Develop a personal budget plan for one month that includes:
− how much money you have to spend
− typical expenses
− goals you have for the month.

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /455
©Alberta Learning, Alberta, Canada 2002
 Life Learning
GRADE
The student will use resources effectively to

6 Teacher
Choices
manage and explore life roles and career
opportunities and challenges.

Background
Home/School/ L–6.2 The student will identify personal skills, and skill areas, for development in
CONTENT:

Community the future.

Connections
Student
Information
Student Activity
Master

Sample
Learning Get ready
Activities • Brainstorm a list of skills you would like to have in the future.

Explore and apply

• Draw a circle and divide it into six areas of your life. Label each area for one important
part of your life. For example:
At
Financial School

Artistic At Home

With My
Sports
Friends

• List three skills you would like to develop in each of these areas in the future.

Extend and commit

• Develop an action plan for developing one skill identified on your circle.

Sample
Assessment • Describe three skill areas that will be important for you in the future. Explain why.
Activities

456/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Life Learning
GRADE
The student will use resources effectively to

6 Teacher
Choices
manage and explore life roles and career
opportunities and challenges.

Background
Home/School/ L–6.3 The student will analyze influences on decision making; e.g., family, peers,
CONTENT:

Community values, cultural beliefs, quality of information gathered.

Connections
Student
Information

! Student Activity
Master

Sample
Learning Get ready
Activities • Brainstorm the influences that affect decisions like the following:
− choosing a junior high
− how you spend a Saturday afternoon
− what you wear the first day of school
− what you will do on your birthday.

Explore and apply

• Use Student activity master 38: Influences on decision making on page C.39 in
Appendix C to analyze the influences on a recent decision you made. Discuss them with a
partner.

Extend and commit

• Discuss what should not influence your decisions.
• Examine several recent political decisions made by the local, provincial or federal
government. Discuss influences that might have affected each of these decisions.

Sample
Assessment • Use Student activity master 38: Influences on decision making to analyze the influences
Activities on your recent decision to study, or not study, for a major unit test.

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /457
©Alberta Learning, Alberta, Canada 2002
 Life Learning
GRADE
The student will use resources effectively to

6 Teacher
Choices
manage and explore life roles and career
opportunities and challenges.

Background
Home/School/ L–6.4 The student will identify and develop strategies to overcome possible
CONTENT:

Community challenges related to goal fulfillment; e.g., self-monitoring strategies, backup

Connections
Student
plans.
Information
Student Activity
Master

Sample
Learning Get ready
Activities • Share a time when you had to rely on an alternate plan due to a change of
circumstance; for example, writing an assignment by hand because the computer
crashed the night before an assignment was due.

Explore and apply

• Generate a list of typical situations in which having alternative plans is essential.
• Do a think–pair–share on the advantages of having alternative plans.
• Discuss the importance of being flexible and having alternative plans when setting
goals or making decisions.
• For other activities that support this learning outcome, visit Physical Education Online
at www.learning.gov.ab.ca/physicaleducationonline/. Click on Teacher Resources, go
to General Outcome D and click on activities.

Extend and commit

• Share situations from favourite movies or novels in which characters use alternative
plans when something doesn’t work as expected.

Sample
Assessment • Describe a situation in which you used a backup plan. Explain how you handled this
Activities challenge. List other alternatives you might have considered.

458/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Life Learning
GRADE
The student will use resources effectively to

6 Teacher
Choices
manage and explore life roles and career
opportunities and challenges.

Background
The student will relate knowledge, skills and attitudes of a successful
CONTENT:

Home/School/ L–6.5
Community student to those of successful workers.
Connections
Student
Information
Student Activity
Master

Sample
Learning Get ready
Activities • Brainstorm skills that are transferable from home, school, extracurricular activities and
community activities to the workplace.

Explore and apply

• Design several pages for your personal portfolio that illustrate how skills you developed at
home and school are transferable to the workplace.
• Research a list of qualifications and skills for a career you are interested in.
• Discuss how these skills and attitudes are taught and encouraged in school.

Extend and commit

• Relate knowledge, skills and attitudes you need to be a good friend to those you need to be
successful in the workplace. How important are interpersonal skills in the workplace?
Discuss with adults in your family.

Sample
Assessment • List 10 skills you have as a student that will be transferable to a work situation.
Activities

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /459
©Alberta Learning, Alberta, Canada 2002
 Life Learning
GRADE
The student will use resources effectively to

6 Teacher
Choices
manage and explore life roles and career
opportunities and challenges.

Background
The student will analyze and apply effective age-appropriate strategies to
CONTENT:

Home/School/ L–6.6
Community manage change; e.g., predict, plan and prepare for transition to next school
Connections
Student
level.
Information
Student Activity
Master

Sample
Learning Get ready
Activities • Make a Venn diagram showing similarities and differences between elementary school
and junior high school.

Explore and apply

• Working in small groups, identify three ways junior high school will be different from
elementary school and outline the changes in behaviour you will have to make. Discuss
how you can begin preparing for the transition.
• Review registration packages from local junior high schools and outline which courses
you intend to take in each of the three years of junior high school. Discuss:
− what other information do you need before you choose
− how will these decisions affect the choices you have in senior high school?
Share your plan with other students and discuss the pros and cons of each course selection
plan.

Extend and commit

• Interview three current Grade 7 students to find out how they handled the transition from
elementary to junior high school. Are there things they would have done differently?
What was one thing about junior high school that surprised them? Did they have to make
changes in their work habits and study practices?

Sample
Assessment • Complete the following statements:
Activities − “Elementary school has been …”
− “What I will miss the most about my elementary school is …”
− “In junior high, I’m looking forward to …”
− “I’m a little worried about …”
− “To get ready for junior high, I …”

460/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada
 Life Learning
GRADE
The student will use resources effectively to

6 Teacher
Choices
manage and explore life roles and career
opportunities and challenges.

Background
The student will identify the volunteer accomplishments of the community,
CONTENT:

Home/School/ L–6.7
! Community
Connections
and communicate information and appreciation.
Student
Information L–6.8 The student will analyze and assess the impact of volunteerism in the
Student Activity school and community.
Master

Sample
Learning Get ready
Activities • In a think–pair–share, discuss a positive experience you had in a community activity that
was made possible by volunteerism.

Explore and apply

• Brainstorm a list of activities, services and materials in your school that are made possible
through volunteer efforts.
• Design a survey to gather information about the volunteer accomplishments of the
community. Organize and display findings. Use these results to discuss how
volunteerism affects your community.

Extend and commit

• In your journal, describe the efforts of at least one volunteer in your life. How did this
person affect your life? How has your experience with this volunteer affected how you
feel about your responsibility to do volunteer work in the future?

Sample
Assessment • Write a thank-you letter to a volunteer who has contributed to the quality of your life at
Activities school or in the community.

Connections Ideas for promoting volunteerism and service learning

Students can:
• observe how they help others through participation in volunteer activities
• volunteer in primary classrooms
• volunteer to do tasks, such as feeding pets and shovelling the walk, for trusted neighbours
while they are away or unable to do them on their own.

Parents can:
• model service by volunteering in the school, community or neighbourhood
• talk about good experiences in volunteer positions or tasks
• ask children about their class volunteer experience
• plan a volunteer task as a family, starting with helping out people in the family or
neighbourhood
• aid children in selection of items for donation
• reward children for volunteering to do tasks for each other within the family.

Health and Life Skills Guide to Implementation (K–9) Grade 6 Illustrative Examples /461
©Alberta Learning, Alberta, Canada 2002
 Life Learning
GRADE
The student will use resources effectively to

6 Choices
manage and explore life roles and career
opportunities and challenges.

Outcomes L–6.7 and L–6.8 (continued)

Community can:
• support organizations, such as Big Brothers or Big Sisters, that demonstrate benefits of
volunteering
• involve elementary classes in local charities, such as preparation of holiday hampers
through local service clubs.

462/ Grade 6 Illustrative Examples Health and Life Skills Guide to Implementation (K–9)
2002 ©Alberta Learning, Alberta, Canada