Module 1: Nutrition

PPL1O: Healthy Active Living Education, Grade 9

C2.1 apply their knowledge of basic nutrition principles and healthy eating practices (e.g., relating food intake to activity level, ensuring their diet includes foods from all food groups in Canada’s Food Guide, using healthy preparation methods) to develop a healthy eating plan [PS, CT]

PPL4O: Healthy Active Living Education, Grade 12

C2.1 Making healthy eating decisions in different contexts [PS, CT ]

SNC4M: Science, Grade 12

D2.6 plan and conduct an inquiry to determine the nutrient or energy content in selected food samples (e.g., hamburger, bread) [IP, PR, AI]

D3.3 describe requirements for a balanced diet based on the biochemical and energy needs of the average body, and explain how these requirements might vary among people with different lifestyles (e.g., young children, the elderly, a person with diabetes, an athlete)

PSK4U: Introductory Kinesiology, Grade 12

B2.3 describe the role of nutrition in supporting physical activity (e.g., healthy nutrition maintains the nutrient balance needed to meet daily activity requirements; macronutrients provide energy and build muscle; micronutrients and hydration help the body function effectively), and assess the nutritional needs of individuals or specific groups within the population in relation to their activity levels

Module 2: Anatomy

SNC4M: Science, Grade 12

B3.2 describe the normal range for various physiological and biochemical indicators (e.g., heart rate, lung capacity, blood pressure, blood sugar)

PSK4U: Introductory Kinesiology, Grade 12

B1.7 describe the acute and chronic effects of physical activity on the human body (e.g., acute: increased endorphin levels, increased heart rate and breathing frequency, increased stroke volume and cardiac output; chronic: muscular hypertrophy, increased cardiorespiratory endurance, increased muscle strength)

Module 3: Sexual Health

PPL1O: Healthy Active Living Education, Grade 9

C2.3 apply their knowledge of sexual health and safety, including a strong understanding of the concept of consent and sexual limits, and their decision-making skills to think in advance about their sexual health and sexuality [PS, CT]

C3.3 describe skills and strategies (e.g., communication, social, refusal, adaptive, and coping skills, conflict resolution strategies) that can be used to prevent or respond to situations of verbal, physical, and social bullying and sexual harassment (e.g., gender-based violence, dating violence, domestic violence, homophobic comments, racial teasing or conflict, weight-based teasing, ostracising behaviour, coercive behaviour, inappropriate sexual behaviour) [PS, IS, CT]

PPL2O: Healthy Active Living Education, Grade 10

C2.5 describe factors that influence sexual decision making (e.g., personal values, having limits and being able to communicate them, being aware of and respecting the limits set by others, peer and family expectations, having physical and emotional desires, media messages, myths and norms related to sexual activity or safer sex practices, participation in activities such as substance use that impair judgement), and demonstrate an understanding of how to use decision-making and communication skills effectively to support choices related to responsible and healthy sexuality [PS, IS, CT]

PPL3O: Healthy Active Living Education, Grade 11

C3.4 describe how to use personal and interpersonal skills to deal with personally stressful situations or to help others deal with stressful situations (e.g., mental and physical illness, death of a family member, abusive relationships, understanding and accepting sexual orientation, separation/divorce, suicide, unemployment/underemployment, substance abuse) [PS, IS]

PPL4O: Healthy Active Living Education, Grade 12

C3.4 analyse the portrayal of different relationships in the media (e.g., movies, song lyrics, television, print media, Internet) with respect to bias and stereotyping, and describe how individuals can take action to encourage more realistic and inclusive messaging [CT]