The goal of this learning situation, Health Savvy 1, is to encourage learners to question some of widely held beliefs and claims made about the health benefits or risks of different products and practices. It is also meant to raise their critical awareness by helping them to become more informed and to distinguish between health claims based on scientific evidence and those that are unsubstantiated. Note 1: This learning situation is linked thematically to another learning situation in the same course, entitled The Savvy Consumer and the Health Industry. They both aim to help learners make competent, informed choices in matters related to their health. Note 2: It is assumed that learners are already familiar with some basic principles of health and fitness (such as those provided in Canada’s Food Guide and Canada’s Physical Activity Guide), which were introduced in the pre-secondary courses Taking Charge and Lifestyle Options.


The learning situation consists of three consecutive activities: • The first activity aims to engage learners’ interest and motivation by having them respond to a questionnaire designed to elicit their awareness of their own practices with regard to their health and overall fitness. • In the second activity, learners take a quiz designed to elicit their existing knowledge and opinions with regard to some of the commonly held beliefs underlying their practices. The purpose of the quiz is not to “test” their knowledge, but rather to raise their awareness of the distinction between fact and myth and encourage an attitude of healthy scepticism. • In the third activity, learners conduct an Internet search to find out the relative merits and scientific validity of the widespread and often conflicting health claims that confront them in their everyday lives.


This learning situation targets learners who are at the beginning of the Secondary Cycle One level of their language development. Learners investigate a variety of commonly accepted claims about the health benefits or risks of certain products and practices, with a view to distinguishing those that are based on scientific evidence from those that are unsubstantiated. Their findings will carry benefits for themselves, for members of their family, as well as for friends.


CA3 - Reading informative and expressive texts related to current issues in the media
EK1 - Types of discourse (informative, expressive)
EK2 - Discourse cues and features
EK3 - Speaking, listening, reading, and writing, strategies, techniques and procedures
EK5 - Language functions
EK6 - Sociolinguistic features
OC2 - Thinks logically
OC3 - Exercises critical and ethical judgment


Entre 3 h et 9 h / Travail individuel / Travail d'équipe


S'informer / Communiquer


Moins de 20 ans / Immigrantes / Handicapées