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Unit:
Personal Health
Incorporating the
Alberta Information
and Communication
Technology Curriculum
3.2 Understand the nature of various media and how they are
consciously used
to influence an audience
3.3 - identify specific techniques used by the media to elicit
particular responses from an audience
Processes for Productivity
P6 Students will use communication technology to interact with
others
3.1 communicate with a targeted audience, within a controlled
environment, by using such communication technologies as
email and web browsers
3.2 demonstrate proficiency in accessing local area network,
wide area network and Internet services, including uploading and
downloading text, image, audio and video files
Resources:
1. Alberta Nutrition Guidelines for Children and Youth: A
Childcare, School and Recreation/Community Centre Resource
Manual
This manual provides facilities and organizations, including schools,
with the tools they need to provide healthy food choices for children
and youth. It translates nutritional science into practical food choice
guidance and complements Eating Well with Canadas Food Guide
http://www.healthyalberta.com/NutritionGuidelines-Sept2012.pdf
2. GirlPower Campaign
This website provides users with the opportunity to see all the changes
that have been made to this one photo through retouching. It will gives
students the chance to evaluate the impact media messages have on
body images and lifestyle choices.
http://museum.fb.se/girlpower/section1/index.html
3. Media Literacy Project
This website provides deconstructions of media messages, getting
consumers to think about what isnt told in media messages, and how
these messages promote certain ideas.
http://medialiteracyproject.org/deconstructions
4. Tools for Teachers
This website gives ideas for how to teach this unit.
http://www.learnalberta.ca/content/t4tes/courses/junior/health7/module
s.html
5. Teen Health and Wellness (Nutrition, Fitness, and Appearance)
This website is directed towards teenagers, and contains
articles/information that address many aspects of teenagers lives.
http://www.teenhealthandwellness.com/subject/12
6. Smoking Out the Truth: Teens and Tobacco (Video)
A video about cigarette content, effects of smoking on the body and
the wallet, reasons why teens smoke, nicotine and addiction, alternate
forms of tobacco use, how to quit and reasons to quit. The role of the
media is also discussed.
http://www.learnalberta.ca/content/aeve/movieLauncher.html?
movie=smil/smoking_out.mov
7. Brainstorming Website
This website will allow students to create a mind map online.
https://bubbl.us/
8. Class Blog Website
I will have a blog set up specifically for this class, where students will
post to when required.
9. Poll Everywhere
Poll everywhere will be used to create a word cloud from the input of
students.
http://www.polleverywhere.com/
Lesson Plans:
______________________________________________________________________________
SLOs:
W-7.1 Students will compare personal health choices to standards
for health; e.g., physical activity, nutrition, relaxation, sleep, reflection
C5.3.1 Access, retrieve and share information from electronic
sources, such as common files
C5.3.2 Use networks to brainstorm, plan and share ideas with group
members
P6.3.2 Demonstrate proficiency in accessing local area network,
wide area network and Internet services, including uploading and
downloading text, image, audio and video files
Instructional Objectives:
Students will:
1. Describe the different aspects of health (physical, emotional,
intellectual).
2. Identify standards for health.
3. Identify their personal health choices.
4. Compare their health choices and standards for health.
Key Questions:
1. What are the different aspects of health?
2. What are standards for health?
3. What are my personal health choices?
4. Do my personal health choices meet standards for health?
Materials:
bubbl.us website
Laptops
Assignment #1
Adaptations:
If students would prefer to create a mind map with a different software tool,
or draw it out and upload it to the class blog, this is also acceptable.
Lesson Procedure:
Introduction:
1. Say to students: Today, we are going to begin our unit on how
personal choices relate to overall wellness. Health choices affect
you in the following three ways: 1) Physically, 2) Emotionally, and 3)
Intellectually.
2. Ask: Can anybody tell me what physical health is? After some
suggestions, tell students that physical health is your bodys ability
to handle your daily activities. It allows you to do things without
getting tired or ill.
3. Ask: Can anybody tell me what emotional health is? After some
suggestions, tell students that emotional health is your ability to
deal with your feelings and how you react to others in different
situations.
4. Ask: Can anybody tell me what intellectual health is? After some
suggestions, tell students that intellectual health is your ability to
think about what happens to you on a daily basis. It involves how
you learn. It also involves how you solve problems and make
decisions. It includes your reflection on what you have learned from
your previous actions and choices.
Development:
5. Put students into pairs, and have each pair grab a laptop. Hand out
assignment #1 to each student.
6. Tell students that they will be making a brainstorming web/mind
map to get them thinking about the different aspects of their health
(physical, emotional, and intellectual), and then answering some
questions about healthy lifestyles.
7. Have students go to https://bubbl.us/ and create a mind map that
includes the three types of health. For each type of health, students
are to brainstorm at least three ways in which they can
improve/maintain this type of health, and three ways that damage
may be done to this type of health. For example, being on a soccer
team could improve your physical health, while eating excessive
amounts of junk food could damage your physical health.
8. When students are done this activity, have them post their mind
maps on the class website.
9. Using a laptop, continuing to work in pairs, have students answer
the questions on their assignment #1 sheets.
Closure:
10. Tell students that we will continue talking about health standards
and health choices next class, where we will compare the two.
Assessment:
Formative:
1. In-class questions: This will give me an idea of what students already
know about health.
2. Blog Post #1 - Mind maps: These mind maps will let me know if I need
to spend some direct instruction on ways to improve health/ways that
health may be damaged, or if students already have a fairly good
grasp on this.
3. Assignment #1: This will give students an idea of their own health by
comparing it to health standards. It will also allow me to see if they can
begin making comparisons about their health with standards of health.
___________________________________________________________________________
Grade: 7
Time: 60
GLOs:
Wellness Choices Students will make responsible and informed
choices to maintain health and to promote safety for self and others
C1 Students will access, use and communicate information from a
variety of technologies.
C5 Students will use technology to aid collaboration during inquiry
P6 Students will use communication technology to interact with
others.
SLOs:
W-7.1 Students will compare personal health choices to standards
for health; e.g., physical activity, nutrition, relaxation, sleep, reflection
W-7.5 Students will relate the factors that influence individual food
choices to nutritional needs of adolescents; e.g., finances, media, peer
pressure, hunger, body image, activity
C1.3.4 Access and retrieve information through the electronic
network
C5.3.1 Access, retrieve and share information from electronic
sources, such as common files
P6.3.1 Communicate with a targeted audience, within a controlled
environment, by using such communication technologies as email and
web browsers
P6.3.2 Demonstrate proficiency in accessing local area network,
wide area network and Internet services, including uploading and
downloading text, image, audio and video files
Instructional Objectives:
Students will:
1. Identify standards for health.
2. Identify their personal health choices.
3. Evaluate their health choices in relation to standards for health.
Key Questions:
1. What are standards for health?
2. What are my personal health choices?
3. Do my personal health choices meet standards for health?
Materials:
Access to polleverywhere.com
Access to Canadas Food Guide http://www.hc-sc.gc.ca/fn-an/food-guidealiment/index-eng.php
Laptops
Lesson 2 PowerPoint
Adaptations:
Students who do not have a personal device to use for the polls can partner
up with a friend that can send in their answer for them.
Lesson Procedure:
Introduction:
1. Ask students to take out their assignment #1 sheets with their answers
on it. Ask a few students for input on questions f, g, and h.
2. Review with students how they can find reliable information on the
internet. Remind them of things to look for such as names of authors,
dates of publication/research, if any sources are cited on the
website, .edu or .gov domains because these are reserved for
educational institutions, and the government, respectively, and good
spelling and grammar.
3. Create a concept web on the board. Ask students where we can find
reliable information about health both with and without technology.
Suggestions may include brochures at schools and health clinics, gyms,
recreation centres, and Canadas Food Guide.
Development:
4. Go over the answers to assignment #1 as a class.
5. Tell students that we will be narrowing our focus on food/nutrition
choices for the rest of the class.
6. Open up Lesson 2 PowerPoint, and polleverywhere.com. Beginning with
polleverywhere.com, have students use their personal devices to send
in their answers to the question: What is a food you eat often? Once all
the responses are in, create a word cloud with the answers.
7. Create another poll on Poll Everywhere, except this time, have students
answer: What is a food you rarely/never eat? Once all the responses
are in, create a word cloud with the answers.
8. Begin a discussion based around students answers. Ask students what
contributes to their eating habits. Why are there some things they eat
often, and some things that they dont? Be sure to talk about hunger,
personal likes and dislikes, level of physical activity, family traditions,
what friends eat, concerns with body image, and advertising and
media.
9. Read the following scenarios to the class. After each scenario, have
students discuss in small groups what decisions they think the teens in
each scenario made, as well as what factors they think may have
Grade: 7
Time: 60
Grade: 7
Time: 60
GLOs:
Wellness Choices Students will make responsible and informed
choices to maintain health and to promote safety for self and others
C1 Students will access, use and communicate information from a
variety of technologies
C3 Students will critically assess information accessed through the
use of a variety of technologies
F4 Students will become discerning consumers of mass media and
electronic information
SLOs:
W-7.2 Students will examine personal grooming/cleanliness, and
evaluate the impact of grooming/cosmetic advertisements on personal
grooming habits/choices
W-7.4 Students will analyze the messages and approaches used by
the media to promote certain body images and lifestyle choices
C1.3.1 plan and conduct a search, using a wide variety of electronic
sources
Grade: 7
Time: 60
GLOs:
Wellness Choices Students will make responsible and informed
choices to maintain health and to promote safety for self and others
F4 Students will become discerning consumers of mass media and
electronic information
P6 Students will use communication technology to interact with
others
SLOs:
W-7.2 Students will examine personal grooming/cleanliness, and
evaluate the impact of grooming/cosmetic advertisements on personal
grooming habits/choices
W-7.4 Students will analyze the messages and approaches used by
the media to promote certain body images and lifestyle choices
F4.3.1 identify aspects of style in a presentation
F4.3.2 understand the nature of various media and how they are
consciously used to influence an audience
F4.3.3 identify specific techniques used by the media to elicit
particular responses from an audience
P6.3.1 Communicate with a targeted audience, within a controlled
environment, by using such communication technologies as email and
web browsers
P6.3.2 Demonstrate proficiency in accessing local area network,
wide area network and Internet services, including uploading and
downloading text, image, audio and video files
Instructional Objectives:
Students will:
1. Describe how the media creates messages that promote certain body
images.
2. Describe how the media creates messages that promote certain
lifestyle choices.
Key Questions:
1. How does the media influence my grooming/habits of cleanliness?
2. How does the media influence my lifestyle choices?
Materials:
Lesson 5 PowerPoint
Assignment #5
Access to http://medialiteracyproject.org/deconstructions
Adaptations:
If students have an ad in mind that they would like to analyze instead of one
of the ones on the website provided, they can do this as well. The website
provided is encouraged though because it provides an explanation to help
students grasp how the media influences their decisions. For students that
dont need this extra support, choosing any ad they know about is fine.
Lesson Procedure:
Introduction:
1. Body image, or the picture you have of your physical self, affects all
aspects of your personal health and wellness: physical, intellectual,
and emotional. It also affects the choices you make about your
activities and habits. Today, we are going to look at how body image
affects your health and lifestyle choices, and how personal health
and lifestyle choices are promoted by the media.
2. Talk about what a healthy body image is:
a. Helps you to resist pressure to strive for the perfect body
b. Feel confident
c. Find meaningful ways to feel good about yourself
d. Take care of yourself
e. Recognize your strengths and weaknesses
Development:
3. (Class discussion). Ask students if they feel pressured to look a
certain way/what these pressures are. Talk about how in Western
society, the female ideal is to be thin, and for males, it is to be lean
and muscular.
4. Remind the class of the advertising techniques we talked about last
class. Tell students that these techniques, along with others, are
used to make people feel like their bodies are not good enough as
they are, and this helps advertisers sell products and services.
Grade: 7
Time: 60
GLOs:
Wellness Choices Students will make responsible and informed
choices to maintain health and to promote safety for self and others
P6 Students will use communication technology to interact with
others
SLOs:
W-7.6 Students will analyze social factors that may influence
avoidance and/or use of particular substances
P6.3.1 Communicate with a targeted audience, within a controlled
environment, by using such communication technologies as email and
web browsers
P6.3.2 Demonstrate proficiency in accessing local area network,
wide area network and Internet services, including uploading and
downloading text, image, audio and video files
Instructional Objectives:
Students will:
Grade: 7
Time: 60
GLOs:
Wellness Choices Students will make responsible and informed
choices to maintain health and to promote safety for self and others
C1 Students will access, use and communicate information from a
variety of technologies
C3 Students will critically assess information accessed through the
use of a variety of technologies
P6 Students will use communication technology to interact with
others
SLOs:
W-7.1 Students will compare personal health choices to standards
for health; e.g., physical activity, nutrition, relaxation, sleep, reflection
W-7.4 Students will analyze the messages and approaches used by
the media to promote certain body images and lifestyle choices
W-7.6 Students will analyze social factors that may influence
avoidance and/or use of particular substances
C1.3.4 Access and retrieve information through the electronic
network
C1.3.5 Analyze and synthesize information to create a product
C1.3.6 communicate in a persuasive and engaging manner, through
appropriate
forms, such as speeches, letters, reports and multimedia
presentations, applying information technologies for content,
audience and purpose
C3.3.2 evaluate the relevance of electronically accessed information
to a particular
topic
Adaptations:
Students may choose to do this project with any type of software, so that
they can do their best through the use of a technology they are familiar and
comfortable with
Lesson Procedure:
Introduction:
1. Hand out final project rubric/detailed assignment to students.
Development:
2. Give students the full class to work on the assignment.
Closure:
3. Tell students the assignment will be due next week.
Assessment:
Formative:
1. Discussion with students/observation
Summative:
1. Final Project
Assessments:
Learner Outcomes
Assessment/Type
Observation/Discussion
Weig
ht
W7.
1
x
W7.2
W7.4
W7.5
W7.6
Formative
Blog #1
Formative
Assignment #1
Formative
Scenarios
Formative
Blog #2
Summative
Assignment #3
Formative
Blog #3
Summative
Ads/Presentations
Formative
Blog #4
Summative
Blog #5
Summative
Skit
Formative
Final Project
Summative
Learner Outcomes
Assessment/Typ
e
Observation/Discu
ssion
Formative
Blog #1
Formative
Assignment #1
Formative
Scenarios
Formative
Blog #2
Summative
Assignment #3
Formative
Blog #3
Summative
Ads/Presentations
Formative
Blog #4
Summative
Blog #5
Summative
X
X
10%
X
X
10%
X
x
10%
10%
x
x
60%
Weigh
t
C1.3
.1
C1.3
.4
C1.3
.5
C1.3
.6
10
%
C3.3
.2
C5.3
.1
C5.3
.2
F4.3.
1
F4.3.
2
F4.3.
3
P6.3.
1
P6.
3.2
10
%
x
10
%
10
x
x
%
Skit
Formative
Final Project
Summative
x
60
%