Arlington Public Schools' Guidelines for Unit Development ...
Health for LifePPZ3CUnit PlanI. BASIC INFORMATION Unit Title: Introduction to Health and WellnessUnit Theme: (if applicable)Determinants of HealthSubject Areas Addressed:Personal Determinants, Personal health practices, Physical, Social and Environmental DeterminantsExtensions:MathScienceTechnologyLanguage ArtsSocial StudiesFine ArtsFine Arts: Creating a collageTechnology: Accessing the internet and participating in a questionnaireLanguage Arts: Summary of Health TriangleGrade Level(s):11Time Frame:2 weeks (10 classes)Unit Summary: (Include broad overarching goals and specific topic goals.)Students will investigate the various factors that influence personal health. They will review their personal healthy living behaviors associated with the determinants of health. Students will develop healthy living goals that will encourage and promote healthy active living. Students will analyze the role of individual responsibility in enhancing personal health and the social factors that influence personal health.II.IDENTIFY DESIRED RESULTSExpectations to be Addressed: PPZ3C (2015 Curriculum Documents):A1.1 + A1.2 + A1.3A2.1 + 2.2A3.1Overarching Big Ideas/Enduring Understandings: Students will understand that…Making healthy life choices is important to maintaining a well-balanced, overall healthy well-being. Maintaining their physical, cognitive, emotional, spiritual and social well-being promotes a healthy lifestyle. Social and environmental determinants can have an impact (negative and positive) on their overall well-being.Conceptual Essential Questions:(Questions to guide the unit and focus the teaching and learning.)If someone asked if you were healthy...? How would you answer?What is health?What is wellness?What are physical, social, and environmental determinants?Does being unhealthy mean you are sick?Knowledge & Skills(What key knowledge and skills will students acquire as a result of this unit?)Students will know…- What their strengths and needs are in living an active healthy lifestyle.- Physical, Social and environmental factors that could have harmful effects on personal health and safety.Students will be able to…- Develop specific personal goals and strategies to improving their overall well-being.- Develop resiliency and a strong social support network that contribute to better personal health.Prior Knowledge and Skills Needed to Achieve Desired OutcomesGoal setting may help students develop and make healthy life choicesWriting skills Iii.Evidence of Expected Outcomes Culminating Performance TaskWhat evidence will show that students understand? Summarize the Performance Task(s) (include the task time frame)Assessment for learning:Exit slip: What does it mean to be healthy? Students will state what they have learned in the lesson on specific factors that determine their overall health and well-being.Self-assessment QuestionnaireThis will be done online for students to develop an understanding of where they need a “wellness tune-up”.Assessment as/of learning:Health Triangle Collage – Students develop a collage reflecting what their physical, social and spiritual health demands. (Rubric)This assignment will provide student’s an opportunity to self-assess their current social, physical and spiritual health through a collage using pictures, drawings or words.This collage may be completed using a computer program or on a sheet of paper. Student may also develop their collage using a computer. This may enhance students who enjoy using technology and may encourage participation and completion of the assignment.Using pictures to demonstrate and exemplify what makes their lives healthy will help motivate each individual to continue and make steps to improving the overall health and wellbeingPersonal Health Influences web or chart – Students will create a web or chart on the things that have an influence on their overall health. Performance Task RubricAttach the performance task rubric(s) or the criteria by which the students’ performances or products will be evaluated.Appendix 1 - Health Triangle RubricOther Assessment Evidence(Quizzes, Tests, Prompts, and/or Work Samples)Summarize what will be used, what it will assess and attach a copy3 Hobbies and the positive effects on your health assignmentThis assignment will assess the student’s application of their knowledge of how their hobbies they participate in impact their overall well-beingAssessment of learning:Introduction to Health and Wellness Written Test – Students will complete a unit test where they will to demonstrate their knowledge and understanding along with communication skills of knowledge obtained throughout the unitStudents who are not able to write the test will be tested orally Calculation of Marks (25% of final grade)Class Participation/Discussion/In-class assignments – 7.5%Health Triangle – 7.5%Unit Test – 10%IV.Lesson PlansWhat sequence of teaching and learning experiences will equip students to develop and demonstrate the desired understandings? Unit Hook/Preview Activity:Provide the question: What does it mean to be healthy?Have a class discussion on this question eliciting students’ prior knowledge on this topic or their personal interpretations on what it means to be healthy.Sequence of Learning ActivitiesList the learning activities in the sequence that they will be addressed. Attach the individual lesson plans and/or copies of activities you will use. If you cannot provide a copy cite the reference.*Success criteria are developed to help the teacher promote and direct student thinking. Success criteria should be developed with students*Lesson 1 (1 hour)Learning Goal: Describe the difference between health and wellness Summarize the requirements for wellness and components to healthSuccess Criteria:Define the terms health and wellnessDetermine what wellness consists ofDetermine what being healthy meansDetermine what it means to be health literate Teaching Strategies:Think, Pair, ShareHave students write down what they think it means to be healthy (2 min), than work with a partner to come up with a definition of being healthy (3 min) and then collaborate as a class. (5 min)Learning Activities:Students will read the article “Your Health and Wellness” (attached pdf) (10-15 min)As they read, they are to record and highlight the important information (Bold terms)*For students who struggle to read, allow additional time or read aloud with the classHave students list 3 of their favorite activities or hobbies. Students are to provide the positive effects these hobbies or activities provide in each health component. (Physical, social, mental, spiritual) (15 – 20 min) *Attached PDF*As a class, have students share their hobbies and activities and how they help to promote healthy active living. (5 – 10 min)Assessment for learning:Think, Pair, Share – helps determine student knowledge about the topicExit Slips: Describe the difference between health and wellness? Summarize the requirements for wellness and components of health. (5 – 10 min)These exit slips will help determine the rate at which students are learning and will help determine the pace of future lessonsLesson 2 (1 hour)Learning Goals:Analyze the health continuum and determine your state of health and wellbeing Develop SMART goals to improve and live with a high level of health socially, mentally, physically and spirituallySuccess CriteriaUse the reading and PowerPoint information to determine where you are on the health continuum Using the information from the PowerPoint, create ways to improve and live at a high level of healthAre your goals Specific, Measurable, Attainable, Reasonable, and TimelyDoes your plan lead you to achieving your goals (steps, small goals)Teaching StrategiesRecap from the reading and what students wrote on their exit slips (5 min)Your Health and Wellness PowerPoint (45 min) *Attached in Resources*Learning ActivitiesHave students assess themselves and where they think they are on the health continuum. Create three SMART goals and how they will achieve these goals to improve their overall health and improve their position on the continuum. (10 min)Assessment as Learning:Self-assessment using the health continuum and creating ways to better their health. Students are talking control of their learning and developing SMART goals to making healthy and safer choices to improving their overall wellbeing.Lesson 3 – Touching the Void Movie (2 hours)Students will watch the video and complete a worksheet about the factors that impact the characters physical, mental and spiritual health (Health Triangle)Lesson 4 (1 Hour)Learning Goals:Participate in a self-assessment questionnaire and connect your goals to the results of the questionnaire Use the results of the questionnaire to assess your strengths and needs to living an active healthy lifestyleSuccess Criteria:Participate in the self-assessment questionnaireCreate a list of your resultsConnect your goals and results to further develop a plan to living a healthy active lifestyleExamine the Hi5 website and its fun facts to determine ways to improve your healthLearning Activities:Use computers to access the website (1 hr)While on this website students will access the self-assessment questionnaire and answer the questions.Provide time for the students to examine the facts within the website and encourage students to participate in the quizzes that are available once they have completed the questionnaire.Teaching Strategies:Have students record/print their results from the questionnaireThey will be using the results to create and adjust their goals accordingly to improve their overall wellbeing.Assessment as learning:Self-assessment questionnaire will be used to help students pinpoint their strengths and needs to living a healthy active lifestyleStudents will be active in their learning as they develop their goals and finding out their needsLesson 5 (2 – 3 hours)Learning Goals:Describe the importance of taking responsibility for creating and applying health maintenance for individualsSuccess Criteria:Read and complete the Wellness/Health Triangle WorksheetDefine physical, social and mental healthDetermine examples and things that impact your life in each dimensionUse pictures from magazines, internet, from home, or drawingsUse words that reflect youUse color to reflect youDevelop a summary that describes the interrelationship between the three components of physical, social, and mental health in enhancing your personal healthTeaching Strategies/Learning ActivitiesProvide the students with the Promoting a Healthy Lifestyle articleHave them read it and highlight the important facts (bold words/phrases) (5-7 min)Using the PowerPoint Health Triangle students will complete the Wellness/Health Triangle Worksheet (30 – 35 min)Now that students have an understanding of the health triangle, handout the health triangle assignment, summary and rubric (See Appendix 1). The students are to develop and create a personal health triangle that reflects their everyday life Once they have created their triangle/collage, they will write a paragraph that will explain their collage in written form. What pictures did you include? Why did you include these pictures? How do these fit into your life? How do they represent that aspect of the health triangle? What are your strength and needs for each aspect of health?Assessment of Learning (Performance Task)Health Triangle Collage will be used to assess student learning. Students are to create a personal collage that reflects themselves and the factors that may contribute positively to helping them live a health life or habits that may hinder themselves from being healthy (Smoking or poor nutrition).A rubric is provided for students to follow and track their progressLesson 6 – Social support networksStudent will assess their own personal support networks (ie. Their parents, family, friends etc.)Students will use computers to research community support for improving their health physically (fitness, nutrition etc.), socially (military, girl guides, scouts etc.) and spiritually (yoga, Pilates, etc.)Lesson 7 (1.5 hours)Learning Goal:Determine how the environment and social factors influence your healthCreate a web or chart on the health influences in your lifeSuccess CriteriaRead the article Influences on Your Health Highlight the important information and words (Bold words/phrases)Create a chart using the health influences Heredity, Environment, Culture, Attitudes & Behavior, Media, and Technology as your categoriesFor each category, determine how they influence your healthTeaching StrategiesHandout the article Influences on Your Health *Available in resources*Students will read the article and highlight the important information. (5 – 10,mins)Using the information they have obtained, students will than determine how different type of factors influence their health and create a chart to organize the factors that play a role in their lives. (30-40 mins)As the students are creating their charts, put on the TED Talks video “The shocking truth about your health” Lisa Rankin (20 mins)This video will help students to determine the different types of influences we have on our health and is also review of how things affect our physical, social and spiritual healthLesson 8 – Unit ReviewLearning Goal:Summarize the determinants of heathSuccess Criteria:Review and complete the Health/Wellness Triangle worksheet without the use of your notesDefine the bold words in each of the readingsSummarize the health continuum and health triangleSummarize the social and environmental influences on your healthLearning ActivitiesThere will be 5 stations around the classroomEach student will have approximately 10 minutes at each station to complete the activityStudents will are encouraged to take home activities and complete in review for the testLesson 9 – Introduction to Health and Wellness Unit TestAssessment of LearningStudents will demonstrate their knowledge and understanding of becoming responsible in determining their own healthStudents who are unable to write test will be able to complete it using a computer or complete it orally. Modifications to the test will be made in accordance to student learning and understanding for those with IEPs Resources/References Needed: (related websites, reference materials, worksheets, etc.)Lesson 1Your Health and Wellness.pdf ..\..\PPZ3O\Health & Wellness\3 Hobbies Assignment.pubLesson 2..\..\PPZ3O\Health & Wellness\PPZ30 Intro to Unit 1_ Your Health & Wellness.pptx..\..\PPZ3O\Health & Wellness\YOUR HEALTH AND WELLNESS Notes.docxLesson 3Lesson 4 Health Triangle Summary.pdfWellness & Health Triangle Notes.pdf..\..\PPZ3O\Health & Wellness\Health Triangle\HealthTriangle.pptLesson 6..\..\PPZ3O\Health & Wellness\health influences web chart.PDF Lesson 7Wellness & Health Triangle Notes.pdf..\..\PPZ3O\Health & Wellness\Unit 1 Health Review.docxLesson 8Intro to Health TEST.docx Materials Needed:ClassroomSMARTboardComputer LabPowerPoint PresentationsReading articlesPPZ30 CriteriaLevel 4Level 3Level 2Level 1KNOWLEDGE OF HEALTH TRIANGLE Identified all dimensions of the health triangle. Work is organized well and each part is complete. Extra thought and work was done on the project.Identified most dimensions of the health triangle.Work is displayed well and neatly organized. All parts of the project are complete and in orderIdentified some dimensions of the health triangle. Work is unorganized missing key areas of information.Did not identify dimensions of the health triangle. No work RMATION – Written Summary Determinants of Health: ? describe the interrelationship of physical, social, and mental health in enhancing personal health.All work fully describes the interrelationship of physical, social, and mental health in enhancing personal health. Student demonstrated a high degree of effort and information in all areas.Most work describes the interrelationship of physical, social and mental health in enhancing personal health. Assignment information was completed correctly and expectations were met.Some work describes the interrelationship of physical, social and mental health in enhancing personal rmation is unorganized but is complete. Student did not meet expectations.Limited work describes the interrelationship of physical, social and mental health in enhancing personal rmation was missing in several areas. Student did not meet expectationsVISUAL CREATIVITYWork is very well displayed includes a variety of graphics and is easy to read. Presentation is visually appealing and grabs audience attention quickly.Work includes multiple graphics and pictures. Contrast in fonts and pictures capture audience attention.Work includes pictures and graphics. Information lacks creativity and is hard to read for audience.Student did not make an effort to create a visually appealing presentation.OVERALL PROJECTDeterminants of Health:? analyse the role of individual responsibility in enhancing personal health.Student information expanded on classroom material and shows extra effort. Work contains accurate information for each side of the Health Triangle. Work is missing key parts of information addressing sides of the Health Triangle. Work is incomplete and student did not follow instructions. ................
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