Title of Unit: How do I see myself and others? Grade Level: Five

Entry Subject: Health Integrated Subject(s) ELA & Arts. Ed.

Time Frame: Three Weeks

Developed By: Morgan Peters School: St. Dominic Savio Elementary

STAGE #1: IDENTIFY DESIRED LEARNING RESULTS (Begin with the End in Mind) What will students know, understand and be able to do?

1. OUTCOMES, Broad Areas of Learning and Cross Curricular Competencies (CCCs) Become familiar with goals & outcomes for grade/subject, including Treaty Outcomes Review the Broad Areas of Learning and Cross Curricular Competencies ***Choose specific outcomes AFTER you identify the CONCEPT/BIG IDEA

2. CONCEPT (BIG IDEA) Draw on a separate document, include with unit Identify the main concept or topic you are thinking of for your unit Draw a concept map to brainstorm ideas, to make connections, create a visual to guide unit Place information on concept map; core concept to major points to significant details

3. QUESTION(S) FOR DEEPER UNDERSTANDING (ESSENTIAL QUESTIONS) Design 1 or 2 essential question(s) [Open-ended, thought-provoking, calls for higher order thinking skills, sparks

inquiry, raises additional questions, requires support & justification and not just an answer, timeless] Ex. Why do people move? How do you feed a growing world?

Essential Question(s):

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FRAMEWORK FOR BACKWARDS DESIGN UNIT PLANNING Adapted from: Wiggins, Grant and J. McTighe. (2005). Understanding by Design, Association for Supervision and

Curriculum Development.

Broad Areas of Learning:Engaged citizensLifelong learnersSense of self, community and place

Cross-Curricular Competences: ThinkingIdentity and interdependence LiteracySocial responsibility Thinking

STAGE #2: DETERMINE EVIDENCE OF LEARNING (Assessment & Evaluation)How will students & teachers know if the learning outcome has been achieved?

Outcomes (Students need to know)What a student is expected to know, understand and be able to do.

Indicators (Students are able to do) Ways that students demonstrate their learning of an outcome; think ‘verb’; tells the story of outcome.

Subject 1: _______Health_______________

USC5.4Analyze the connections between personal identity and personal well-being, and establish strategies to develop and support a positive self-image.

USC5.4 Investigate knowledge and information about self-image. Describe the qualities that are important in a person,

regardless of their gender, culture, appearance, sexual orientation, abilities, and/or language.

Define stereotyping (i.e., a set of characteristics or a fixed idea considered to represent a particular kind of person), prejudice (i.e., preconceived negative or hostile views toward a person or group of persons based on ignorance and stereotyping), and discrimination (i.e., unfair treatment of a person or group on the basis of prejudice).

Ask questions and seek answers for deeper understanding:

- How does prejudice develop?- Why do some people have realistic self-images while

other people have distorted self-images?- Why are some stereotypes more common than others?

Reflect on self-image as "the way you see yourself as a result of what you believe about your appearance, abilities, and character".

Discuss the influence of self and others (e.g., family expectations, family values and beliefs, culture, religion) on one's self-image.

Explore and describe what one can think, say, and do to develop and/or support a positive self-image in both self and others (e.g., recognize and refrain from derogatory comments related to any aspect of one's self-image, challenge stereotypes, bias, and discrimination that are based on appearance and/or self-image).

Identify and practice strategies for expressing feelings associated with the physical and emotional changes of puberty (e.g., family meeting, writing in a journal)

Identify misunderstandings and/or misconceptions related to messages in the media that may misinform the public about identities (e.g., portrayal of violence, ethnic, gender, and racial bias).

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Outcomes (Students need to know)What a student is expected to know, understand and be able to do.

Indicators (Students are able to do) Ways that students demonstrate their learning of an outcome; think ‘verb’; tells the story of outcome.

Subject 2: __________ELA_______________

CR5.3 Listen purposefully to a range of texts from a variety of cultural traditions (including oral traditions shared by First Nations and Métis Elders and Knowledge Keepers) to understand ideas and instructions, to evaluate the message heard and the required follow-up action, and to draw conclusions about speaker's verbal and non-verbal message(s), purpose, point of view, and techniques used in presentation.

CR5.4 Read and demonstrate comprehension of a range of contemporary and classical grade-appropriate fiction, script, poetry, and non-fiction (including magazines, reports, instructions, and procedures) from various cultures including First Nations, Métis, and Inuit and countries (including Canada).

CC5.1Compose and create a range of visual, multimedia, oral, and written texts that explore

identity (e.g., What Should I Do) community (e.g., This is Our Planet) social responsibility (e.g. Teamwork) and express

personal thoughts shaped through inquiry.

CC5.2

Demonstrate a variety of ways to communicate understanding and response including illustrated reports, dramatizations, posters, timelines, multimedia presentations, and summary charts.

CR5.3 Select and flexibly use appropriate strategies (before,

during, and after) to construct meaning when listening.

CR5.4 Understand and apply relevant pragmatic, textual,

syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions of communication to construct and confirm meaning when reading.

Understand how text features (e.g., format, graphics, sequence, diagrams, illustrations, charts, maps) make information and ideas accessible and usable.

Create spoken, written, and other representations that include:

a clear and specific message a logical and coherent organization of ideas a competent use of language and conventions.

CC5.2 Consider which form (e.g., drama, drawings, dance,

diagrams, music, three-dimensional objects, posters, cartoons, maps, graphs, photographs, pictures, charts, and videos) is most appropriate for various tasks and identified purposes.

Select and flexibly use appropriate strategies (before, during, and after) to communicate meaning when using other forms of representing.

Identify the values underlying visual messages and recognize persuasive techniques in oral presentations and various media (e.g., promises, dares, flattery, comparisons.)

Analyze visual texts (including First Nations and Metis art and other texts) as sources for information, entertainment, persuasion, interpretation of events and transmission of culture.

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Respectfully taken from: http://bit.ly/treatyoutcomes

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Outcomes (Students need to know)What a student is expected to know, understand and be able to do.

Indicators (Students are able to do) Ways that students demonstrate their learning of an outcome; think ‘verb’; tells the story of outcome.

Subject 3: __________Arts. Ed._________

CP5.3 (Jan 7th-March 1st)Demonstrate how various roles, strategies, and elements (e.g., tension, contrast, symbols) function within a drama.

CP5.7 (Sept 4th- Oct 26th) Create visual art works that express ideas about, and draw inspiration from, pop culture.

CP5.8 (March 4th-May 10th) Create art works using a variety of visual art concepts (e.g., positive space), forms (e.g., graphic design, photography), and media (e.g., mixed media, paint).

CP5.3 Respond to others in role in ways that aid the progress of

the drama.

CP5.7 Pose questions about pop culture and investigate the

questions individually or collectively through visual art (e.g., What and who are some Canadian pop culture icons and symbols?).

Expand skills and abilities and demonstrate self-awareness in decision-making about art making methods and materials.

Expand on visual art ideas in their visual journals, learning logs, or sketchbooks.

Describe meaning of own art work. Collaborate with other students to decide how to

document the inquiry process and share resulting products.

describe how ideas can come from such sources as memory, research, observation, feelings, or imagination.

CP5.8 Explore colour relationships in the environment and in pop

art styles. Identify how space can be positive or negative in art works

and assess the use of these concepts in own work.

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Health

I can…understand how I see myself and why

I can… I understand what makes others see themselves as ‘less then’.

I can… Define stereotype.

I can… Define prejudice.

I can… Define discrimination.

I can… Understand that the way I view myself (popular, pretty, poor, ugly) influences the way that I see myself.

I can… understand how others can influence my self-image.

I can… understand how I influence my self-image.

I can…understand why people might view themselves differently (less positively) because of a disease or mental illness.

I can… Create a five day action plan and carry it through.

How do I see myself? (pretty, ugly fat, skinny, etc.)

What makes me feel this way? (the way that I see myself in the mirror? The way that others see myself?)

Why do others see themselves as “not enough”?

What is a stereotype?

What is a prejudice?

What is discrimination?

If I see myself as ugly, how might this effect my life?

If someone calls me ugly, how does this make me feel?

How does the way that others influence me impact my life?

- Expectation etc.

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Key Understandings: ‘I Can’ statementsWrite the key learnings into student-friendly language that begin with ‘I can…’. The students should know what these are at the beginning of the lesson.

Questions for deeper understandingWhat provocative questions will foster inquiry into the content? (open ended questions that stimulate thought and inquiry linked to the content of the enduring understanding)

ELAI can… use appropriate strategies to understand what I am reading

I can… how text format/ images and more can impact the meaning of what I am reading.

I can… create speak, and write in a way that convey a clear and specific message.

I can… understand which form (drama, drawings dance, diagram, music, three-dimensional object, posters, cartoons, maps, graphs, pictures charts or videos) are most appropriate for specific purposes in reading.

I can… understand which form (drama, drawings dance, diagram, music, three-dimensional object, posters, cartoons, maps, graphs, pictures charts or videos) are most appropriate for specific purposes in writing.

I can… use appropriate strategies to help me organize myself and help me understand what I am writing.

What strategies can I use to help me when I am reading? (reading ahead, rereading, making previous connections, etc.)

What does it mean if a writer inserts pictures or changes fonts (bold, italics etc.)?

I can I read [to others] to convey a message?

How can I write a paragraph/story in a way that easily conveys a message?

Can I include pictures, diagrams charts etc. to help support my story?

How can I organize my writing from start to finish?

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Key Understandings: ‘I Can’ statementsWrite the key learnings into student-friendly language that begin with ‘I can…’. The students should know what these are at the beginning of the lesson.

Questions for deeper understandingWhat provocative questions will foster inquiry into the content? (open ended questions that stimulate thought and inquiry linked to the content of the enduring understanding)

Arts Ed. I can… convey a message through drama

I can… play a variety of roles in drama

I can… I can keep character in drama

I can… build off of my peers in the drama

I can… use language that is appropriate to the drama.

I can… focus on my own [group] work.

I can… work well with others.

I can… think critically about pop culture

I can… expand my thinking (get creative with my art and materials)

I can… explain/expand on my visual art in my journal.

I can… explain the meaning behind my own art

I can… use different colours to explain mood/meaning

How can I convey a message through drama?

What types of roles is there in drama?

How do I see pop culture?

How can I create art that is ‘different’?

How do I convey the message that is intended to go along with my art?

How can I use colour effectively in my art?

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Key Understandings: ‘I Can’ statementsWrite the key learnings into student-friendly language that begin with ‘I can…’. The students should know what these are at the beginning of the lesson.

Questions for deeper understandingWhat provocative questions will foster inquiry into the content? (open ended questions that stimulate thought and inquiry linked to the content of the enduring understanding)

STAGE 3: PLAN LEARNING EXPERIENCES & INSTRUCTION What are the learning experiences for all students to achieve outcomes?

Learning Tasks & ExperiencesWhere are your students headed? Where have they been?

How will you make sure the students know where they are going?Teacher Resources What teacher resources will you need to support your knowledge in this unit?

1. I will have my co-op teacher for guidance.2. I will have my teaching partner to ‘bounce ideas off

of.’3. I will have my academic advisor.

Websites I might choose to use1. (super teacher worksheets)

https://www.superteacherworksheets.com/2. (Curriculum Corner)

https://curriculum.nesd.ca/Pages/default.aspx3. (Saskatchewan Curriculum)

https://www.curriculum.gov.sk.ca/webapps/moe-curriculum-BBLEARN/index.jsp

4. (Teachers Pay Teachers) https://www.teacherspayteachers.com/

5. (Ted Ed) https://ed.ted.com/6. (Ed Shelf) https://edshelf.com/7. (YouTube) https://www.youtube.com/8. (Treaty outcomes and indicators)

https://www.edonline.sk.ca/bbcswebdav/pid-316141-dt-content-rid-799937_1/library/materials/english/docs/Treaty%20Education%20Outcomes%20%26%20Indicators%20-%20Feb%2021%202013.pdf

9. (Wanderlust [self care website]) https://wanderlust.com/journal/simple-ways-practice-self-care/

10. (your tango) https://www.yourtango.com/2012151563/bad-body-image-15-ways-improve-your-self-esteem-expert

11. (Huffpost) https://www.huffingtonpost.ca/marci-warhaftnadler/healthy-body-image-kids_b_3460297.html

12. (Positive Psychology Program) https://positivepsychologyprogram.com/positive-body-image/

13. (Purdue University) https://www.extension.purdue.edu/extmedia/cfs/cfs-736-w.pdf

14.15.

Student Resources

Instructional Strategies & Adaptations (Adaptive Dimension, Differentiated Learning)

A. Resources: The “WHAT”

Students will be learning about the importance of positive body image and how it can affect their lives.

Students will also learn about how body image can affect those around them and how they can help improve others body image

B. Instruction: The “HOW”

Students will be exploring where they see body image portrayed around them (through friends, media, etc.).

Students will encourage others and see there benefits it has on them and others

Students will learn positive thinking and positive actions.

C. Assessment: The “Show What You Know”

Students will show their learned knowledge through journaling and hands on activities such as media posters done in class.

D. Learning Environment: The “WHERE”

Students will be learning in a question rich environment where questions are always welcome. A question box will be integrated into the classroom to allow student to ask questions they do not want to ask out loud.

Students will be learning in a creative and fun environment to make learning enjoyable.

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What student resources will you use in the learning experiences to meet the outcomes?

1. (body image tool kit) http://westernhealth.nl.ca/uploads/Addictions%20Prevention%20and%20Mental%20Health%20Promotion/Body%20Image%20Tool%20Kit%202012.pdf

2. (Saskatchewan Curriculum) https://www.curriculum.gov.sk.ca/webapps/moe-curriculum-BBLEARN/index.jsp

3. (YouTube) https://www.youtube.com/

Community ResourcesWhat community resources will you engage (guest speakers, elders, field trips)

What displays, artifacts and bulletin boards will you include in the unit?

Posters will be created in classSTAGE 4: Assess and Reflect Is there alignment between outcomes, assessment and learning experiences? Have I included formative and summative assessments reflective of student needs and interests based on curricular outcomes? Have I planned a variety of instructional strategies? Am I planning for differentiation to meet the needs of diverse learners? Have I selected a variety of resources that represent a wide variety of worldviews, perspective and voices?

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Unit Plan At-A-Glance

Essential questions: How does my life may me view myself? How do others influence the way I view myself?

8 – 10 Lessons Overview Include Essential Question (EQ) and Guiding Questions

1 Introductory

Lesson(s)

Health- What is body image? Introductory lesson- Body image quiz- cover pages

2Introductory

Lesson(s)

Health/Art- intro to drama- how can I convey messages through drama?

3Health/ELA

- giving your friends a boost lesson- how can I improve my friend’s body image? - (compliment pages)

4Health/Social

- Classroom treaty lesson- What is a treaty/why were they created?- Stereotype/prejudice/discrimination introduction

5Health

- What are good qualities for people to have- Everyday superhero’s

6Health/Art

- [Social]Media and body image - How does social media effect the way people see themselves- Videos and pictures discussion

7Health/Art

- How does [printed] media effect the way people see themselves- Explain silhouette project- Collect images from magazines to use on silhouettes (put them in zip

lock bags)

8Health/ArtWorking on collecting more images for silhouettes

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9 Health/ELA

- Silhouette paragraph writing - Explain expectations- Explain Vocaroo recording program- Allow students to start working

10Health/ELA

- Finish silhouette writing- Record on Vocaroo- Work on silhouettes

11Health/Art

- Finish recording on Vocaroo- Print QR code- Finish silhouettes

12Health/ELA/Art

- HALF DAY- Review of stereotype, prejudice and discrimination- Partner workbook- Cookie decorating

13Health/ELA

- Song lyric meaning- What stands out to you in these songs?- What do these songs mean?

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