Grade 6 Health

Relationship & Wellness Choices

Unit Plans 1, 2, 3

Shayne Brown

2015 - 2016

Unit Rationale

Health and life skills involves learning about the habits, behaviours, interactions and decisions related to healthy daily living and planning for the future. It is personal in nature and involves abilities based on a body of knowledge and practice that builds on personal values and beliefs within the context of family, school and community. Some examples of these learnings include the ability of students to:

make effective personal decisions for current and future issues and challenges

plan and set goals employ critical reflection cope with change and transition manage stress analyze and manage career and health-related information recognize and expand personal skills recognize, explore and expand career opportunities and options explore service learning/volunteerism commit to lifelong learning.

The home, school and community play important roles in contributing to the healthy personal development of students, by providing an opportunity for them to consider information and acquire, practise and demonstrate strategies for dealing with the challenges of life and living.

The aim of the Health and Life Skills Kindergarten to Grade 9 Program of Studies is to enable students to make well-informed, healthy choices and to develop behaviours that contribute to the well-being of self and others. To achieve this aim, students require an understanding of self as the basis for healthy interactions with others and for career development and lifelong learning. Students also require a safe and caring school and community environment in which to explore ideas and issues surrounding personal choice, to seek accurate information, and to practise healthy behaviours.

Unit Overview

This unit will be a total of 14 classes long over a span of 4 months. The Health and life skills class is only once per week during the school year. This unit will rely on active in-class student participation and a few take home items to be completed throughout. This unit aims to identify many factors in a student's life that can dramatically alter their personal well being or health and change them for life. This unit aims to identify many problem areas in a student's life to provide direction and help, while yet maintaining their autonomy throughout the process. The unit will incorporate worksheets to expand student knowledge, constant discussion and dialogue for each lesson, role playing and many in class projects. All of the work done in class or at home will benefit the student to improve their own life and see how it will positively affect the others that surround the student. There are many factors today that can alter a student's life, and this course aims to assist those students who may be affected by these many factors that surround us today.

Key Questions

What can we do to regulate our feelings and manage stress?

Are personal relationships with others beneficial for our health and well-being?

How do we stay properly motivated and dedicated to remaining healthy for life?

General Outcomes

Three general outcomes serve as the foundation for the Health and Life Skills Kindergarten to Grade 9 Program of Studies.

Wellness Choices

Students will make responsible and informed choices to maintain health and to promote safety for self and others.

Relationship Choices

Students will develop effective interpersonal skills that demonstrate responsibility, respect and caring in order to establish and maintain healthy interactions.

Life Learning Choices

Students will use resources effectively to manage and explore life roles and career opportunities and challenges.

Specific Outcomes in these Units

R–6

Understanding and Expressing Feelings

Students will:

1. Recognize that individuals can choose their own emotional reactions to events and thoughts 2. Establish personal guidelines for expressing feelings; e.g., recognize feelings, choose appropriate

time/place for expression, identify preferred ways of expressing feelings, and accept ownership of feelings

3. Develop personal strategies for dealing with stress/change; e.g., using humour, relaxation, physical activity

4. Identify, analyze and develop strategies to overcome barriers to communication

Interactions

Students will:

5. Develop and demonstrate strategies to build and enhance relationships in the family; e.g., being honest, expressing empathy

6. Develop strategies to maintain and enhance appropriate cross-age relationships; e.g., within the family, school and community

7. Apply a variety of strategies for resolving conflict; e.g., practise treating differences of opinion as opportunities to explore alternatives

Group Roles and Processes

Students will:

8. Analyze the influence of groups, cliques and alliances on self and others; e.g., at home, in school, in the community

9. Make decisions cooperatively; e.g., apply a consensus-building process in group decision making

W–6

Personal Health

Students will:

1. Evaluate the need for balance and variety in daily activities that promote personal health; e.g., physical activity, relaxation, learning, sleep, reflection

2. Determine the health risks associated with the sharing of personal care items; e.g., articles of clothing, food/drinks, brushes, lip gloss

Resources and Materials

Rodeochaps.ca – Health and Life Skills: New Heartbeat Grade 6.

Ever Active Schools. Pumping it up: A heart health resource for Grades 5 to 9

Alberta Health Services. Leaps and Bounds.

Discovery Education: Health online. http://www.discoveryeducation.ca/Canada/

Technology used in this Unit

Youtube Mindmiester/ bubbl.us Polleverywhere Padlet iPads Online Interactives

*List incomplete

Assessment and Evaluation

Summative

Relationship Choices: Interpersonal skills to maintain healthy interactions

Wellness Choices: Personal health and responsibility

Unit test 30%

Role-play performances (Expressing Feelings , cliques) 10%

Worksheets 20%

Student Self-reflections ( What I Believe about...) 10%

Friendly Letter (conflict resolution) 10%

Two Exams 10%

Student Activity Timeline 10%

100%

Formative

Homework checks

Topic Quizzes

Feedback

Worksheets

In-class participation

Group work

Considerations/Differentiated Instruction

Students may work in groups of two in some projects if needed All worksheets ma be available online for students who prefer to use technology or may be

revised based on student needs Give students a choice in the design of some of the projects Students may get instructions read to them out loud when doing a task, quiz, project or

exam Exams and quiz questions may be read out loud outside of the classroom Identify key concepts and create a word wall in class or a place where all students are able

to view it

Unit Plan

Lesson TopicsTeaching and

Learning Activities

Outcomes Planning for Diversity Assessment/Evaluation

1 Facing Our Feelings and Stomp Out Stress

What are feelings class discussion Stress brainstorm activity Think-pair-share scenarios

R -6.1 Create all material in more ways than one. Have material that is auditory, visual and tactile if possible. Allow for the students to have options to enhance their learning.

Purpose:FormativeSummative - WorksheetModality:Write (Worksheet)Do ()Say (Share feelings)

2 Expressing Feelings - Class role play- Express

feelings Worksheet

*Student homework: Stress Management Strategies

R – 6.2 Create all material in more ways than one. Have material that is auditory, visual and tactile if possible. Allow for the students to have options to enhance their learning.

If students are uncomfortable with the role play, they have the right to pass

Purpose:FormativeSummative - WorksheetModality:Write (Worksheet)Do ()Say (Role play)

3 Personal Strategies - Develop class poster with student suggestions on how to deal with stress- Class discussion with scenarios of stressful situations

R- 6.3 If weather does not cooperate, either push day back to go outside or use video visuals to help support student learning

Purpose:FormativeModality:Write ()Do (Scenarios)Say (Discussion)

4 Overcoming Barriers in communication

- What is active listening, barriers discussion- Ways to be an Active listener student creation list

*Student take home reflection

R – 6.4 Create all material in more ways than one. Have material that is auditory, visual and tactile if possible. Allow for the students to have options to enhance their learning.

Purpose:FormativeSummative - Worksheet

CompletionModality:Write (worksheet, creation list)Do ()Say (Discussion)

5 Strategies to enhance relationships in the family

Exam

- What is empathy discussion- What would you say worksheet

R – 6.5 Some students may write more than others, so give ample time to complete worksheet and assist if necessary.

If students complete work early, get them to work on "Expansions" worksheets to give them more knowledge about subjects.

Purpose:FormativeSummative - Model creationModality:Write ( Mini Exam, worksheet)Do ()Say (Discussion)

6 Interactions in cross-age relationships

- Enhance our relationships discussion- What can I do to enhance relationships worksheet

R – 6.6 Students who need extra time or assistance when doing worksheets and will be afforded the time to do so and given the help needed.

Purpose:FormativeSummative - WorksheetModality:Write (Worksheet)Do ()Say (Discussion)

7 Strategies for resolving conflict

- Student group stations with iPads:win-win solutions, I Messages, Talk it out, Put conflict on hold, Avoid blaming and verbal assaults, apologize, seek help, share and take turns, compromise- Stations worksheet

R – 6.7 Students who need extra assistance reading will be afforded that opportunity

Some students may write more than others, so give students time to complete their writing

Purpose:FormativeSummative - worksheetModality:Write (Worksheet)Do (Group stations)Say (Group Discussion)

8 Strategies for resolving conflict

- Friendly conflict resolution letter

*Student self reflection

R – 6.7 Students may present their projects in a way in which they feel comfortable (video, slide show, etc)

Purpose:FormativeSummative - LetterModality:Write (Conflict resolution letter)Do ()Say ()

9 Group Roles and Processes: Cliques

- Teacher led clique/peer pressure talk

- Student take home self-reflection: Cliques and peer pressure

R – 6.8 Create all material in more ways than one. Have material that is auditory, visual and tactile if possible. Allow for the students to have options to enhance their

Purpose:FormativeSummative - student self

reflectionModality:Write (Student reflection)Do (Pressure talk)Say (Discussion)

understanding learning.

Ensure all students feel safe and not threatened by continually receiving feedback from the students

10 Cooperative Decisions

Exam

- Group decision making discussion- Positive word wall: Cooperative characteristics

R - 6.9 Ensure all students are fully participating, if not guide students

Each student gets to write one word, if student chooses they do not want to, they can get a partner to do it

Purpose:FormativeModality:Write ()Do (Word wall)Say (Discussion)

11 Cooperative Decisions pt 2

- Group work: Reach a consensus- Reach an agreement things to remember class list creation

*Student self reflections

R -6.9 Include all students in discussion.

Get students to go up to whiteboard and write down their thoughts rather than saying out loud

Purpose:FormativeSummative - consensus

sheetModality:Write (Reach a consensus)Do (Class list creation)Say (Discussion)

12Balance and Variety of Activities

- Student timeline of activities- Activities we do class brainstorm and discussion

W - 6.1 Create all material in more ways than one. Have material that is auditory, visual and tactile if possible. Allow for the students to have options to enhance their learning.

Get students involved by getting them to write the words

Purpose:FormativeSummativeModality:Write (Activity timeline)Do ()Say (Discussion)

13 Bacteria City - Class discussion and smart pres.- Would you or wouldn't you game- Bubble sharing worksheet

W - 6.1 If students complete work early, get them to work on "Expansions" worksheets to give them more knowledge about subjects.

Create all material in more ways than one. Have material that is auditory, visual and tactile if possible. Allow for the students to have options to

Purpose:FormativeSummative - worksheetModality:Write (Worksheet)Do (Brainstorm)Say (Discussion)

enhance their learning.

14 Unit test Culminating test W - 6.2 Students are able to verbally take the test only if necessary

Students may go to another room to write the test

Students may have questions read to them out loud by the teacher

Purpose:FormativeSummative - worksheetModality:Write (Exam)Do (Game)Say (Discussion)

Criteria for Achievement Mark in Health

4

• Demonstrates interesting and creative ways to show learning. • Enjoys the challenge of and successfully completes open ended tasks with high-quality work. • Test scores indicate a high level of understanding of concepts and skills. • Assignments are complete, of high quality, well-organized and show a high level of commitment. • Almost all the learning goals are fully or consistently met and extended.

3

Exhibits standard way to show learning. Enjoys open-ended tasks, but needs support in dealing with ambiguity. Test scores indicate a good grasp of concepts and skills. Assignments are generally complete, thorough and organized. Most of the learning goals are fully or consistently met.

2

Needs some encouragement to show learning. Needs support to complete open-ended tasks. Test scores indicate satisfactory acquisition of skills and concepts. Assignments are generally complete, but quality, thoroughness and organization vary. More than half of the learning goals are fully or consistently met.

1

Shows learning only with considerable encouragement. Needs support to begin and complete open-ended tasks. Test scores indicate weak acquisition of skills and concepts. Assignments are inconsistent in quality, thoroughness and organization. Only a few of the learning goals are fully or consistently met.

Role Play Rubric (taken from Alberta Education)