ELA 9 Health Unit Inquiry Projects and 4-Quadrant Notes
Throughout the year, students in ELA 9 are exposed to discussions of
health as they are relevant in our various readings. In this particular portion
of the curriculum, students are provided with an opportunity to participate in
independent and group cooperative learning through an inquiry-based approach.
The three outcome areas for Health are listed as Wellness Choices, Relationship
Choices, and Life Learning Choices. Individually, or in groups of no
more than five, students will be assigned an area of research within these
three outcome areas. Students will prepare a display that offers a synopsis of
their findings in ONE of the following areas of the health curriculum:
·
Student displays ought to demonstrate knowledge of a healthy lifestyle,
active lifestyle to promote and encourage family/peer/community involvement.
·
Student displays must analyze how positive health habits can be
supported by a variety of approaches to health practices and treatments.
·
Students should include some discussion of coping strategies when
experiencing different rates of physical, emotional, social and sexual
development.
·
Students will analyze and develop strategies to reduce the effects of
stereotyping on body image.
·
Displays ought to develop strategies that promote healthy nutritional
choices for self and others and adapt goals that reflect healthy eating.
·
Students will create a display that evaluates the implications and
consequences of sexual assault on a victim and those associated with that
victim.
·
Student displays will provide strategies to promote harm reduction and
risk management.
·
Student work will analyze and evaluate laws and policies that promote
personal, community and workplace safety.
·
Students will assess the quality and reliability of health information
provided by different sources.
·
Displays will develop personal resiliency skills; projects will
demonstrate a sense of purpose with clear standards for personal behaviour.
·
Projects in this sub-area will provide some information on “safer” sex
practices.
·
Displays will identify and describe the responsibilities and resources
associated with pregnancy and parenting.
3. Relationship Choices: Understanding and Expressing Feelings,
Interactions, and Group Roles/Processes
Student projects in this area will provide information on effective
interpersonal skills that demonstrate responsibility, respect and caring in
order to establish and maintain healthy interactions.
·
Projects will identify appropriate strategies to foster positive
feelings and attitudes.
·
Displays will analyze why individuals choose not to express or manage
feelings.
·
Work will investigate, evaluate, and refine personal strategies for
managing stress and crisis.
·
Students will use their project to analyze, evaluate and refine
personal communication patterns.
·
Projects will describe and analyze factors that contribute to the
development of unhealthy relationships, and develop strategies to deal with
them.
·
Student work will develop strategies to model integrity and honesty in
accordance with ethical principles.
·
Student work will display effort to show how it is possible to refine
personal conflict management skills.
·
Projects in this area will analyze the skills required to maintain
individuality within a group.
·
Student displays ought to look at how group cooperation and group work
can be improved or made more effective.
4. Life Learning Choices: Learning Strategies, Life and Career
Development, and Volunteerism
Student work will use resources effectively to manage and explore life
roles, career opportunities and challenges.
·
Student work will discuss the importance of time management for
learning.
·
Displays will relate why learning is important to personal success and
happiness.
·
Projects in this sub-area will discuss why some degree of risk-taking
is important for personal growth, but also will demonstrate the dangers of
certain kinds of risky behaviour.
·
Student work will discuss the significance of looking at the
consequences of one’s behaviour when making decisions.
·
Student projects will examine the importance of developing personal
goals and priorities to accomplish career aspirations and to follow learning
paths.
·
Projects will examine strategies to deal with transition from school to
future careers.
·
Work will analyze the impact of volunteerism on career opportunities.
Having completed an individual/group project in one of these areas, all
students will peruse each of the displays and take notes on each. Notes will be
taken in “quadrant” form; a lined piece of paper is folded in half once each
way to make four squares, and notes from each project are taken in each of the
quadrants. One quadrant of notes is required for every project produced by
students.
Group Health Project Number/Title:
Members of Group:
|
Is
the information in the student display thorough or complete? Does it respond
to all the stipulated questions? (answering the questions) |
/10 |
|
Have
students demonstrated that they took pains to research their portion of the
Health Curriculum? (evidence of research) |
/5 |
|
Have
students made the attempt to re-write the ideas they have discovered through
their research in their own words? (not simply cutting and pasting off the
internet or out of a book) |
/5 |
|
Is
the work that students have used correctly referenced? (URL's, book titles,
authors, quotations used are noted as quotations, not as written by the
student) |
/5 |
|
Is
the project display adequately proofread? (spelling, grammar, syntax,
complete sentences, proper paragraphing) |
/5 |
|
Is
the project display neatly organized? (legible, colourful, message is not
confused due to poor organization, responses to specific questions are easy
to find in the display) |
/5 |
|
Does
the project make effective use of visuals to assist in the communication of
information? (i.e., pictures, charts, graphs, flowcharts, mind-maps,
illustrations) |
/5 |
/40
General Comments: