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Date: March 27 Subject: Health Science 20 Grade: 11: What Do They Need To Understand, Know, And/or Able To Do?
Date: March 27 Subject: Health Science 20 Grade: 11: What Do They Need To Understand, Know, And/or Able To Do?
Date: March 27 Subject: Health Science 20 Grade: 11: What Do They Need To Understand, Know, And/or Able To Do?
Materials:
- First Nation elders mode of presentation
- Visual aids if available
- Prepared journal questions post-presentation. Potentially need to have
extra paper and writing tools depending on preparedness of class.
Cross-Curricular Competencies:
- Developing Thinking: This lesson will get students to gain additional
knowledge to help make sense of the world. Incorporating FNMI
perspectives into this lesson will allow students to think critically to
develop a deeper understanding of how they see society.
- Developing Identity and Interdependence: Having the First Nations
elder come in to speak on the human body and its connection to the
natural environment will provide students another opportunity to
improve their positive self-concept. Introducing the environment as it
connects to their overall wellness will help students find alternative
means to contribute to their identity.
Outcome(s):
- HB1: Analyze the anatomy and physiology of a healthy human. (CP,
SI)
- HB2: investigate the effects of various injuries, disorders and
diseases on human cells, tissues, organs and systems. (SI, DM)
PGP Goals:
- 2.3: A knowledge of First Nations, Metis, Inuit, culture and history
(e.g: treaties, residential schools, scrip, worldview)
- 2.6: Ability to strive for, pursue new knowledge.
Stage 2- Assessment
Main Procedures/Strategies:
- After introduction of elder, he/she will lead the presentation to the
students. Topics hoping to be covered will include: human body
connections to nature and overall health and wellness, use of the
medicine wheel, healing techniques for a variety of diseases/injuries
(visual aids if available), traditional healing roles within First Nations
society, as well as other perspectives deemed vital to the learning
process (30 min).
- At conclusion of presentation, students will thank guest presenter
and be able to ask questions of the elder pertaining to the
presentation or other FNMI topics. (10 min)
- Remainder of class time will be spent having students reflecting in
their journals. Questions needing to be answered will include: What
knowledge did you possess prior to the elders presentation
concerning FNMI perspectives on healing? Describe some similarities
of FMNI perspectives on the human body when compared with
traditional Western knowledge and other worldviews. After this
presentation, has your view on the human bodys connection to
nature changed? Why or why not? Questions needing to be answered
will be posted on the front board. If there are any visual impairments
or other difficulties seeing/understanding the questions, can present
a handout summarizing the questions to the student ahead of time.
(20 min)
- Collect journal entries at end of class. Can be used as a form of
formative assessment to assess student learning resulting from the
presentation.
- Thanks for participating in the lesson, introduce plans for next class
so students can come prepared knowing expectations.
Adaptations/Differentiation:
- For EAL students and those with hearing impairments, can place
students in the front of the class so they are closer to the
presentation which may help processing. Another potential aid could
be recording the presentation so the students would be able to
review the content at another time to help understanding.
- If the guest presenter was willing to make this available, a handout
given to the students highlighting the various topics the elder will
cover throughout their presentation could be helpful to follow along
throughout the course of the presentation.
- If there were other students needing alternative ways to view the
presentation, would consult with student service team to meet their
individual needs to maximize learning.
Closing of lesson:
- Would thank class for listening and participating during presentation.
- Nearing end of unit, will remind of unit ending inquiry project. Ask if
any questions about the project or any others pertaining to the unit.
- Collect student journal entries and prepare students for next class.