In this unit students investigate their own self self-esteem and how they can impact the people around them. Students have the chance to explore their core beliefs, discuss the importance of character traits and the impact of diversity on societies beliefs surrounding beauty. Students work in groups to research current beliefs about improving self esteem. Students have the chance to create social media pieces, promote them to the wider community and evaluate their effectiveness looking at analytics.
Students understand that they are contributors to their own and others self esteem and that they can positively impact their community.
Students are able to create and outline a social media post and how it impacts themselves or others self esteem positively.
Students value compassion.
Students are able to create and outline a social media post and how it impacts themselves or others self esteem positively.
Students value compassion.
Lesson 1
Tapping into Understanding |
Finding Questions |
|
Students work together on a full class mind map. Students are prompted by the following questions:
|
|
Continuing with the mind maps, students write all the questions that would help them understand self esteem and it's impact on us and our community.
Students take a photo of the board and upload it to google classroom.. Students type their questions as a comment. During the unit, students come back and put answers to on the classroom. |
Lesson 2
Exploring Evidence
|
Social Media
|
|
Lincoln Character Standards
Openness Reflective Resilience Integrity Fairness Compassion |
|
Students create a poster. Students select one of the class questions generated in lesson 1. Each group creates a poster that attempts to answer the question.
Students are to use the above images and any other resources to research the content for their poster The poster is to include the following:
Students are to use the above images and any other resources to research the content for their poster The poster is to include the following:
- A picture or image
- 1-2 sources (where did you get your information)
- 5 facts that answer their question
Lesson 3
Constructing a Theory
Gallery Walk the posters created at the end of last lesson.
Students work in pairs to find a current PSA (public service announcement) that aims to either:
Students work in pairs to find a current PSA (public service announcement) that aims to either:
Strategy to improve or manage your own self esteem
or
Strategy to influence others self esteem compassionately or positively
or
Strategy to influence others self esteem compassionately or positively
The theory could be a PSA (public service announcement) it may be one they found while researching evidence. Students are to print the PSA and pin it on the wall.
Each group explains why they selected the PSA to the class. Students complete a Posti-it Peer Review (write feedback on a post it on the ways to improve the strategy).
Each group explains why they selected the PSA to the class. Students complete a Posti-it Peer Review (write feedback on a post it on the ways to improve the strategy).
Lesson 4
Testing a Theory - Intro Grasps Task!
|
Students are to work in groups to create their own Social Media PSA that will be distributed on twitter or instagram.
After a week, the class looks at twitter analytics and instagram likes/comments and makes observation of possible impact on the community. Class Prompts: What was could we improve? Are there more effective ways to influence people's self esteem? Is there a place for positive media on social media? |
Levels of Tweets / Instagram Posts
When creating the 5 tweets/instagram posts in your group. Consider the level of the posts: Level 1 - a picture, video or motivational quote Level 2 - a picture, video or motivational quote with a description that includes #hastags that allow for the reader to find more information Level 3 - a picture, video or motivational quote with a description that includes #hastags that allow for the reader to find more information. The post includes a website link that allows the reader to research more. |
Lesson 5 - Formative Review
|
Lesson 7 |
Demonstrating Understanding |
Reflecting & Acting |
|
Students work through the GRASPS task below:
|
Students complete the student reflect survey. Additionally, the class discusses:
|