HEALTH EDUCATION
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I'm ok, You're Ok

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. 

Lesson 1

Tapping into Understanding

Finding Questions 

Students work together on a full class mind map. Students are prompted by the following questions:
  • What is self esteem?
  • What contributes to self esteem?
  • Can there be positive and negative self esteem?
  • What do you do to improve your and others self esteem?
Once students arrive at their original board, they are to write a group definition of understanding. Groups rotate around the boards making suggestions on the provided definition. Students rework their definition and share with the class. 
​
Picture
Picture
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
Picture
Lincoln Character Standards
Openness
Reflective
Resilience
Integrity
Fairness
Compassion 
Picture
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: 
  • 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: 
Strategy to improve or manage your own self esteem
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).

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 6 - Summative Write Up

Lesson 7

Demonstrating Understanding 

Reflecting & Acting

Students work through the GRASPS task below:​
Students complete the student reflect survey. Additionally, the class discusses:
  • What have I learned?
  • Which strategies were effective in my learning? Which ones weren’t?
  • What do I need to improve on and how will I do it?
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  • Home
  • Blog
  • For Teachers
    • Gay Straight Alliance GSA
    • Student Feedback Form
    • Mindful Meditation
    • First Lesson For Every Unit
    • CGC Inquiry Health Units >
      • Stop, Breathe, Think
      • Currently Taught in Gr 6 >
        • Just between you and me
        • I'm Ok, You're Ok
        • It's Normal!
      • Currently Taught in Gr 7 >
        • Epidemic!
        • Stressed Out!
        • Yes I Can!
      • Currently Taught in Gr 8 >
        • Listen Up, It's Good for You!
        • You are what you eat!
        • It's Up to Me!
      • Currently Taught in Gr 10 >
        • Listen Up, It's Good for You! #2
        • You are what you eat #2
        • It is up to me! #2
    • HEALTH Units >
      • Grade 10 Health >
        • Personal & Social Health Issues
        • Nutrition
      • Grade 9 Health >
        • Brain Rules
        • Mindset
        • Body Image (Embrace)
        • Relationships
      • Grade 8 Health >
        • Mental Health Issues
        • Nutrition
      • Grade 7 Health >
        • Stress Management
        • Human Body
        • Diseases
        • Body & Life Image
      • Grade 6 Health >
        • Goal Setting
        • Self Esteem
        • Communication & Relationships
    • Recommended Websites
    • Book Recommendations
  • For Parents
    • Documentaries for you and your family
    • Recommended Websites
    • Articles Worth Reading
  • For Students
    • Stress Management
    • Planners
    • Student Blog Posts
    • Recommended Websites for Kids
    • Recommended Websites for Teens
  • Conference Presentations
    • AASSA 2018 Quito
    • LEC 2017
    • LEC 2016
    • IAAAC 2015
    • KORCOS 2014