Understanding By Design Unit Template

Healthy Decision Making

Title of Unit

9
Grade Level

Health

15 hrs

Subject

Time Frame
Whitney Klassen

Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?
Build Lifelong Learners: provides students with the skills necessary to continue learning such as leadership skills, rights and
responsibilities of workers, nutrition, budgeting, and illness.
Building a Sense of Self and Community: Discovering personality traits such as whether or not one is an introvert or an extrovert
and discovering how to be a leader through those traits helps determine a sense of self. The students took a quiz that told them what
occupations would best suit their interests which helps them develop what they are interested in and how to turn that into a career.
The family budget assignment takes the students chosen occupation and applies it to a real world setting in a budget assignment which
reflects on how the students are integrated in a community in real life situations.
Building Engaged Citizens: The lessons on and surrounding the young workers readiness certificate course assist students in being
engaged within their workplace, teaching them lessons on what is appropriate and not appropriate in a workplace, which sets up these
future workers for life. The chronic illness assignment not only brings attention to chronic illness, but also highlights ways that one is
able to help someone suffering with this disease.

Cross curricular Competencies

How will this unit promote the CCC?
Developing Thinking- all of the assignments are set up to be thought provoking and require thinking in regards to what decisions
they are making within the project as well as in life.
Developing Identity and Interdependence -taking a personality traits test and discovering the students own specific leadership
skills as well as career testing allows the students to discover more about themselves, which enables them to make better decisions as
they grow up.
Developing Literacies- All assignments are geared towards developing literacies in gaining knowledge and further insight into all
topics addressed.
Developing Social Responsibilities- The chronic illness research assignment is a good example of this because students are
required to look for places that can help someone with the chronic illness they are studying. This helps provides the students access to
resources to help themselves and others within their lives.

Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

9.1: Develop informed conclusions about the importance of leadership skills and health promotion in healthy decision
making
9.5: Evaluate a variety of healthy food policies and plan to participate in the development, revision, and/or implementation
of a healthy food policy in the community.
9.11: Analyze the health opportunities and challenges and establish personal health promotion goal statements related to
comprehensive approaches to safety, non-curable infections/diseases, romantic relationships, addictions, tragic death and
suicide, chronic illness, and sexual health.
9.10 - Assess the role of health promotion in making healthy decisions related to comprehensive approaches to safety, non-curable
infection/diseases, romantic relationships, healthy food policies, addictions, tragic death and suicide, chronic illness, and sexual health.
9.1 - Develop informed conclusions about the importance of leadership skills and health promotion in healthy decision making.
Enduring Understandings
What understandings about the big ideas are desired? (what you
want students to understand & be able to use several years from
now)
What misunderstandings are predictable?
Students will understand that...

Essential Questions
What provocative questions will foster inquiry into the content?
(open-ended questions that stimulate thought and inquiry linked
to the content of the enduring understanding)

The skills that the students are learning within this class are
important life skills that are necessary to be developing as they
continue to grow and mature. The assignments within this unit give
students a base to grow off of such as: leadership skills and
personality traits, rights and responsibilities within the workplace,
how to properly budget, an understanding of nutrition and what is in
the food they consume, and expose them to common chronic
illnesss within their society.

What are healthy choices you could take currently to enable a

positive and healthy life?

Content specific.

Who are you? What are your likes and dislikes? What is your
personality type? How doe these answers affect the decisions
you make within your everyday life?
What is the benefit in Knowing yourself and being aware of what
is going on in within your community?
FNMI, multicultural, cross-curricular
Within the FNMI ways of knowing identity is made up of 4 parts,
physical, emotional, mental and spiritual. This Unit plan includes
content that explores knowing yourself in ways that go outside of
just the physical well being.

Knowledge:
What knowledge will student acquire as a result of this unit? This
content knowledge may come from the indicators, or might also
address pre-requisite knowledge that students will need for this
unit.

Skills
What skills will students acquire as a result of this unit? List the
skills and/or behaviours that students will be able to exhibit as a
result of their work in this unit. These will come from the
indicators.

Students will know...

Themselves better, what is appropriate within the workplace,
budgeting, nutrition and nutritious options, chronic illnesses and
how to find help.

Students will be able to

Continue to develop leadership skills, obtain a job, budget, fill in
a spreadsheet, make nutritious choices, construct a healthy
menu, construct a pamphlet, find reliable information and
resources.

Stage 2 Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills? (describes the
learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to apply knowledge and skills
to demonstrate their understanding in a real life situation. Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task: Nutrition Assignment
G Goal
Goal: Students should be able to construct a five day cafeteria menu including breakfast and lunch.
What should students accomplish by
Role: Student will be taking on the role of cafeteria facilitator
completing this task?
Audience: Students at Warman High School
R Role
S: Provide a menu that is both appealing and nutritious
What role (perspective) will your
P: Five-day menu plan including breakfast and lunch with different and healthy options
students be taking?

A Audience

Who is the relevant audience?

S: Rubric for Nutrition Assignment

S Situation

The context or challenge provided to

the student.

P Product, Performance

What product/performance will the

student
create?

S Standards & Criteria for

Success

Create the rubric for the Performance

Task

Attach rubric to Unit Plan

Other Evidence
Through what other evidence (work samples, observations,
quizzes, tests, journals or other means) will students demonstrate
achievement of the desired results? Formative and summative
assessments used throughout the unit to arrive at the outcomes.

Student Self-Assessment
How will students reflect upon or self-assess their learning?

Leadership Skills: Exit Slip/reflective journal entry

Young Workers Readiness Certificate course: Online testing
March Family Budget Assignment: Spread Sheet, Evidence,
reflective paragraph
Nutrition: Menu/meal plan
Chronic Illness: Brochure and Question/answer worksheet

Group work: Kids can reflect amongst themselves verifying with

one another that they have met all the outcomes of each
assignment.
Rubric: Students are given the outcomes and can self check that
they are meeting all expectations for the assignment.
Journal entries: This gives students an opportunity to self reflect
and asses their learning through journal entries.

Stage 3 Learning Plan

What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are
going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the
learners been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance
learning?

The grade nine students attending this health class are headed towards completing the rest of high school and starting their careers.
This class will ideally help them to make good life decisions that will lead them to a successful future. Most of the students in this class
have either come from Saskatoon or small towns surrounding Warman. There is a vast array of both city/acreage/farm kids. I have
noticed that interests of this particular class, with the boys especially have been snowboarding/skiing and scootering, this has not gone
directly into the lesson planning, but has allowed for a student/teacher friendship to form. There are two different classrooms that I have
taught this unit to, period one is less chatty, and period two is much more rambunctious, lesson plans have been altered to suit the
different classroom styles. There are certain students who cannot sit next to other students within both classrooms. The majority of the
learning has happened within the classroom, in the computer lab, and in the commons. Going into the commons for one of the work
projects was extremely beneficial to some of the students as it allowed for more productivity. Changing the space leaves the students
feeling refreshed and allows them to further be able to engage in the projects.

How will you engage students at the beginning of the unit? (motivational set)
I think that personality testing engages the students at the beginning because it is interesting to them because it is all about them. It is
also a good building block in introduction to the rest of the unit.

What events will help students experience and explore the enduring understandings and essential questions in the unit?
How will you equip them with needed skills and knowledge?
#
Lesson Title
Lesson Activities
CCCs
Resources
1

Leadership
Skills/Persona
lity Traits

Didactic Questions: whole class questions

Decide definitions of extroverts/introverts/leaders as a class.
Role playing: get students to act out a skit in table groups role playing examples
of being a good leader in both introverted and extroverted ways.
Reflection: get students to write out ways they are able to enhance their own
leadership skills based on their own personalities.

Develop
Thinking
&
Develop
Identity
and
Interdep
endence

http://ww
w.calavera
scoaching.
com/Reso
urces/intro
vert_test.
pdf
http://www.
lifehack.org
/articles/pr
oductivity/
15-signsyou-willbecomegreatleader.html

Rights and
Responsibiliti
es of Workers

Categorizing Game: Get the students to play a game where students categorize
the rights and responsibilities of an employee and an employer
Structured Overview: go over the list of what the responsibilities of an employee
and employer are
Concept Attainment: students write out the lists that they made into their
notebooks so that they can retain as much information as possible.

Young
Workers
Readiness
Certificate
Course

Structured overview: Went through government issued Young Workers Readiness

Certificate Course

March Family
Budget
Assignment

Inquiry Question: Who wishes you what you learn in school could be something you could
use in real life? This assignment will be one of the most useful assignments you will ever
complete

Concept Attainment: Fill in the blank, word search

Reflective discussion: Real life examples
Next 2 classes will be a work period

Computer assisted instruction: Find a career by taking a career quiz

Choose a piece of paper out of a hat (piece of paper includes: Spouse, income of
spouse, and number of children)
Fill in a spread sheet that determines your families living expenses and savings
for the month of March

March Family
Budget
Assignment
Work Period

Computer Assisted Instruction

Research Projects

Closing of lesson: Ask students to write a reflection statement on their biggest

struggles in the assignment and two things they learnt from the assignment.

Developi
ng
thinking,
Developi
ng
literacies
,
Developi
ng social
responsi
sbilities
Developi
ng
thinking,
develop
literacies
,
develop
social
responsi
bilities

Develop
thinking,
Develop
es
identity
and
interdep
endence
,
develops
literacies
,
develops
social
responsi
bilities
Develop
thinking,
Develop
es
identity
and
interdep
endence

Rights and
Responsibil
ities

https://ww
w.saskatch
ewan.ca/bu
siness/hiretrain-andmanageemployees/
employingyouth/takethe-youngworkerreadinesscertificatecourse
https://publ
ic.careercr
uising.com/
en/

https://ww
w.cibc.com/
ca/mortgag
es/calculat
or/mortgag
epayment.ht
ml

Next 2 classes will be work periods

Nutrition
Assignment

Nutrition day
2

Jeopardy Game: Ask Question, students answer the questions

Structured Overview: how to read a nutrition label handout
Discussion: Students look at different food labels and compare and discuss amongst
themselves.
Explicit Teaching: Teach students what is expected of them upon completion of this
assignment
Cooperative Learning Groups: Students allowed to work in groups but must hand in
individual nutrition plans
Inquiry: Teacher inquires each student as they complete their assignment making sure
they have completed all steps within the rubric

,
develops
literacies
,
develops
social
responsi
bilities
Develop
thinking,
develop
literacies
Develop
thinking,
Develop
literacies
,
Develop
Social
Responsi
bilities

Links in
Hyperlinks
http://www.
hcsc.gc.ca/fnan/foodguidealiment/ind
ex-eng.php

Didactic Question: what are the challenges that students face with healthy eating and how
does your menu help them with that?
8

Chronic
Illness
Assignment

Next class will be a work period

Case Study: Show a case study of an individual who has suffered from a chronic illness
Worksheet: Work sheet shows a guide on how to find legitimate websites
Research Project: Each student uses the legitimate websites to construct a brochure
geared towards describing the chronic illness each student chose.

Chronic
Illness
Research
Period

Research Project: Students research their chosen chronic illness

Next class will be work period

Develop
thinking,
develop
literacies
,
develop
interdep
endence
,
develop
social
responsi
bilities
Develop
thinking,
develop
literacies
,
develop
interdep
endence
,
develop

Worksheet
assignment

Brochure
Template

social
responsi
bilities
10

Unit review

Lecture/notes on what will be one the unit exam

11

Unit Exam

This exam will consist of multiple choice, short answer, fill in the blank, and matching with
all the content learnt from the unit.

12
13
14
15
16
17
18
19
20

Assess and Reflect (Stage 4)

Considerations

Comments

Required Areas of Study:

Is there alignment between outcomes,

All lesson plans have been created in correlation with the outcomes of the
health 9 unit in the Saskatchewan Curriculum

performance assessment and learning

experiences?
Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?

For struggling students:

For role playing the option was given to write out a script instead of performing
the leadership qualities for the more quite students, or students who struggle
with anxiety.

For students who need a challenge:

Students who were searching for a challenge and are confident in regards to
performing in front of their class were given extra opportunities to perform and
were given iimprovision tasks.

Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?

Yes, see lesson plans in Unit.

Resource Based Learning:

Do the students have access to various resources
on an ongoing basis?

The students always have access to the four computers in the classroom, they
are allowed to use their phones if it is school related, the library and computer
rooms are available for booking, the commons is an area that is always
available for use.

FNM/I Content and Perspectives/Gender

Equity/Multicultural Education:
Have I nurtured and promoted diversity while
honoring each childs identity?

FNMI perspectives are seen within this unit through traditional ways of knowing.
An example from this class of honoring a childs identity has been a name. This
particular student identifies with a different name other than the one on her
birth certificate. It is important to honor that as a teacher and to acknowledge
her identity in her chosen name.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120313-8 (pbk)