Insert OutLine for Planning 10

Insert Outline2012 Planning 10 Modification Insert

LWS Institute for Learning

Insert Rationale

Text from The Ministry of Education - British Columbia. Modified by the LWS Institute for Learning.

© 2011 LWS Institute for Learning Printed by INP Inc.

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Preface

Introduction

Prescribed Learning Outcomes Resources

Table of Contents

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This insert for the Integrated Resource Package (IRP) provides basic information teachers will require in order to implement a modified section of Planning 10.

The following paragraphs provide brief descrip-tions of the components of the insert.

IntroductionThe Introduction provides general information about the insert. Included in this section are • A rationale for the modification • The modification goals • An overview of the modification content

Prescribed Learning OutcomesThis section contains the Prescribed Learning Outcomes, the legally required content standards for the provincial education system. The learn-ing outcomes define the required knowledge, skills, and attitudes. They are statements of what students are expected to know and be able to do through the implementation of this modification.

ResourcesThis section contains resources on how to inte-grate this modification.

Preface

The information contained in this docu-ment is also available on the Internet at www.bced.gov.bc.ca/irp/irp.htm

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This insert for the Integrated Resource Package (IRP) sets out the provincially prescribed curricu-lum for Planning 10. The development of this in-sert has been guided by the principles of learning:

• Learning requires the active participation of the student. • People learn in a variety of ways and at different rates. • Learning is both an individual and a group process.

In addition to these three principles, this docu-ment recognizes that British Columbia’s schools include young people of varied backgrounds, interests, abilities, and needs. Wherever appropri-ate for this curriculum, ways to meet these needs and to ensure equity and access for all learners have been integrated as much as possible into this insert.

RationaleA key concern of BC Children’s Hospital is youths with chronic conditions transitioning from juve-nile health care to adult health care. After reaching the age of majority, many neglect previously made appointments, do not know how to deal with their conditions, and worsened health as a result of that. The tools that exist to aid with this transition are print-based material, charts and tables that need to be completed. Other initiatives are online-based, but both have had only partial interest from youth.

IntroductionPlanning 10 provides relevant and experiential learning opportunities, helping students relate their learning in school to the demands of the working world and the expectations of society. It also provides opportunities for students to develop those skills, attitudes, and behaviours that will allow them to manage their lives more purposefully and effectively, enhance their personal well-being, and realize their full potential.

Students with chronic conditions, many have hidden or ‘invisible’ chronic conditions, do not want awareness drawn to them because of their condition. By educating the student entire popula-tion, the students with chronic conditions better are equipped tools to better care for themselves. Further, the students without chronic conditions are also better able to maintain their health.

Goals for this InsertThe following broad goals reflect and are repre-sented in the Prescribed Learning Outcomes for this insert:

• Students will become better informed about their health, better able to understand decisions made in regards to their health. • Students with chronic conditions will be treated equally without special attention to them, resulting that through this experience these students will be better equipped with transitioning from juve- nile health care to adult health care.

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Curriculum OrganizersA curriculum organizer consists of a set of Pre-scribed Learning Outcomes that share a common focus. The Prescribed Learning Outcomes for this insert are as follows:

• Health Information • Health Decisions

After addressing the Prescribed Learning Out-comes in this insert, it is expected that students will be able to understand the importance of as-suming personal responsibility for, and making in-formed decisions about, their lifelong health, with specific concentration towards being informed about their personal health condition, if any.

Suggested TimeframeProvincial curricula are developed in accordance with the amount of instructional time recommend-ed by the Ministry of Education for each subject area. Teachers may choose to combine various curricula to enable students to integrate ideas and make meaningful connections.

The average number of hours suggested to deliver the Prescribed Learning Outcomes in this insert is approximately 2-3 hours, or two classes.

Students in Grade 10 are beginning to assume greater independence from adult decision-makers who have guided them throughout their early years. In this insert, students learn the decision-making skills required to take increasing responsibility for developing and maintaining a healthy lifestyle. They learn to assess the short-term and long-term consequences of their health decisions for themselves.

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Prescribed Learning Outcomes (PLOs) are content standards for the provincial education system; they are the prescribed curriculum. Clearly stated and expressed in measurable and observable terms, learning outcomes set out the required knowledge, skills, and attitudes – what students are expected to know and be able to do – by the end of the insert.

Understanding the PLOsIt is expected that student achievement will vary in relation to the learning outcomes. Evaluation, reporting, and student placement with respect to these outcomes are dependent on the professional judgment and experience of teachers, guided by provincial policy.

Wording of PLOsAll learning outcomes complete the stem, “It is expected that students will….” When used in a Prescribed Learning Outcome, the word “includ-ing” indicates that any ensuing item must be addressed. Lists of items introduced by the word “including” represent a set of minimum require-ments associated with the general requirement set out by the outcome. The lists are not necessarily exhaustive, however, and teachers may choose to address additional items that also fall under the general requirement set out by the outcome.

Domains Of LearningPrescribed Learning Outcomes in BC curricula identify required learning in relation to one or

Prescribed Learning Outcomes

more of the three domains of learning: cognitive, psychomotor, and affective. The following defini-tions of the three domains are based on Bloom’s taxonomy.

The cognitive domain deals with the recall or recognition of knowledge and the development of intellectual abilities. The cognitive domain can be further specified as including three cognitive levels: knowledge, understanding and applica-tion, and higher mental processes. These levels are determined by the verb used in the learning outcome, and illustrate how student learning develops over time.

• Knowledge includes those behaviours that empha-size the recognition or recall of ideas, material, or phenomena. • Understanding and application represents a comprehension of the literal message contained in a communication, and the ability to apply an appropriate theory, principle, idea, or method to a new situation. • Higher mental processes include analysis, syn-thesis, and evaluation. The higher mental pro-cesses level subsumes both the knowledge and the understanding and application levels.

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The affective domain concerns attitudes, beliefs, and the spectrum of values and value systems. The psychomotor domain includes those aspects of learning associated with movement and skill dem-onstration, and integrates the cognitive and affec-tive consequences with physical performances.

• Health Information • keep record of personal health information and be able to com municate such information to health care professionals when required • analyze health information for validity and personal relevance • Health Decisions • evaluate the potential effects of an individual’s health-related decisions on self • evaluate the long-term and short-term implications of a range of health issues for self with a particular emphasis on • medical decision making • situational response • evaluate the physical, social, mental, and financial implications of health decision • explore decision making to promote health and reduce risks and injuries in relation to various issues

Note: Some of the Prescribed Learning Outcomes in this Health insert organizer address topics that may be sensitive for some students or parents/guardians.

Refer to ministry policy regarding opting for alternative delivery of sensitive topics: www.bced.gov.bc.ca/policy/

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This section contains general information on learning resources and provides an Internet link to the titles and descriptions for the recommended learning resources in this insert.

What Are Recommended Learning Resources?Recommended learning resources are resources that have undergone a provincial evaluation pro-cess using teacher evaluators and have Minister’s Order granting them provincially recommended status. These resources may include print, video, software and CD-ROMs, games and manipulatives, and other multimedia formats. They are generally materials suitable for student use, but may also include information aimed primarily at teachers.

Resources

The manual included guides teachers through the steps necessarily for utilizing the game resource that has been designed to achieve the Prescribed Learning Out-comes as outlined earlier. The CD-ROM included contains extra resources for teachers in regards to the game activity.

Teacher’s Instructional and Resource Guide

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Introduction

Quick Start Guide Intro to Cards

How to Play

Class Schedule

Materials

Table of Contents

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IntroductionHaving healthy eating and exercise habits are no longer enough. It is crucial that youths also keep up with their medical history and learn how to communicate to health care professional their needs. With the realization that many students don’t retain the information given to them in class, we have designed an activity that places them on the spot.

This is a role-play game apply for high school students in their Planning 10 course; the teacher plays the role of doctor who asks the general questions. And students play the role of patient who needs to answer the questions based on the condition card they are assigned. The goal of the activity is to make youths aware that if they don’t care of their health, it leads to consequences.

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This guide provides you with the general informa-tion you need to start using the card game. For more detailed information, which can be see from the following blog:

http://core310.wordpress.com/

Quick Start Guide

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Intro to the cards

Name of Condition

Icon represent Condition

A cause of Condition

Symptom Icon

Brief of symptom

General Condition CardFront

Front

Back

Back

ALLERGYto PEANUTS

1

2

Throat swollen

Feel bloated

Diarrhea

Ate a bar of chocolate had traces of peanuts 3

4

5

1

2

3

4

5

Name of Condition

Icon represent Condition

Symptom Icon

Brief of symptom

1

2

3

4

Advanced Condition Card

ASTHMA 1

2

Extreme physical excursion

Have my inhaler everyday

3

4

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Intro to the cards

General Condition Q&A Card

Front Front

Back Back

ALLERGY1. What was your allergy that triggered the attack?A bar of chocolate that had traces of PEANUTS

2. Is any part of your body swollen?THROAT swollen

3. Have you had any bloating, diarrhea or vomiting?BLOATING & DIARRHEA

Q & A Cards for teachers (pick 2 to ask)

Q & A Cards for teachers 1

2

3

4

ASTHMA1. Do you know what are the causes of asthma?Extreme physical excursion

2. Do you regulary keep your inhaler on you?Yes

3. Have you taken anything to ease your condition?No


Q & A Cards for teachers 5

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Advanced Condition Q&A Card

Title of the card1 Title of the card5

Name of Condition2 Name of Condition6

Question3 Question7

Answer4 Answer8

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How to Play

The teacher divides students into teams of 5.Step 1

Teacher

Student

Team 1 Team 4Team 2 Team 5Team 3

Teacher

The teacher issues 5 same General Condition Card for each team, each student should pick one card and they will have 5 minutes to remember the information on the card.


Teacher

Step 2

ALLERGYto PEANUTS

BREAKyour ARM

BREAKyour ARM

Ligament torn

Lower arm bone broken

Fell from the stairs

Throat swollen

Feel bloated

Diarrhea

Ate a bar of chocolate had traces of peanuts

Teacher

Student

Condition CardALLERGYto PEANUTS

ALLERGYto PEANUTS

BREAKyour ARM

BREAKyour ARM

Ligament torn



Throat swollen

Feel bloated

Diarrhea


ALLERGYto PEANUTS

BREAKyour ARM

BREAKyour ARM

Ligament torn



Throat swollen

Feel bloated

Diarrhea


ALLERGYto PEANUTS

BREAKyour ARM

BREAKyour ARM

Ligament torn



Throat swollen

Feel bloated

Diarrhea


ALLERGYto PEANUTS

BREAKyour ARM

BREAKyour ARM

Ligament torn



Throat swollen

Feel bloated

Diarrhea


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The teacher will pick one student from each team who holds the same general condition card and ask them one question related to their conditions. The first person who answer the question right, gets a point for the team. This continues for 10 rounds and the team with the most points wins.

Step 3

Teacher

Student

Condition CardALLERGYto PEANUTS

BREAKyour ARM

+BREAKyour ARM

+BREAKyour ARM

+BREAKyour ARM

+BREAKyour ARM

+


Teacher

How to Play

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Class ScheduleClass One10 minutes • Teacher divides the class into groups of 5.

15 minutes • Teacher writes down the 5 basic conditions on the board and have students discuss them in the groups. Students have to write down notes of what they know about those conditions and hand them in as a group.

5 minutes • Teacher goes over all the conditions, and gives a more detailed overview of these conditions. Teacher hands out the cards to the groups.

10 minutes• Teacher explains the rules of the game.

5 minutes• Students remembers the information on the cards.

15-20 minutes• Game play. The group with the most points win a prize (bonus marks etc).

10 minutes• Teacher explains the homework and hands out homework sheets. Teacher talks about what to expect for next class.

Class Two

10 minutes • Teacher talks about and checks homework. Teacher divides the class into different groups of 5.

15 minutes • Teacher write the 5 advanced conditions on the board and let students discuss them. Again, students have to write down notes of what they know about those conditions and hand them in as a group.

5 minutes • Teacher goes over all the conditions, and gives a more detailed overview of these conditions. Teacher hands out the cards to the groups.

5 minutes• Teacher explains the difference between this time and last time in terms of the game.

5 minutes• Students remembers the information on the cards

15-20 minutes• Game play. The group with the most points win a prize (bonus marks etc).

10 minutesTeacher gives a conclusion of these 2 classes.

75 minutes per class ~30 students

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Materials10 types of health conditions (5 for each level)

A

LLERG

Y

to PEANUTS

Throat swollen

Feel bloated

Diarrhea


BREA

K

your ARM

Ligament torn



CUT witRUSTY METAL

EARINFECTION

FOOPOISONING

Sweating a lot

Get stabbed by a rusty nail

Throat swollen / hard to swallow

Right ear rings

Did not dry ears after swimming

Pain increases during night time

Feel feverish

Diarrhea

Had rotten milk

Basic

ASTHMA



Experience ringing in my ears

Headache

Hit by a baseball

MINORCONCUSSION ANEMIA FROSTBITE

APPENDICITIS

Sweating

Take iron supplements

Skin gets red and itchy

Got frostbitten last night

Right abdomen hurts / press hurts

Fever

Advanced

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10 types of Q & A cards (5 for each level)

Basic

Advanced





Q & A Cards

for teachers

BROKEN ARM1. How did you break your arm?Fell from the STAIRS

2. Which part of your arm did you break?LOWER arm

3. Do you feel pain in any other parts of your arm?UPPER arm / LIGAMENT torn


CUT WITH RUSTY METAL1. What is it that stabbed you?A rusty metal NAIL

2. Have you excessively sweat?Yes

Yes


EAR INFECTION1. Do you know what causes this condition?Did not dry ears after SWIMMING

2. Do your ears ring?Only the RIGHT one rings

3. Does the pain increase at night?Yes


FOOD POISONING1. What did you eat?Rotten MILK

2. Have you experienced any diarrhea or vomiting?DIARRHEA

3. Do you feel feverish?A little bit


ASTHMA1. Do you know what are the causes of asthma?Extreme physical EXCURSION

2. Do you regularly keep your inhaler on you?Yes



Q & A Cards f r h r

MINOR CONCUSSION1. Have you been in an accident recently?Hit by a BASEBALL

2. Have you experienced any headaches?Yes

3. Do you experience ringing in your ears?Yes


ANEMIA1. Do you take iron supplements?Yes

2. Have you had swelling in the legs or arms?No

3. Have you experienced vomiting, increased sweating, or blood in stool?SWEATING


FROSTBITE1. When did you get frostbitten?Last night

2. Have you experienced itching or pain?ITCHING

3. What colour are your hands when frostbitten?RED


APPENDICTIS1. Which area of your abdomen hurts?RIGHT

2. Have you experienced vomiting, fever, or nausea?FEVER

3. Does it hurt after I press down on your abdomen?Yes


Materials

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Materials2 Sheets

Homework sheet Evaluation sheet

Extra Cards

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ALLERGYto PEANUTS

BREAKyour ARM

CUT withRUSTY METAL

EARINFECTION

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Throat swollen

Feel bloated

Diarrhea


Ligament torn



Sweating a lot

Get stabbed by a rusty nail

Throat swollen / hard to swallow

Right ear rings

Did not dry ears after swimming

Pain increases during night time

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FOODPOISONING

ASTHMA

MINORCONCUSSION ANEMIA

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Feel feverish

Diarrhea

Had rotten milk



Experience ringing in my ears

Headache

Hit by a baseball

Sweating

Take iron supplements

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FROSTBITEAPPENDICITIS





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Skin gets red and itchy

Got frostbitten last night

Right abdomen hurts / press hurts

Fever

Q & A Cards for teachers

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BROKEN ARM1. How did you break your arm?Fell from the STAIRS

2. Which part of your arm did you break?LOWER arm

3. Do you feel pain in any other parts of your arm?UPPER arm / LIGAMENT torn


CUT WITH RUSTY METAL1. What is it that stabbed you?A rusty metal NAIL

2. Have you excessively sweat?Yes

Yes


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EAR INFECTION1. Do you know what causes this condition?Did not dry ears after SWIMMING

2. Do your ears ring?Only the RIGHT one rings

3. Does the pain increase at night?Yes


FOOD POISONING1. What did you eat?Rotten MILK

2. Have you experienced any diarrhea or vomiting?DIARRHEA

3. Do you feel feverish?A little bit


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ASTHMA1. Do you know what are the causes of asthma?Extreme physical EXCURSION

2. Do you regularly keep your inhaler on you?Yes



MINOR CONCUSSION1. Have you been in an accident recently?Hit by a BASEBALL

2. Have you experienced any headaches?Yes

3. Do you experience ringing in your ears?Yes


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ANEMIA1. Do you take iron supplements?Yes

2. Have you had swelling in the legs or arms?No

3. Have you experienced vomiting, increased sweating, or blood in stool?SWEATING


FROSTBITE1. When did you get frostbitten?Last night

2. Have you experienced itching or pain?ITCHING

3. What colour are your hands when frostbitten?RED


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APPENDICTIS1. Which area of your abdomen hurts?RIGHT

2. Have you experienced vomiting, fever, or nausea?FEVER

3. Does it hurt after I press down on your abdomen?Yes


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Homework and Evaluation

Homework

Here is a list of things about your personal health care you may need to know. You can ask your parents and your family doctor to get the answers. When you finish the list, you can keep it, and try to remember all the information.

To be handed out after Class One

• What is your blood type?

• What is your care card number?

• Do you have your family doctor’s contact information?

• When was your last tetanus shot?

• Are you allergic to any medications?

• Are you up to date on your vaccinations?

• Do you have any other allergies apart from medications?

EvaluationFor Planning 10 Modification Insert

Name:

Date:

Teacher:

Mark:

Class Participation

Understanding of knowledge introduced in class (How well students did in the game? )

Research skills to find information about common illnesses

Co-operation with other students

Homework for class one

Bonus points

Total

/ 3

/ 5

/ 5

/ 5

/ 5

/ 2

/ 25

Insert OutLine for Planning 10

Documents

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