Grade 9 Health Ed. Unit Plan & Process Paper

29 Feb

Grade 9 Health Ed Unit Plan

The unit plan designed by my partner and I revolved around the area of health education. We decided to group together two of the major outcomes from the Health 9 curriculum because they fit together in a seamless way. One outcome dealt with sexual health; STIs, pregnancy and the influences of culture and society on personal beliefs and values concerning sexual health. The other outcome revolved around the idea of romantic relationships and helping students to identify what all is involved in the idea. The intended classroom would be in a school that has access to computers. The basic learning plan has lots of opportunity and room for change and growth making it easy to differentiate for students with varied learning needs. Because of this, I can see this unit being implemented in any classroom regardless of ability level, ethnicity, or academic difference. The content is also very universal in that every student will benefit from these outcomes. Knowledge around sexual health and romantic relationships is essential for all students in this day and age which is why this unit is such a major focus in health education.

At the offset of this unit, students are given an opportunity to reflect on previous learning they have experienced in sexual education classes in younger grades. They are also introduced to the idea of reflective journaling. Throughout the unit students will be given the opportunity to reflect on content being presented and journal any pertinent thoughts on the matter. Their introduction to reflective journaling will begin after observing a relevant video on sexuality that will be watched as a class. This will spell out the beginnings of what will eventually become personal standards created by each student. This first journal entry on part of the students will then become assessment for learning as the direct instruction lesson to follow will be shaped by how students respond to this particular reflection.

My partner and I tried to employ several different instructional strategies in our unit plan. Aside from the typical direct instruction, there is also a lot of student-directed learning integrated into the plan including student’s presenting information to classmates on a given topic, and working as a class to create a bulletin board containing information around societal influences on sexuality. Students are given more than one opportunity to engage in inquiry-based projects which we believe will be a very fruitful endeavor considering the content of the unit. In terms of resources and instructional materials, students will be given opportunities to do research, within the community and online, to discover information around various topics in the sexual health/romantic relationship sphere. Aside from these resources, my partner and I decided that we would also take advantage of the Red Cross presentation entitled “RespectEd” during the latter part of the unit. The RespectEd program is specifically tailored to help students understand what healthy relationships are, how to safely get out of unhealthy relationships, etc. Not only will this presentation help satisfy several indicators for our outcome, it will also be something new and different in the class that I believe students will really appreciate.

Evaluation for this unit took many forms. Aside from ongoing observation and conversations (discussions) with students, we would also utilize the reflective journals as assessment for learning. All of these pieces would act as guides to help us better understand where to go with our students and how to meet them where they are at. We have several larger products built into the unit plan as well. One involves having the class work collectively to create an interview questionnaire on sexual norms that would be used by students to collect data within the community. Another is the bulletin board of societal norms that influence sexual identity and belief systems. This is a critical piece in that once students design the board as a collective; it will be used throughout the rest of the unit as a touching stone that they will continually come back to. There are two inquiry projects built into this unit. The first involves having students compare sexual norms from past eras with the sexual norms of today. The other is the final project for the unit which culminates in an action plan that students will need to enact individually. This action plan has a focus on health promotion which is the major goal of Health 9. Students will write a process paper that will describe their thoughts and decisions regarding their action plan. These inquiry projects are both assessment of learning.

My partner and I both feel as though this particular unit plan is well constructed, dynamic, and will be effective in meeting the needs of all students. Creating this, my first unit plan, has been very empowering in that I have experienced what all is involved and know that I can do it in my future teaching. I look forward to utilizing this unit plan, as well as creating further unit plans, in the months and years to come.

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One Response to “Grade 9 Health Ed. Unit Plan & Process Paper”

  1. Emily Mann April 9, 2012 at 5:53 pm #

    Having to reflect on the creation of this unit plan was a very valuable experience for me. It moved beyond simply creating the unit plan to actually considering the various pieces and personal learnings that went into it. One thing that I have learned this semester through the focus on unit planning is that it really is not as intimidating a process as I initially thought. Being an organized individual that thrives on order, I really enjoyed delving into curriculum and building the unit from the learning foundations up. It has been a truly beneficial and edifying experience all around.

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