2018-2019 Curriculum & Assessment (C&A) Plan Template

Name(s) Cole Blanchard

Subject Health and Physical Level/grade Grade 9, Open Strand C: Healthy Living
Education
Title of the C&A Holistic Approach to Health
Plan
Overall & specific expectations (Numbers and descriptions from Ministry documents)
Overall Expectation C1. Demonstrate an understanding of factors that contribute to healthy development
Specific Expectation C1.1 Explain how active living and healthy eating contribute to a person’s physical health and
mental, emotional, and spiritual well-being, and describe the benefits of a holistic approach
to health (e.g., provides more energy, helps body develop to full physical potential, increases self-esteem)
[PS, CT]
Essential Question
Explain how the Essential Question addresses centrality (captures a topic central to students’ lives), engagement (why are students likely to engage with
this topic?), accessibility (how does the Essential Question lead to a unit that is easily accessible to all students?), and connections (connections between
this connection and other learning in the course).
How can the factors I learn about contribute to my healthy development and overall health and well-being?
Link to Achievement Chart By the end of the unit, students will be able to ...
Categories (check those that apply) (complete the phrase for relevant categories in right hand column)
Knowledge & Understanding e.g. Define key terms Understand key factors that contribute to
healthy and active living
Thinking e.g. Use mathematical processes Provide a rationale for the importance of each
factor
Communication e.g. Share understanding with others Share understanding with others
Application e.g. Apply it in a new context, problem solve To apply how a student can attend to these
factors in their own lives
Culminating Task Briefly describe. Consider the triangulation of data through Observations, Products, and Conversations.
Note: In the appendices, include a Student handout for the Culminating Task, and the Evaluation Tool you will be using.
- PART A: SMART goals handout sheet

This template was collaboratively designed by Radford, Hollweck, Orders (2018) and informed by Understanding by Design (Wiggins & McTighe, 2005), Teaching for
Understanding (Perkins, 2008), Lakehead University Lesson Plan Template Three (2013) and the work of Dr. Avril Aitken (Bishops U).
2018-2019 Curriculum & Assessment (C&A) Plan Template

- PART B: Educational awareness brochure or poster on one of the health topics (physical fitness, healthy eating, mental
health, emotional health or spiritual health)

This template was collaboratively designed by Radford, Hollweck, Orders (2018) and informed by Understanding by Design (Wiggins & McTighe, 2005), Teaching for
Understanding (Perkins, 2008), Lakehead University Lesson Plan Template Three (2013) and the work of Dr. Avril Aitken (Bishops U).
2018-2019 Curriculum & Assessment (C&A) Plan Template

BREAKDOWN OF LESSONS (follow example in the second row)

Lesson Specific Learning Success Criteria Instructional and/or Assessment Assessment
Expectations Intention (What (How will students be Learning Strategy Tool1 Purpose
(number are students learning able to show what they (matches learning intention, (feedback for (For, As, Of
reference) this lesson?) have learned?) maximizes DI opportunities, teaching and Learning)
takes student/class profiles learning)
and accoms/mods into
account)
Example 1.3, 1.5 By the end of this I will know I am Think/Pair/Share Exit card with ❏ For
lesson, students will successful because I Venn diagram definitions in ❏ As
be able to can define “key Round robin twitter length ❏ Of
understand the term(s)” and provide
difference between x three examples
and y
1. 1.1 -Students will be - I can explain Youtube Video Exit card ❏ For
Holistic informed on the what it means to Think/Pair/Share ❏ As
consequences of live a healthy Jigsaw
Approac ❏ Of
living an lifestyle
h to unhealthy - I can list some of
Health lifestyle the benefits of
-Students will living a healthy
understand the lifestyle
benefits of living -I can list some of
a healthy the consequences
lifestyle and how of living an

1 AfL - assessment designed primarily to promote learning- it includes both initial or diagnostic assessment and formative assessment. (Cooper 2010)
Examples: exit cards, early drafts, self & peer assessment, conferencing, feedback log, traffic lights, temporary grades, anecdotal descriptions/rubrics, checklists
AaS- “is a metacognitive process in which students take ownership for improving their own learning” (Earl, 2003, p.2)
Examples: goal setting, reflective moments, journals, anecdotal descriptions/rubrics, checklists
AoL Tool: “The instrument that is created or selected to record assessment data” (Cooper, 2007, p.99)
Examples: Anecdotal record, rubric, anchors, rating scale, scoring guide, checklists, marking scheme, grades, etc.

This template was collaboratively designed by Radford, Hollweck, Orders (2018) and informed by Understanding by Design (Wiggins & McTighe, 2005), Teaching for
Understanding (Perkins, 2008), Lakehead University Lesson Plan Template Three (2013) and the work of Dr. Avril Aitken (Bishops U).
2018-2019 Curriculum & Assessment (C&A) Plan Template

it impacts their unhealthy lifestyle

health
-Students will be
introduced to
choices they can
make to become
more healthy
2. 1.1 -Students will -Describe the benefits -Youtube video (23.5 hrs 3-2-1 ❏ For
Physical understand the of regular physical video) Great video ❏ As
importance of activity explaining the importance
Activity ❏ Of
physical activity on -Describe the of PA
health consequences of not -Venn Diagram (Fitness vs
- Students will being physically active Health)
understand the -I can identify - Mind Map
benefits of physical opportunities to be
activity physically active at
- Students will home, school and in
understand the the community
consequences of - I can list the
being inactive differences and
-Students will similarities between
understand the physical activity and
difference between exercise
physical activity and
exercise
- Students will
understand how they
can be physically
active in their own
lives
3. 1.1 -To recognize that we -I can give at least 3 Youtube video on healthy Snowstorm ❏ For
Healthy need to eat a wide examples of ways to eating (Healthy eating Tips ❏ As
variety of food to make healthier food for Teens)
Eating ❏ Of
keep our bodies choices
healthy -I can explain what is Think/Pair/Share

This template was collaboratively designed by Radford, Hollweck, Orders (2018) and informed by Understanding by Design (Wiggins & McTighe, 2005), Teaching for
Understanding (Perkins, 2008), Lakehead University Lesson Plan Template Three (2013) and the work of Dr. Avril Aitken (Bishops U).
2018-2019 Curriculum & Assessment (C&A) Plan Template

-To understand that meant by a balanced

what I put into my diet and what the Jigsaw (case studies)
body can have a importance is
significant impact on -I can give examples of
my health foods from each of the
- To demonstrate five food groups
learning through - I can explain the
everyday choices and function of foods from
discussions each of the five food
groups
- I can select and
prepare foods for a
healthy, balanced diet.

4. 1.1 -To develop an -I can list some mental Youtube video (depression) Exit Card ❏ For
Mental understanding that health conditions and I ❏ As
mental health is an can identify some of Think/Pair/Share
Health ❏ Of
important part of the signs and
personal well-being. symptoms associated Placemat
- Students will with them
develop knowledge -I can name
and skills for several resources
recognising and that exist for those
managing stress. who need help
- Students will -I can identify how
understand the and when to seek
stigma around help for myself or
mental health a friend/classmate
- Students will be and how to
provided with support others
resources if who are struggling
experiencing mental
health problems

This template was collaboratively designed by Radford, Hollweck, Orders (2018) and informed by Understanding by Design (Wiggins & McTighe, 2005), Teaching for
Understanding (Perkins, 2008), Lakehead University Lesson Plan Template Three (2013) and the work of Dr. Avril Aitken (Bishops U).
2018-2019 Curriculum & Assessment (C&A) Plan Template

5. 1.1 -to recognise, assess -I can provide ways to Hook - Ask everyone how Gallery Walk ❏ For
Emotion and manage promote positive they are feeling today ❏ As
potential risks to emotional well being
al well- ❏ Of
emotional wellbeing -I can list some of the Youtube video
being -To reflect on, and things that may cause
respond to, their someone to experience Jigsaw (case studies)
developing concept negative emotions
of self, including -I can provide
managing emotions strategies for students
and reactions to on what to do when
ongoing life they are having
experiences. negative emotions

6. 1.1 -to understand that -I can write out a Youtube video Exit Card ❏ For
Spiritual spiritual health does definition of what it ❏ As
not mean religion means to be spiritually Think/Pair/Share
Well- ❏ Of
-to understand what healthy
being spiritual health - I can list some Mind mapping
means spiritually healthy
-to understand how habits
spiritual health
connects to other
forms of health
Reference list (include any resources and references to be used)
https://www.edutopia.org/blog/22-powerful-closure-activities-todd-finley
http://www.edu.gov.on.ca/eng/curriculum/secondary/health9to12.pdf

Appendices Checklist
Please ensure that you have included the following:
Yes Rationale
N/A Class profile
Yes Student handout for Culminating Task

This template was collaboratively designed by Radford, Hollweck, Orders (2018) and informed by Understanding by Design (Wiggins & McTighe, 2005), Teaching for
Understanding (Perkins, 2008), Lakehead University Lesson Plan Template Three (2013) and the work of Dr. Avril Aitken (Bishops U).
2018-2019 Curriculum & Assessment (C&A) Plan Template

Yes Assessment tool for Culminating Task

Yes introductory lesson plan and assessment tool (for PED 3141 only)
N/A Any handouts (e.g., graphic organizers, instruction sheets, etc.) you will be using in the lesson(s)

https://www.youtube.com/watch?v=aUaInS6HIGo&t=3s

https://www.youtube.com/watch?v=cAuytPe6-js

This template was collaboratively designed by Radford, Hollweck, Orders (2018) and informed by Understanding by Design (Wiggins & McTighe, 2005), Teaching for
Understanding (Perkins, 2008), Lakehead University Lesson Plan Template Three (2013) and the work of Dr. Avril Aitken (Bishops U).