Professional Documents
Culture Documents
Grade Three:
Violence
Number of Lessons: 5
Cross Curricular Competencies:
-Developing Thinking--included
-Developing Identity and Interdependence--included
-Developing Literacies--included
-Developing Social Responsibility--included
Goals of Health Education:
-Develop the understanding, skills, and confidences necessary to take action to improve health--included
-Make informed decisions based on health-related knowledge--included
-Apply decisions that will improve personal health and/or the health of others--included
Outcome:
Distinguish between examples of real violence and fictional violence and determine the influence of both on
health and well-being.
Indicators:
1. Determine that violence can be physical, emotional, and/or sexual.
2. Describe types of violence and abuse including physical, emotional, and sexual.
3. Discuss examples of fictional violence.
4. Investigate the influence of mass media on perceptions of violence.
5. Recognize violent and non-violent and/or harmful and non-harmful behaviours and the impact on self and
others.
Instructional Strategies:
-Structured Overview
-Questioning
-Compare and Contrast
-Demonstrations
-Problem Solving
-Inquiry
-Reflective Discussion
-Concept Mapping
-Role Playing
-Brainstorming
-Discussion
-Cooperative Learning Groups
Assessments:
Through this unit, students will reach the level of analyzing in Bloom's Taxonomy. They will reach the objectives
of remembering, understanding, applying and finally, analyzing. Doing more lessons to get a deeper
understanding will allow students to reach the levels of evaluating and creating. Here are the assessment tools
we decided to use for this unit:
-K.W.L Chart
-Journal
-Work Completion Check
-Rubric
-Anecdotal Records
Adaptations:
There is a student in our classroom who suffers from dyslexia and we have made the following adaptations.
Instruction:
-Allowing for more time for student to complete the tasks.
-Providing extra descriptions and examples for the written material.
Curriculum:
-Provide new and other examples of violence that are not mentioned in the curriculum.
Environment:
-Provide the student with their own separate place to create a poster.
Pre-requisite Learnings:
Students should have an idea of what bullying is and a general idea of what violence is. Students need to know
how to work together in pairs and groups and contribute equally to the final product.
Media Awareness Network (MNet) | Home. (n.d.). Media Awareness Network. Retrieved March 1, 2011, from http://www.media-
awareness.ca/english/
Pendziwol, J., & Gourbault, M. (2007). The tale of Sir Dragon: dealing with bullies for kids (and dragons). Toronto: Kids Can Press.
YouTube clip from Tom & Jerry, work out. (n.d.). YouTube. Retrieved March 1, 2011, from http://www.youtube.com/watch?
v=DyCBpE7ROyY
Sullivan, K. (2000). The anti-bullying handbook. Melbourne: Oxford University Press.