Essential Question: ​How do we value teen life?

Health ​ ​Social Studies​​ ​Science​​ ​ ​Math​​ ​ ​ELA

General Specific Learning Teaching & Learning Practice Assessment
Learning Objectives
Objectives

Week 1: Students will understand that cells are the basic Formative assessment via KWL chart
unit of life and building blocks of the human (working on K&W):
What is Science: body. ● Prior knowledge and
life? understanding of biology of
Unit B Cells 2.1 Describe the role of Students will learn the body systems and life
and Systems cells as a basic unit of life describe their basic purpose. Students will learn ● What they want to learn about
that when the human body functions in a biology, body systems
Investigate 3.1 Describe, in general healthy way, body systems work together to ● What they know about
and describe terms, body systems for sustain life. ableism and the value of life
the role of respiration, circulation, from a societal view (eg. are
cells within digestion, excretion and Students will visit Body World to learn about people who are not able to
living things sensory awareness the human body. ‘contribute’ to society because
(2) they are ill as valuable as
3.2 Describe, in general Class discussion regarding what students feel is ‘contributing’ members of
Interpret the terms, the role of the most valuable body system. What would society?)
healthy individual organs and we do if one or more of our body systems were ● Continue to add to KWL
function of tissues in supporting the failing? How does society react to body system following class discussions
human body healthy functioning of failure? How do we treat/value those people?
systems, and the human body -Students list 10 things their bodies allow them Formative assessment:
illustrate to do ● Contributions and questions
ways the during class discussion
body reacts Students will learn about the properties of life: ● Express ideas and
to internal order, response to stimuli, reproduction, understanding through use of
and external adaptation, regulation, homeostasis, growth, iPad reflective responses. iPad
stimuli (3) and energy processing. response question for Week 1:
Students will explore the properties of life, Is our value as a human tied to
focusing on regulation/homeostasis. a ‘fully functional’ body?
English Case study about regulation: how do organ Why/why not? How do
Language systems (eg. cardiopulmonary system) regulate students feel about this?
Arts 1.1.1 Express ideas and and react to stimuli that is internal (ex. anxiety) (fair/unfair?)
develop understanding and external (ex. injury). ● Jigsaw review: each table
Discover and group discusses what they
Explore (1.1) 2.1.1 Use prior Students will research key characteristics that learned about a body system,
knowledge all living organism share (eg. cells are the basic then summarizes their learning
unit of all life not just humans; adaptations for and shares with the class
survival). ● Quiz: cells and body systems
● End of week, add to ‘L’ on KWL
Revisit question with the class: is there a chart. Students will complete
system that is more valuable than another to the chart by adding on the
help us stay alive? learned science content this
week surrounding cells and
iPad response: Is our value as a human tied to a body systems
‘fully functional’ body? Why/why not? How do
students feel about this? (fair/unfair?)

Indigenous knowledge and perspectives:

Discuss Indigenous views about what it means
to be animate/living. Discuss Indigenous views
regarding the relationships of living things (eg.
relationships of the earth, the plants, humans;
children are considered sacred beings). Discuss
the Indigenous holistic perspective in science
Example: “​ ​the value of wholeness speaks to the
totality of creation, the group as opposed to
the individual, the forest as opposed to the
individual trees” (Little Bear, 2000, p.79).
Guest speaker:​​ Elder from the Indigenous
Community to talk about what is life in the
Indigenous cultures? How do Indigenous
peoples value life?

D2L Response: what do students feel is the

‘order of importance’ of living things- what are
the ​most to least valuable​ relations​ ​(ie. plants,
animals, humans- and within humans is there a
ranking?)

Fieldtrip: Alberta Children’s Hospital.

Are these teens/children less valuable to
society because they need additional medical
support?

iPad reflective response: Students will use their

knowledge gained this week to reflect on the
question: Is our value as a human tied to a
‘fully functional’ body? Why/why not? How do
students feel about this? (fair/unfair?)
Week 2:
What is a Health
valuable R–8.2 Describe signs
life? GLO associated with suicidal
Relationship behaviour, and identify
Choices
interventional strategies
GLO
Wellness W–8.10 Develop
Choices strategies to effectively
access health
GLO Life information and health
Learning services in the
Choices community; e.g., health
hotline, family doctor,
public health unit
W–8.11 Identify and
develop personal
resiliency skills;
e.g.planning skills, social
competence
L–8.7 Relate personal
knowledge and skills to
potential opportunities
for volunteering and
providing service to
others in the community
Explore student perceptions of good vs. bad Formative assessment via KWL chart
lives. Create operational definition of ‘value’ as (working on K&W):
it relates to teen life (eg. what adds/removes ● What is a good/bad life?
value). Sharing circle utilized to facilitate
discussion (incorporates Indigenous pedagogy).
Exploring value of teenagers Formative assessment:
● Discussions about whether students ● Contributions and questions
feel they are/ are not valued by their during class discussion
peers, their families, their school, their ● iPad reflective response:
community; why/why not? Students will answer the
● What do we see in social question “How do people
media/Hollywood? show that they value others”
● How do other people show us that we to critically reflect on content
are valued? covered this week
● How do we let others know that we ● Think-pair-share regarding
value them? Every Student Can Thrive
website, and the whole class
Begin Community Outreach​​: Students will discussion to follow
begin to experience how ● Written reflection following
demographics/ability/living situation/jobs can Guest speaker Michael
affect that person’s perceived value within Ferland. Prompts: what was
society. his message? How did this talk
Students will begin to recognize common make you feel? Will you
factors which contribute to valuation, such as: think/act differently as a result
age, SES, ability, health status, employability. of this presentation?
● Exit slips after lesson re:
Through online research, students will explore suicide (digital option: Menti
areas of interest to guide their choices in website)
community outreach for the remainder of the
unit.
English Possible community partners: Summative assessment:
Language ● Age: Seniors Facility ● Students will create a digital
Arts ● SES: Inn From The Cold collage:
1.1.1 Express ideas and ● Health: Ronald McDonald House ○ Students will gather
Discover and develop understanding ● Ability: Between Friends images which depict what
Explore (1.1) is valuable in their lives.
1.2.1 Consider the ideas By the end of this week, students will have ○ Students may choose to
Clarify and of others, combine ideas; selected their community outreach program. compare and contrast
Extend (1.2) extend understanding Community outreach work will guide students this with the
final task for the unit; a student showcase of images/stories from
Create 2.4.1 Generate ideas learning. social media/Hollywood
Original Text ○ Written reflection to
(2.4) 3.4.1 Share ideas and Guest Speaker​​: ​Michael Ferland (Indigenous accompany collage re:
information NHL Player), share personal experience with how the images depict
Share and good/bad life and his experiences with the students’ perspective
Review (3.4) 4.1 Appraise own and adversity and success
others work; revise and
Enhance and edit Exploring value in teen lives
improve (4.1 ● Students will create a digital collage
) 5.1 Appreciate diversity, showcasing what is valuable in their life
use language to show ○ Personal photo
Respect respect ○ Images retrieved from the
others and internet
strengthen ○ Drawings/sketches
community ● In small groups, students will discuss
(5.1) what they included as part of their
collages, notice emergent themes in
their collage (eg. material possessions)
Social and compare for similarities and
Studies differences with their peers
● Critique and revision with peers
8.S.6​ ​Develop
Social age-appropriate
participation behaviour for social Website exploration: Every Student Can Thrive
as a involvement as ● Learning about at-risk youth and the
democratic responsible citizens Circle of Courage
process contributing to their ● Think-pair-share, whole class
community. Volunteer conversation
with organizations, ● Promote discussion on how teens can
projects and activities better support each other in the
that ensure the growth classroom
and vitality of
their community Introduction to topic of suicide
Guest Speaker​​: ​School Nurse/ Resource
Officer/ Behavioral Health Consultant
● Discussing resources in the
school/community, and how to access
them
● Discuss risk factors/at-risk populations
● Provide options for support right away,
ways to ask confidential questions

Guest Speaker:​​ Kids Help Phone Operator

● Focus on normalizing teen
struggles with mental health
and reinforce importance of
seeking support

Exit slip/ Menti questions will be addressed at

the beginning of class

iPad reflective response: Students will use their

knowledge gained this week to respond to the
question: How do people show that they value
others?
 Week 3: Community Outreach:​ Students, accompanied Formative assessment:
by a school volunteer, will visit their selected ● Contributions and questions
Can we put Math community organization two afternoons this during class discussion
a price on week. ● iPad reflective response
life? 8.4 Statistics 8.4.1. Critique ways in ○ Should your value
& which data is presented Jigsaw: In small groups articles from depend on the amount
probability: in circle graphs, line NewScientist will be provided to students of money you make?
Collect, graphs, bar graphs and regarding the value of a human life and ● Submission re: research
display and pictographs. students will share back to the class: treasure hunt
analyze data ● It’s fine to put a price on life, as long as ● Creation of graphs/charts
to solve it’s fair (NewScientist, 2016) within Google Docs which the
problems. teacher will review for
● What are you worth? How we calculate
progress and provide feedback
the value of life (Fischer, 2016)
during creation
● The price of my life: $1.6 million and
Social ● D2L audio response to the first
counting (FIscher, 2016)
Studies two community outreach
visits:
Dimensions
8.S.1 Develop skills of Watch YouTube video​ What’s the Value of a ○ 2 stars and a wish: 2
critical thinking and Life (BrainCraft, 2016)​. Through exploration of things that you
of thinking
creative thinking The value of a statistical human life,​ students learned/discovered this
will critically reflect on the concepts of ‘life’ and week, 1 thing that you
Social 8.S.6​ ​Develop ‘value’ discussed in week one. want to learn more
participation age-appropriate about?
as a behaviour for social Class discussion about what the value of a ● KWL chart: quantifying value
democratic involvement as statistical life means and how it could be
process responsible citizens applied to Canada. Class will watch the
contributing to their YouTube video ​Would you sacrifice one person
Research for community. Volunteer to save five?-Eleanor Nelson (TedEd, 2017​) and
Deliberative with organizations, class discussion and questions.
Inquiry projects and activities
that ensure the growth Full class discussion about which method of life
and vitality of valuation seems most fair or unfair and further
their community discussion regarding social justice implications.
 8.S.7 Apply the research Students will learn how to collect, analyze and
English process visually display data in effective ways.
Language
Arts
Students will learn about research methods and
Clarify and 1.2.1 Consider the ideas safe/appropriate Internet use for research
Extend (1.2) of others, combine ideas, purposes. Students will be provided with, and
extend understanding generate their own search terms in order to
Use complete an online ‘treasure hunt’ for valid
strategies 2.1.1 Use prior resources. Students will find data that would be
and cues knowledge effectively displayed in line and bar graphs,
(2.1) scatter plots, and pie charts. Students will
3.1.2 Determine discuss how to best display this data graphically
Plan and information needs, plan and work on their Google Doc.
Focus (3.1) to gather information
Students will learn how to research methods
Select and 3.2.3 Evaluate sources and safe/appropriate Internet use.
Process (3.2)
3.3.3 Evaluate Students will continue working to represent the
Organize, information data they have been provided in graph/chart to
record and visually represent the quantitative value
evaluate assigned to human life. Self and peer review via
(3.3) checklists and rubrics for final product.

GLO Life L–8.7 Relate personal By the end of this week, students will be able to
Learning knowledge and skills to explain different types of graphs (line, bar, pie)
Choices potential opportunities and what information is most and least
for volunteering and effectively/appropriately represented by each
type.
providing service to
others in the community
As a class, and in iPad reflections, students will
provide their thoughts regarding the
 connections between wage earned and value
assigned to life.

As a class, reflect on the past 3 weeks of

learning. Add to the ‘L’ section of KWL chart.

Week 4: Community Outreach​:​ Students will visit their Formative assessment:

selected community organization two ● Contributions and questions
Does Social afternoons this week. during class discussion
society Studies ● iPad reflective response
influence 8.1.4 Appreciate how a After watching the video,​ ​Hikikomori​ (Jonathan (students will have the option
how our society’s worldview TheHarris, 2008) and reading the article on to respond to the Hikikomori
8.1 Japan
lives are Japanese teens​, students will participate in a video, the comparative
shapes individual
valued? Think-Pair-Share re: pressures facing Japanese research study, and/or the
Social citizenship and identity
youth. Indigenous guest speaker)
participation ● How do Japanese people value teen ○ How does your
as a 8.S.6​ ​Develop life? perception of value of
democratic age-appropriate ● What pressures are Japanese teenagers your own life, reflect
process behaviour for social experiencing? on your recent
involvement as ● Are these similar or different to experience with other
Research for responsible citizens pressures you face? worldviews?
Deliberative contributing to their ● Why do you believe Japanese teens are ● Think-Pair-Share re:
Inquiry community. Volunteer lagging behind in happiness and mental Hikikomori
with organizations, well-being? ● Peer assessment of the
projects and activities questions that students ask
that ensure the growth Whole class conversation to discuss Japanese students prior to the
and vitality of think-pair-share ideas. Further discussion as to Skype call (questions that
their community why many factors lead to reclusiveness and show critical thinking;
feelings of suicide for Japanese teens. open-ended questions which
8.S.7 Apply the research provoke in-depth answers)
process

English
Language In small groups students will, generate
Arts 1.2.1 Consider the ideas questions/conversation points for discussion ● D2L audio response to the
of others, combine ideas, with Grade 8 class in Japan. community organization visits
Clarify and extend understanding ○ 2 stars and a wish: 2
Extend (1.2) Guest Speaker​​: ​Skype with Grade 8 Class in things that you
2.2.1 Experience various Japa. Students will deepen their knowledge and learned, 1 thing that
Respond to texts, construct meaning appreciation for Japanese culture and you want to learn?
Texts (2.2) from texts, appreciate worldview through communicating with their ● KWL chart
the artistry of texts contemporaries in a question and answer
Plan and session.
focus (3.1) 3.1.2 Determine
information needs, plan Compare and contrast the value of teens in
to gather information Japan vs value of teens in ​Canada
● In small groups, research the
experiences of marginalized
populations in Canada (prompts:
Math 8.1.3 Demonstrate an Indigenous and/or LGBTQ experience in
understanding of Canada, higher rates of suicide in
8.1 Develop percents greater than or marginalized groups)
number equal to 0%, including
sense greater than 100%. Whole class discussion regarding the
experience of Indigenous teens in Canada and
8.1.4 Demonstrate an discussion regarding suicide rates in
understanding of ratio marginalized groups.
and rate.
Students will review date from ​Centre for
Suicide Prevention​. Students will learn about
L–8.7 Relate personal ratios and percentages for comparative
knowledge and skills to purposes through a teacher-led lesson
GLO Life potential opportunities regarding suicide risk in Indigenous youth.
Learning for volunteering and
Choices In small groups students will complete a
providing service to
worksheet about rates, ratios and percentages.
others in the community
 Guest Speaker:​​ Elder from an Indigenous
reserve to provide a Canadian context, history
of Indigenous peoples, and the
intergenerational trauma that is a result of
residential schooling and reflected in the
suicide crisis. Students will gain further insight
into The Circle of Courage and how it is used to
create courageous youth.

As a class, reflect on the past 4 weeks of

learning. Add to the ‘L’ section of KWL chart

Week 5: Students will explore how the value of life can Formative assessment:
change as time goes on, as a response to major ● Contributions and questions
Does the Social life events, and following crisis. during class discussion
way we Studies 8.S.1 Develop skills of ● iPad reflective response:
value our critical thinking and Community Outreach​: Students will visit their Students will reflect on their
life Dimensions creative thinking community organization three afternoons this knowledge gained this week to
change? week answer the question: What do
of thinking
8.S.4 Demonstrate skills you feel adds value to your life
of decision making and Guest Speaker: Ryan Straschnitzki (Injured now? Has this changed?
Social problem solving Humboldt Broncos Hockey Player) ● Think-Pair-Share after Guest
participation Speaker
as a 8.S.6​ ​Develop Class discussion re: how did the accident ● Worksheet for Internet search
democratic age-appropriate change what Ryan values about his life/body as ○ What is resilience
process behaviour for social well as future plans/goals ○ What resources are
involvement as ● Think-pair-share available for mental
responsible citizens health
contributing to their iPad reflective response: Students will use their ● Final additions to KWL chart
community. Volunteer knowledge gained from this week and others to ○ Outreach
with organizations, answer the question: What do you feel adds ○ Guest speakers
projects and activities value to your life now? Has this changed? ● D2L audio response to the
 that ensure the growth Class and small group discussion about community organization visits
and vitality of resilience and accessing mental health ○ 2 stars and a wish: 2
their community resources things that you
● Tie the conversation back to Week 2’s learned, 1 thing that
discussion on suicide and the you want to learn?
importance of building resilience to
English cope in times of crisis.
Language ● Students will listen to Ryan’s story and Summative (in progress):
Arts 2.1.1 Use prior then share what they could do in their ● Students will create a draft
knowledge own lives to promote resilience in their poster for the student
Use schools and communities. showcase of learning
strategies 2.4.1 Generate ideas ● Internet research re: resilience and ● Students will have the option
and cues mental health resources of a written response to
(2.1) 5.1.1 Appreciate accompany their poster
diversity, use language Guest Speaker:​​ Refugee experience (Syrian ● Students will have the option
Create to show respect refugee) to use their audio D2L posts or
Original Text iPad responses to augment
(2.4) Students will learn to appreciate the unique their poster at the showcase
experiences of refugees who come to Canada,
Respect and appreciate diversity within Canadian
others and communities
strengthen
community Class discussion regarding employment and
(5.1) earning opportunities in home countries vs
Canada. Students will learn that job
qualifications from home countries may not
Health W-8 Students will make transfer to Canada (ex. doctors/nurses,
responsible and engineers) and that many refugees end up
GLO informed choices to working low income jobs that they are
Wellness maintain health and to overqualified for
Choices promote safety for self ● Relate back to Week 3, The statistical
and others value of a human life, re: larger payouts
GLO Life following 911 for bankers vs.
 Learning L–8.7 Relate personal firefighters
Choices knowledge and skills to
potential opportunities Students will reflect on their learning over the
for volunteering and course of this unit.
By referring back to their digital collage,
providing service to
students will uncover evolutions in their
others in the community
thinking. On their own and with peers, students
will spend time drafting their poster,
incorporating new learning and changes in their
thinking.

● Self assessment using rubrics and

checklists for poster criteria
○ Ex. digital collage images will be
incorporated into the poster
which students will display at
the showcase
● Students will participate in working
groups to ensure they have a visually
appealing poster.

As a class, reflect on the past 5 weeks of

learning. Add to the ‘L’ section of KWL chart.

Week 6: Community Outreach​: Students will visit their Formative assessment:

community organization two times at the ● Contributions and questions
How can Social 8.S.6​ ​Develop beginning of the week. during class discussion
we add Studies age-appropriate ● iPad reflective response:
value to behaviour for social As students wrap up their community outreach Students will reflect on their
the lives of Social involvement as experience, they will brainstorm ways in which knowledge gained and answer
others? participation responsible citizens they can continue to add value to the lives of the question: How can you add
as a contributing to their others when the class ends value to the lives of others?
democratic community. Volunteer ● Mock showcase: Students will
process with organizations, iPad reflective response: Students will reflect participate in a mock
projects and activities on their knowledge gained and answer the showcase of learning in
that ensure the growth question: How can you add value to the lives of preparation for the actual
and vitality of others? showcase.
their community ● Self assessment: Students will
With the support of their peers, checklists and use checklists and rubrics to
rubrics, students will finalize their poster for ensure that their poster has all
the showcase. The poster will: the of the required elements.
3.1.1 Focus attention; ● Be a summative representation of
English determine information learning from Week 1-6 Peer assessment: Students will listen
Language needs ● Address the essential question: ​How do to and incorporate peer feedback from
Arts we value teen life? the mock showcase. Students will be
3.4.1 Share ideas and ● Incorporate/display their collage, expected to give their peers
Plan and information learning from guest speakers, and their constructive feedback using 2 stars
Focus (3.1) community outreach and a wish model based on students’
4.1.1 Appraise own and ● Show how students are becoming incorporation of criteria from the
Share and others work; 4.1.2 ‘agents of change’ rubric.
review (3.4) Revise and edit ○ How students will take their
learning and ensure teens in Summative:
Enhance and 4.2.1 Attend to grammar their communities and school ● Poster to be displayed at
improve (4.1) and usage; 4.2.2 Attend feel more valued student showcase of learning
to spelling; 4.2.3 Attend ● Incorporate pieces of one or more of ● Student participation during
Attend to to capitalization and the following: showcase of learning
conventions punctuation ○ iPad responses
(4.2) ○ Audio D2L responses
4.3.1 Present ● Be accompanied by a written
Present and information; 4.3.2 explanation of what they included on
share (4.3) Enhance presentation; their poster and why
4.3.3 Use effective oral
and visual Students will participate in a mock/practice
 communication; 4.3.4 showcase to prepare for the final Poster
Demonstrate attentive Showcase to help students present their
listening and viewing knowledge and understanding using effective
oral and visual communication. 2 Stars and a
wish to other groups for peer feedback.

Health L–8.8 investigate the If able, the students’ main contact from their
characteristics of a community outreach organization can provide
mentor, and practise feedback regarding their posters and answer
GLO Life mentorship in a group any final questions students may have.
Learning setting
Choices Final Day - Student Showcase of Learning
L–8.7 Relate personal Grade 8 classes from across the city will be
knowledge and skills to invited to the school, along with community
potential opportunities members and community outreach staff, to
for volunteering and partake in the students’ showcase of learning.
● Students will take on the role of a
providing service to
mentor for their peers, and inspire
others in the community
other students to be ‘agents of change’
in their own schools/communities.