nquiry
lan
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When Designing Essential Question, Think About…
Student Interests
 Have I related the topic to students’ past and present experiences?
Inquiry and Design
 What questions drive the disciplines?
 What problems inform current research in this curricular area?
 What must students carry away regarding this topic or we will have all missed the point?
Stewardship and Call To Action
 What community issues intersect with the curricular topic?
 How might the question explore the emotional, ethical, and/or human dimensions that relate
to the curricular topic?
o Questions that require students to make judgements
o Questions that require application of learnings to similar, but novel, situations
o Questions that require an ethical stance.
Guidelines for Teaching with Intent
– Higher Order Thinking
– Engaged Students
– Authentic Tasks
– Technology Uses
 How is this lesson in service of the essential
question and the big understandings?
 How is the lesson differentiated and layered for a
variety of intelligences and capacities?
 How will students practice new strategies?
 How will students demonstrate what they know?
 How will I use what I learn from my students’
work to inform what I plan to do tomorrow?
 How will students be able to trace and offer proof
of their own growth of understanding?
Source: Jeffrey Wilhelm | Stephanie Harvey & Harvey Daniels | Grant Wiggins & Jay McTighe
1
TITLE
Creating Personal Health; Promoting Healthy Choices
ESSENTIAL QUESTION (Drives Instruction For The Whole Unit)
How is health best created?
SUBSIDIARY QUESTIONS (Student-Driven Questions)
Students will generate in first classes. Possible questions include: how do we control or prevent HIV
spread? Is HIV a risk for me? Etc.
UNIT SUMMARY
Students will be creating public service announcements to persuade their peers to make healthy lifestyle choices.
We will be exploring a variety of health related topics from the grade 7 curricular outcomes.
SUBJECT AREA: Health and ELA
GRADE LEVEL: 7
STAGE ONE – DESIRED RESULTS
CURRICULUM OUTCOMES:
USC7.2
Examine critically and use purposefully blood-borne pathogen information/ education, including HIV and Hepatitis C, for the purpose
of committing to behaviours that do not put one at risk of infection or co-infection.
USC7.3
Commit to personal safety practices while acquiring basic first aid knowledge and skills.
USC7.4
Demonstrate a personalized and coherent understanding of the importance of nurturing harmony in relationships (with self, others,
and the environment), and apply effective strategies to re/establish harmony when conflict arises.
USC7.5
Evaluate personal food choices and needs by applying accurate and current nutritional knowledge (e.g., content labels).
USC7.6
Demonstrate interpersonal skills, including assertiveness skills, to effectively and skillfully manage peer pressure (e.g., alcohol and
drugs, exclusionary behaviours, family expectations, academic pressures, rules/laws).
CC7.2
Create and present a teacher-guided inquiry project related to a topic, theme, or issue studied in English language arts.
CC7.5
Create and present a variety of representations including visual and multimedia presentations such as displays, illustrations, and
videos, and enhance communication with appropriate graphic organizers, charts, circle graphs, timelines, maps, and sound effects.
CC7.6
Use oral language to interact purposefully and appropriately with others in pairs, small groups, and large group situations (e.g.,
contributing to sustaining dialogue, expressing support for others and their viewpoints, discussing and analyzing ideas and opinions,
completing a variety of tasks, and contributing to group consensus building).
CC7.7
Use oral language to express effectively information and ideas of some complexity in formal and informal situations (e.g., a
procedural description based on personal experience, a demonstration, a persuasive speech, a dramatization).
AR7.2
Appraise own and others’ work for clarity and correctness.
CR7.4
View and demonstrate comprehension and interpretation of visual and multimedia texts with specific features (e.g., circle graphs)
and complex ideas including the visual components of media such as magazines, newspapers, websites, reference books, graphic
Source: Jeffrey Wilhelm | Stephanie Harvey & Harvey Daniels | Grant Wiggins & Jay McTighe
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novels, broadcast media, videos, and promotional materials.
CR7.1
View, listen to, read, comprehend, and respond to a variety of texts that address identity (e.g., Thinking for Oneself), social
responsibility (e.g., Participating and Giving Our Personal Best), and efficacy (e.g., Doing Our Part for Planet Earth).
CR7.2
Select and use appropriate strategies to construct meaning before (e.g., formulating questions), during (e.g., recognizing
organizational structure), and after (e.g., making judgements supported by evidence) viewing, listening, and reading.
STAGE TWO – EVIDENCE
ASSESSMENT: (How will you know students have mastered the outcomes?)
Learning Outcome
Health content
Writing
Assessment Tools
Using on-going reflections and journaling to assess
development of student understanding.
Using a rubric to assess the announcements and the
quality of the content.
Rubric to assess scripts for content and quality of
writing.
TECHNOLOGY: How has transformational technology been used as indicated in the
H.E.A.T. spectrum?
H-students will be asked to curate information and present it in an engaging manner
E-students get to choose their topic within a range of topics suitable to grade and
curriculum
A-work will be shared with a global audience through a Youtube account and LibGuide
T-wellwisher, wikispaces, video editing
STAGE THREE – LEARNING PLAN
SCAFFOLD OF MAJOR LEARNING TOPICS
IMMERSION: How will you invite student curiousity, build background, find topics, and wonder?
Students will be asked to explore what they know and what they want to know about health. We will be looking
to create wonder with on-going reflection using Well-wisher to share their thoughts.
INVESTIGATE: How will you help students develop question, search for information, and discover
answers?
Students will be brainstorming to develop questions, using databases, books and Google search for information
and curating the findings on a wikispace.
COALESCE: How will you help students intensify research, synthesize information, and build new
knowledge?
We hope to bring in a public health nurse to engage with the students on their further wonders and questions and
see which issues and ideas are on the growing edge of their health questions.
GO PUBLIC: How will students demonstrate understandings and share their learnings with others?
Students will create a short public service announcement using the telemedia facilities at CO work will be shared
on our school YouTube account and LibGuide.
Source: Jeffrey Wilhelm | Stephanie Harvey & Harvey Daniels | Grant Wiggins & Jay McTighe
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Source: Jeffrey Wilhelm | Stephanie Harvey & Harvey Daniels | Grant Wiggins & Jay McTighe
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