Search for Resources

Healthy Youth, Healthy Community ( Grades 9-12)

Secondary

Description

This ESD classroom resource introduces students to healthy living habits for themselves as well as their community. They demonstrate their knowledge by participating in various activities that encourage making healthy food choices, exercising and helping others in the community to do the same. Learners develop an action project based on a community needs assessment. They reflect on their service-learning project, demonstrate the impact on the community, and celebrate their hard work and success.

The unit consists of five lessons

  • Classroom Community and Good Health
  • Your Body and Health Issues
  • Introduction to Service
  • Prepare to Take Action
  • Take Action

 

 

General Assessment

What skills does this resource explicitly teach?

Students practice a variety of skills associated with planning and conducting a community service project -developing a survey tool, conducting a survey and analyzing data collected, planning and carrying out a service project based on information gathered in survey. Students are provided with a number of handouts designed to teach the skills involved.

In addition to the research and action skills, students practice the skills involved in cooperative learning and action. 

Strengths

Strengths of the unit include

  • authentic learning component
  • service project  element
  • attention to collaborate learning 
  • multidisciplinary/interdisciplinary framework
  • respect for differential learning
  • creative extension activities

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Enhance the clarity and artistry of communication
        • Explore thoughts, ideas, feelings and experiences.
        • Manage ideas and information
        • Respect,support and collaborate with others
      • Health & Career Planning
        • Step 4Relevant matches
        • Health and Life Skills: Wellness Choices
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Benefits Health
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Create oral, print, visual and multimedia
        • Manage ideas and information
        • Respect, support and collaborate with others
      • Math
        • Step 4Relevant matches
        • Math 10C: Relations and Functions
      • Physical Education
        • Step 4Relevant matches
        • Physical Education 10: Benefits to your Health
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English 20: Create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication
        • English 20: Manage ideas and information
        • English 20: Respect, support and collaborate with others
      • Math
        • Step 4Relevant matches
        • Math 20-2: Statistics
        • Mathematics 20-4:Statistics and Probability (Collecting and Analyzing Information)
      • Physical Education
        • Step 4Relevant matches
        • Physical Education 20 : Physical Education: Benefits Health
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication
        • Manage ideas and information
        • Respect, support and collaborate with others
      • Physical Education
        • Step 4Relevant matches
        • Physical Education 30: Benefits Health
  • British Columbia
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Writing and Representing
      • Health & Career Planning
        • Step 4Relevant matches
        • Health and Career Education: Healthy Living
      • Home Economics
        • Step 4Relevant matches
        • Food & Nutrition: Social, Economic, and Cultural Influences
        • Food & Nutrition:Nutrition and Healthy Eating
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Active Living
    • Grade 10
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Writing & Respresenting
      • Home Economics
        • Step 4Relevant matches
        • Foods & Nutrition: Nutrition and Healthy Eating
        • Foods & Nutrition: Social, Economic & Cultural Issues
      • Math
        • Step 4Relevant matches
        • Foundation of Mathematics: Mathematics Research Project
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Active Living
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Writing & Representing
      • Home Economics
        • Step 4Relevant matches
        • Food & Nutrition: Nutrition and Healthy Eating
        • Food & Nutrition: Social, Economic & Cultural Influences
      • Math
        • Step 4Relevant matches
        • Foundations of Math: Mathematics Research project
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Active Living
  • Manitoba
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Manage ideas and information
      • Family Studies
        • Step 4Relevant matches
        • Family Studies Senior 1:Personal Decisions and Community Connections
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Fitness Management
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Manage ideas and information
      • Family Studies
        • Step 4Relevant matches
        • Family Studies Senior 2: Personal Decisions and Community Connections
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Manage ideas and information
      • Math
        • Step 4Relevant matches
        • Applied Mathematics :Mathematics Research Project
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Active Healthy Lifestyles:Physical Activity Practicum
    • Grade 12
  • New Brunswick
    • Step 2Select a grade level
    • Grade 9
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Writing & Other Ways of Representing
      • Math
        • Step 4Relevant matches
        • Number, Relations and Functions 10: Relations and Functions
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Valuing
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English 112/113: Writing & Other Ways of Representing
      • Math
        • Step 4Relevant matches
        • Financial and Workplace Mathematics 110: Statistics
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English 122/123: Writing & Other Ways of Representing
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Writing & Other Ways of Representation
      • Health Education
        • Step 4Relevant matches
        • Health: Self-Concept
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Understanding and Applying
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English 1201:Writing & Other Ways of Representing
        • English 1202: Writing & Other Ways of Representing
      • Math
        • Step 4Relevant matches
        • Math 1201: Relations and Functions
      • Physical Education
        • Step 4Relevant matches
        • Healthy Living 1200: Active Lifestyles
        • Healthy Living 1200: Healthy Eating
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English Language Arts 2201/2202: Writing & Other Ways of Representing
      • Math
        • Step 4Relevant matches
        • Math 2206:Statistics
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English Language Arts 3201 :Writing & Other Ways of Representing
        • English Language Arts 3202: Writing & Other Ways of Representing
      • Family Studies
        • Step 4Relevant matches
        • Nutrition 3102: Food Nutrition & Health
        • Nutrition 3102: Food Security
        • Nutrition 3102: Food Technology & Production
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Celebrate and build community within the home, school, workplace and wider society
        • Clarify and enhance oral, written, and visual forms of communication, through a process
        • Plan and focus an inquiry or research and interpret and analyze information and ideas, through a process
      • Health Education
        • Step 4Relevant matches
        • Nutrition
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Benefits Health
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Create oral, print, visual and multimedia
        • Manage ideas and information
        • Respect, support and collaborate with others
      • Math
        • Step 4Relevant matches
        • Math 10C: Relations and Functions
      • Physical Education
        • Step 4Relevant matches
        • Physical Education 10: Benefits to your Health
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Manage ideas and information
        • Respect, support and collaborate with others
      • Math
        • Step 4Relevant matches
        • Math 20-2: Statistics
      • Physical Education
        • Step 4Relevant matches
        • Physical Education 20 : Physical Education: Benefits Health
    • Grade 12
      • Step 3Select a subject
      • Physical Education
        • Step 4Relevant matches
        • Physical Education 30: Benefits Health
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Writing & Other Ways of Representation
      • Health Education
        • Step 4Relevant matches
        • Healthy Living 9: Healthy Community
        • Healthy Living 9: Healthy Self
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Valuing
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Writing & Other Ways of Representing
      • Math
        • Step 4Relevant matches
        • Math 10: Relations and Functions
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Valuing
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Writing & Other Ways of Representing
      • Math
        • Step 4Relevant matches
        • Math 11: Statistics
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Writing & Other Ways of Representing
      • Home Economics
        • Step 4Relevant matches
        • Food Science 12: Food Constituents
        • Food Science 12: Food Quality and Commodities
  • Nunavut
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Nutrition
      • Math
        • Step 4Relevant matches
        • Statistics and Probability
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Benefits Health
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • /Manage ideas and information
        • Create oral, print, visual and multimedia
        • Respect, support and collaborate with others
      • Math
        • Step 4Relevant matches
        • Math Preparation 10: Data Analysis
      • Physical Education
        • Step 4Relevant matches
        • Physical Education 10: Benefits to your Health
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Manage ideas and information
        • Respect, support and collaborate with others
      • Math
        • Step 4Relevant matches
        • Mathematics 20-4:Statistics and Probability (Collecting and Analyzing Information)
      • Physical Education
        • Step 4Relevant matches
        • Physical Education 20 : Physical Education: Benefits Health
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Create oral, print, visual and multimedia texts, and enhance the clarity and artistry of communication
        • Respect, support and collaborate with others
      • Physical Education
        • Step 4Relevant matches
        • Physical Education 30: Benefits Health
  • Ontario
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English: Media Studies
        • English:: Writing
      • Family Studies
        • Step 4Relevant matches
        • Food and Nutrition: Food Choices
        • Food and Nutrition: Food-Preparation Skills
        • Food and Nutrition:Nutrition and Health
      • Physical Education & Health
        • Step 4Relevant matches
        • Healthy Active Living Education: Active Living
    • Grade 10
      • Step 3Select a subject
      • Civic Studies
        • Step 4Relevant matches
        • Civics and Citizenship (Open): Civic Engagement and Action
      • English/Language Arts
        • Step 4Relevant matches
        • English: Media Studies
        • English: Writing
      • Family Studies
        • Step 4Relevant matches
        • Food and Nutrition: Food Choices
        • Food and Nutrition: Food-Preparation Skills
        • Food and Nutrition:Nutrition and Health
      • Physical Education & Health
        • Step 4Relevant matches
        • Healthy Active Living Education: Active Living
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Media Studies (Open) Media and Society
        • Media Studies (Open) Understanding & Interpreting Media Texts
      • Health Education
        • Step 4Relevant matches
        • Health for Life (College Prep.) Determinants of Health
        • Health for Life (College Prep.): Healthy Communities
      • Math
        • Step 4Relevant matches
        • Foundations for College Math (College prep.) Data Management
      • Physical Education & Health
        • Step 4Relevant matches
        • Healthy Active Living Education: Healthy Living
        • Healthy Active Living Education: Active Living
    • Grade 12
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English: Media Studies
      • Math
        • Step 4Relevant matches
        • Mathematics of Data Management (Univ. Prep.) Organization of Data for Analysis
        • Mathematics of Data Management (Univ. Prep.) Statistical Analysis
        • Mathematics of Data management (Univ. Prep.) Culminating Data Management
      • Physical Education & Health
        • Step 4Relevant matches
        • Healthy Active Living Education: Healthy Living
        • Healthy Active Living Education: Active Living
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Writing & Other Ways of Representing
      • Health Education
        • Step 4Relevant matches
        • Wellness Choices
      • Math
        • Step 4Relevant matches
        • Data Management and Probability
        • Statistics and Probability
      • Social Studies
        • Step 4Relevant matches
        • Interdependence: Atlantic Canada in the Global Community: Citizenship in the Global Community
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Writing & Representing
      • Math
        • Step 4Relevant matches
        • Data Management and Probability
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Writing & Representing
      • Math
        • Step 4Relevant matches
        • Data Management and Probability
    • Grade 12
  • Quebec
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Produces texts for personal and social purposes
      • Math
        • Step 4Relevant matches
        • Statistics & Probability
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Adopts a healthy, active lifestyle
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Produces texts for personal and social purposes
        • Uses language/talk to communicate and to learn
      • Math
        • Step 4Relevant matches
        • Arithmetic & Algebra
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Adopts a healthy, active lifestyle
    • Grade 11
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Produces texts for personal and social purposes
        • Uses language/talk to communicate and to learn
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Adopts a healthy, active lifestyle
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Compose and Create
      • Health Education
        • Step 4Relevant matches
        • Health Education 9: Action Planning
        • Health Education 9: Decision Making
        • Health Education 9: Understanding, Skills and Confidences
      • Math
        • Step 4Relevant matches
        • Math 9: Statistics and Probability
    • Grade 10
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • English Language Arts B10: Overall Expectations
    • Grade 11
    • Grade 12
  • Yukon Territory

Themes Addressed

  • Citizenship (3)

    • Community-Building and Participation
    • General Guide to Taking Action
    • Media
  • Governance (1)

    • Government Regulations
  • Human Health & Environment (6)

    • Access to Health Care
    • Environmental Contaminants & Health Hazards
    • Environmental Justice
    • Health Promotion
    • Hunger and Malnutrition
    • Quality of Life
  • Human Rights (1)

    • Social Justice

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The community survey re. health needs is the central piece in the lesson plans. The lessons ensure a balanced picture by having students consider who might be interviewed and by selecting a variety of community locations in which to conduct the survey. This helps to address the question - Who's perspective? 

Since surveys may also reflect bias in the questions they choose to ask and the questions they omit, students are asked to discuss and decide on the survey questions.

In acquiring the necessary background learning, students consult a number of newspaper articles, Internet sites, government publications, all of which may be judged as acceptable resources.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

While the lessons do not require that students explore community (school, neighborhood, local community) health through a sustainability lens, one might expect that in any exploration of community health (social issue), consideration would be given to the link between socio-economic factors (ie.availability  of healthy foods, media messages, poverty,adequate recreational facilities) and the connection between the environment and health (ie. clean air and water), 

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

The unit is constructed to address the focus question/problem - Why is it important to practice healthy living habits and advocate for healthy living practices in the community? While the answer may be obvious -good health is good, ill health is bad- identifying the many factors that promote or mitigate against good health requires considerable sophistication as does deciding and acting on a plan that will have a significant impact in improving one's individual health, and that of the school, the neighborhood and the local community.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Very Good

The lessons address an authentic issue - the health of the local community. Students design a service project that influences the health of their community. They plan the steps, carry out their plan, reflect on the process and celebrate their success. 

The strength of the unit is its attention to moving from knowing to doing. The unit recognizes that if the doing is to be effective it must be informed by an understanding of the issue and the forces at play. The initial lesson plans are designed to provide that understanding. The authors also recognize that effective doing takes considerable planing. The concluding lesson plans (Introduction to Service, Prepare to take Action, and Take Action) provide the framework and develop the skills associated with effective planning.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

Collectively the lessons help students reflect on the value of good health, society's values with respect to beauty,values associated with leadership, and volunteerism and community engagement. Students are also asked to keep a private journal in which they reflect upon a number of value laden questions that emerge from each of the lessons.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Good

If knowledge/understanding are necessary pre-conditions for empathy, it may be expected that this unit will encourage greater student empathy for those suffering from eating disorders, those who struggle because they do not fit the current popular body image and those who face health challenges because of their social or economic situation.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Poor/Not considered
Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good

The focus of the unit is the health of the student's community -the school, the neighborhood, the local community. The action component is intended to draw attention to and choose a community health need to address. Students plan the logistics for their community service project,document their planning process,conduct and evaluate their community service project.   

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

Students undertake a community service project that identifies current needs and aims to improve future health conditions in the community.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Very Good

The initial lessons have students explore a topic/issue - elements of a balanced diet, the availability of healthy foods, the importance of physical activity,the concept of a healthy body image. In each case, a combination of student activities and guided inquiry allows students to reach their own conclusions about the issue.

In the concluding lesson, it is the students who analyze data collected from their surveys and design a campaign to advocate for health in their community.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good

The reach of the unit has relevance for the physical education and health curriculum (individual and community health needs), the science curriculum ( human biology),and the social studies curriculum ( responsible citizenship). 

Each lesson also includes cross curricular activities related to social studies (mapping), language arts ( advocacy tools), math (data collection and analysis),media literacy (analyzing and creating media messages), and music(creating musical messages) 

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Good

Responsibilty for "finding the answers" if not defining the questions resides with the students. The role of the teacher is to act as the facilitator on the side - providing the framework, suggesting resources, and  guiding the discussion - so that students may arrive at their anwers and decide what to do with these answers.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

Lessons allow students to investigate and report upon topics based on their interests. Group work also provides opportunities for students to contribute according to the individua'ls interests and talents such as sports, music, technology, poetry, etc.

In deciding on a service project, students are encourage to chose on ethat rweflects the enthusiasm of the group and which empowers them to take the lead.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Very Good

The community service project, which is the culminating activty of the unit, represents an authentic experience related to the primary goal of the unit - to explore the meaning of good health and to carry out a project that responds to the health needs of the local community. 

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Very Good

A considerable number of the lesson goals are realized within the context of cooperative groups. Students select tasks according to their interests and abilities, undertake the necessary work, and create reports that they share with the members of their group.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Good

Many of the lessons require students individually or collectively to research and report to the class on their findings. These reports allow teachers to assess the student's understanding of the topics or issues addressed.

The lessons also include a number of handouts to be completed by students and these too provide a measure of the students progress.

The community surveys and the presentations that follow create an opportunity for summative assessment. 

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Good

Several sessions throughout the unit have a Reporting assignment. Students select topics touched upon in the session to find out more and report their findings to the class in a follow-up session.

The responsibilities attached to the cooperative groupings mean that students are teaching other students.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good

The unit creates rather than analyses a case study in that students plan, conduct and evaluate a srvice project related to the health of the local communitry.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Good

The IGNITE process promotes student voice in making essential decisions about the process, goals and sucess of the service project. The "facilitator" acts as a "guide on the side" and allows students to take the lead in a meaningful way to impact community health.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.