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Livin' the Good Life teaches students about quality of life and community indicators such as sustainability, inequality, poverty, and good governance.
Students develop indicators to measure quality of life and conduct a survey of peers and adults to obtain data for their indicators. They analyze the survey data using spreadsheet software and produce charts to demonstrate their results. Students compare their own performances as measured by the quality of life indicators against averages determined by the survey results.
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|Consideration of Alternative Perspectives||Good||No 'standard' for a high or low quality of life is presented. Students will create their own criteria for 'Livin' the Good Life' and start to understand the connection between how quality of life is measured and quality of life's links to global issues such as sustainability, inequality, poverty and good governance.|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good||Quality of life is more than economics (for example - wages, hours worked per week, etc.); the 'Livin' the Good Life' lesson illustrates that point well. Family, recreation, creative pursuits, volunteering, rest and friends are just some of the quality of life categories included in the survey and data analysis.|
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Good||Students take an active role in understanding how quality of life is measured, ways to measure quality of life and data analysis. In 'Living' the Good Life' students are involved with the development of the survey, distribution and completion of the survey, analysis of results, comparison of results and action experiences.|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
Each student will present the quality of life survey to six other people. Students will be engaged with community members in discussions on 'what is the good life?' and realize the differences in opinions. Provoking thoughts and feelings, not only in the students, but in the individuals completing the survey. Other action projects presented at the end of the lesson are excellent; however, the activities may require more development.
|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
|Values Education||Good||Students can create a survey which is important to them. Also they get to express their own beliefs and values by completing the survey. Clarification of their values when survey results are analyzed.|
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Satisfactory|
In the 'Writing Connection' component of the lesson, students research an African cultural group, and write a brief paper explaining how they think this tribe might measure "the good life" in light of their values, economic system, spiritual beliefs, and geographic location. An excellent website link is provided.
Students will start understanding the connection between how quality of life is measured and global issues such as sustainability, inequality, poverty and good goverance. Students will become more aware of the geographical, cultural, economic and other differences.
|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.
|Locally-Focused Learning||Good||The students' opinions and the opinions of people in their community are being used to create a quality of life standard for the area. Students will compare their personal quality of life against the community average. The lesson includes 'Action Projects' - students can also get involved in their community.|
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory||Quality of life in the past is not mentioned. The survey and analysis of results give the present state of quality of life. The future is discussed in the 'Assessment Reflection Questions,' whixh refers to impacts on the environment, economy and society.|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Good||Though the categories for the survey are given, students develop indicators to evaluate quality of life. The survey results will vary greatly between individuals. The data entered into Excel will be similar, but individual comparisons will differ.|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning||Good||Students develop their own survey, administer surveys and analyze the data.|
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Good||Survey creation and administration, and data analysis will appeal to the cognitive domains. Some of the indicators in the survey (friends, spiritual pursuits, etc.) will appeal to the affective domains.|
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory||The lesson is divided into three days. Day 1 and day 3 give students the opportunity to discuss issues, feelings, trends, etc. in the 'Assessment Reflection Questions'. Students can demonstrate their knowledge of computers.|
|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||Satisfactory||'Action Projects' at the end of the lesson suggest that students write a 'Quality of Life Report' for their local newspaper (based on the survey). This is an opportunity for students to teach other community members. If the 'Action Project' component of the lesson is not completed then students are not empowered.|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
|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||Satisfactory||Students create the survey based on their interests, and the 'Writing Connection' and 'Action Projects' will allow them to get deeper into the issue, though on a limited basis. The 'Additional Resources' list should be utilized for keen students or classes.|
|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.|