2 records – page 1 of 1.

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Debating Drug Policy

Resource Type
Activity
Assessment
Classroom printables
Lesson Plan
Unit Plan
Other
Grade Level
10
Submitted By
Canadian Institute for Substance Use Research - one year ago
Description
This iMinds 6-lesson module (including teachers g…
Resource Type
Activity
Assessment
Classroom printables
Lesson Plan
Unit Plan
Other
Grade Level
10
Submitted By
Canadian Institute for Substance Use Research - one year ago
Description
This iMinds 6-lesson module (including teachers guide and black-line masters) helps students develop their critical thinking skills while learning about and performing formal debates on the use of alcohol and other drugs. Also available in French.
Subject
Revised Curriculum
Cross-Curricular
English Language Arts
Health and PE
Social Studies
Keywords
drugs
substance use
drug iteracy
health
well-being
debate
iMinds
URLs
http://www.uvic.ca/research/centres/cisur/assets/docs/iminds-grade10.pdf
http://www.uvic.ca/research/centres/cisur/assets/docs/iminds-grade10-french.pdf
http://www.iminds.ca
Learning Standards
First Peoples’ principles of learning • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Big Ideas • People understand text differently depending on their worldviews and perspectives (English Language Arts 10) • The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world (English Language Arts 10) • Language shapes ideas and influences others (English Language Arts 10 – Spoken Language) • Voice is powerful and evocative (English Language Arts 10 – Spoken Language) • Understanding the factors that influence our health empowers us to take action to improve it (Physical and Health Education 10) • The development of political institutions is influenced by economic, social, ideological, and geographic factors (Social Studies 10) Curricular Competencies English Language Arts • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts • Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts • Exchange ideas and viewpoints to build shared understanding and extend thinking (Grade Construct meaningful personal connections between self, text, and world • Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking • Access information for diverse purposes and from a variety of sources and evaluate its relevance, accuracy, and reliability • Apply appropriate strategies in a variety of contexts to comprehend written, oral, visual, and multimodal texts; guide inquiry; and extend thinking • Synthesize ideas from a variety of texts/sources • Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking • Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes • Select and apply an appropriate spoken language format for an intended purpose Physical and Health Education 10 • Critically analyze and explain health messages and investigate their potential influences on health and well-being • Develop skills for maintaining healthy relationships and responding to interpersonal conflict, including communication skills, negotiation strategies, and conflict resolution techniques • Critically analyze the impacts of technology and other factors on individual and community health Social Studies 10 • Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions • Assess the significance of people, places, events, or developments, and compare varying perspectives on their significance at particular times and places, and from group to group (significance) • Assess the justification for competing accounts after investigating points of contention, reliability of sources, and adequacy of evidence (evidence) • Compare and contrast continuities and changes for different groups during this period (continuity and change) • Assess how prevailing conditions and the actions of individuals or groups influence events, decisions, or developments (cause and consequence)
Duration
Project with multiple classes (discretion of teacher)
Language
English
Date Created
Dec 22, 2017
0 recommendations   19 downloads

Stress: dogs, cannabis, exercise or ...

Resource Type
Activity
Lesson Plan
Grade Level
7
8
9
Submitted By
Canadian Institute for Substance Use Research - 3 months ago
Description
Various studies have shown that having a pet can …
Resource Type
Activity
Lesson Plan
Grade Level
7
8
9
Submitted By
Canadian Institute for Substance Use Research - 3 months ago
Description
Various studies have shown that having a pet can increase self-esteem, physical fitness, and social connectedness while decreasing loneliness and stress. This lesson uses this fact as a jumping off point to engage students in thinking about ways we might use to manage stress, the different impacts these strategies might have and how to make choices in using these tools to maximize our own well-being. As a facilitator of dialogue, you are not an observer but a participant in the conversation. So you should feel free to add in thoughts that may not be voiced by the students (but do so in a way that is conversational rather than authoritative). At the end of the day, we want students to recognize that some tools (like exercise and breathing) are more universal, both in terms of number of people for whom they are effective and the range of situations in which they help. But no tool is a magic bullet, and all tools must be used wisely.
Subject
Health and PE
Keywords
iMinds
drug literacy
drug education
cannabis
cannabis use
Physical health Education
URLs
http://www.iminds.ca
Learning Standards
Physical and Health Education 7/8/9 Big ideas: Healthy choices influence our physical, emotional, and mental well-being Learning about similarities and differences in individuals and groups influences community health Healthy relationships can help us lead rewarding and fulfilling lives Competencies: Identify factors that influence healthy choices and explain their potential health effects Develop and apply a variety of movement concepts and strategies in different physical activities Describe how students’ participation in physical activities at school, at home, and in the community can influence their health and fitness Analyze strategies for promoting mental well- being, for self and others Assess and evaluate strategies for managing problems related to mental well-being and substance use, for others Assess factors that influence healthy choices and their potential health effects Identify and apply strategies to pursue personal healthy-living goals Reflect on outcomes of personal healthy-living goals and assess strategies used Describe and assess strategies for promoting mental well-being, for self and others Describe and assess strategies for managing problems related to mental well-being and substance use, for others Propose healthy choices that support lifelong health and well-being
Duration
30-60 minutes with potential for more
Language
English
Date Created
Oct 29, 2018