Course Profile   Individual and Family Living, Grade 9 or 10 open, Public

 

Unit 1

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and Training or by the Partnership of School Boards that supported the production of the document

 

©Queen’s Printer for Ontario

 

Acknowledgements

 

Public District School Board Writing Team - Individual and Family Living

 

Lead Board

                Waterloo Region District School Board

                Beverley J. Murray, Project Manager

 

Course Profile Writing Team

                Carolyn Barfoot, Waterloo Region District School Board

                Carole Booth, Peel District School Board

                Shirley Jones, retired teacher

                Beverley J. Murray, Educational Consultant

                Michelyn Putignano, Hamilton–Wentworth District School Board

                Grier Rennie, Waterloo Region District School Board

                Marcia Smellie, Waterloo Region District School Board

                Jane Witte, Thames Valley District School Board

 

Instructional Technology Support

                Jane Dowdall, Waterloo Region District School Board

 

 

Unit #1: Enhancing Personal Skills

 

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity 7

 

Time:       19 Hours

Unit Developer(s):

            Carolyn Barfoot, Waterloo Region District School Board

            Carole Booth, Peel District School Board

            Grier Rennie, Waterloo Region District School Board

            Jane Witte, Thames Valley District School Board

 

Development Date:      February, 1999

 

Unit Description

In this unit students will analyse various aspects of self and interpersonal skills in terms of human growth and development in adolescence. Students will demonstrate effective interpersonal skills using a variety of problem solving and decision making tools. Team work and collaborative group processes will be emphasized throughout.

 

Strand(s) & Expectations

Strand(s):    Self and Others; Personal and Social Responsibilities; Social Challenges; Social Science Skills

 

Overall Expectations:     SOV.01X, PRV.02X, O3X, SCV.02X, SSV.02X, 03X

 

Specific Expectations:     SO1.01X, 02X, PR1.02X, PR2.01X, 02X, SC2.02X, SS3.01X, 02X, 03X, 04X         

 

Activity Titles (Time and Sequence)

 

Activity 1

Personal Communication Skills

240 min

Activity 2

Group Communication Skills

120 min

Activity 3

Me Project

120 min

Activity 4

The Role of Communication in Team Building

150 min

Activity 5

Exploring Collaborative Problem Solving Skills

150 min

Activity 6

Taking Charge

120 min

Activity 7

Class Celebration

240 min

 

Unit Planning Notes

 

Teachers will:

•  be aware of methods of dealing with sensitive issues in a culturally diverse community.

•  familiarize themselves with basic concepts of communication, decision making.

•  preview all videos, computer software and information technology.

•  familiarize themselves with teaching/learning strategies such as concept maps, journals, portfolios, co-operative learning.

•  familiarize themselves with assessment tools such as rubrics.

 

 

Prior Knowledge Required

 

Based on elementary school experience, all students should have basic writing, reading, numeracy and computer skills. Some knowledge of group work skills is expected.

 

 

Teaching/Learning Strategies

 

The following strategies are described in greater detail within each activity:

•  questionnaire

•  journal

•  concept map

•  communication/group skills games

•  case study

•  co-operative learning processes

•  role play

•  portfolios

 

 

Assessment/Evaluation

 

Tool

Purpose

Evaluator

Activity

Participation Rubric

Formative

Teacher, Student

All individual activities

Group Work Rubric

Formative

Teacher, Student

All group work

Journal Rubric

Formative

Teacher

All activities

Portfolio Rubric

Formative

Teacher, Student

Activity 3

Communication

Checklist

Formative

Students

Activity 5

Schedule Rubric

Diagnostic

Students

Activity 6

Celebration

Questionnaire

Summative

Teacher

Activity 7

Unit Test

Summative

Teacher

The whole unit

Diagnostic:      assessing what has been learned

Formative:       assessing how well the student is presently learning so that appropriate changes can be made

Summative:     assessing how well the student has learned the material for purpose of accountability

 

 

Resources

Print

 

1.     Assessment for Learning in the Transition Years and the Specialization Years. Waterloo County Board of Education, 1993.

2.     Board of Education for the City of Etobicoke, Making The Grade: Evaluating Students' Progress. Prentice Hall Canada Inc., 1987, ISBN 0-13-547191-5.

3.     Boyden, J. Families Celebration and Hope in a World of Change. UNESCO, Double Day Canada Ltd., 1993, ISBN 0-385-25430-X.

4.     Challenging Ourselves Towards Gender Equity and Violence. Pembroke Publishers, 1996,

        ISBN 1-55138-068-4.

5.     Changing Perspectives: A Resource Guide for Antiracist and Ethnocultural Education. Ministry of Education, Toronto, 1992.

6.     Clarke, J., et al. Co-operative Small Group Learning: Together We Learn. Glencoe Publishers, 1990, ISBN 0-13-924556-1.

7.     Family Studies (Group of Assessments). Peel Board of Education, 1998.

8.     Gibbs, J., Tribes: A New Way of Learning and Being Together. Centre Source Systems, California, 1995, ISBN 0-932762-09-3.

9.     Kelly-Plate, J. and Eubanks, E., Today's Teen, 5th edition. Glencoe McGraw-Hill, 1997.

10.   Midland, D., et al. Assess for Success: Assessment, Evaluation for Reporting For Successful Learning. Desktop Publishing, ISBN 0-920930-60-3.

11.   Odawa Child Care Manual. Native Friendship Centre, 1995.

12.   OSSTF, Managing Conflict. Toronto, ISBN 0920930-54-9.

 

Video

 

13.   Body Language: An Introduction to Non-Verbal Communication. McIntyre Media Ltd.,

        Product # 200037-61G9.

14.   Communication: The Person-To-Person Skill. Sunburst Communications, Order # 2267-XA.

 

Computer Software

 

15.   Basic Family Communication

16.   The Path To Effective Communication

 

 

 

 

Activity #1: Personal Communication Skills

 

Time: (minutes):    240 minutes

 

Description

 

Personal communication is an essential skill. By using a variety of teaching and learning strategies, students will examine the concepts of communication. They will gain an understanding of what it means to communicate effectively at a personal level in a variety of situations.

 

 

Strand(s) and Expectations

 

                Strands:  Personal and Social Responsibilities

 

                Overall Expectations

 

                By the end of this course, students will:

(PRV.02X)    •   demonstrate communication and conflict-resolution skills in the context of family and social relationships

 

 

                Specific Expectations

 

                By the end of this course, students will:

(PR1.02X)    •  demonstrate appropriate speaking and listening skills for a variety of situations, (e.g., active listening, classroom discussion, job interview)

 

 

Planning Notes

 

Teacher should:

•  be aware of methods for dealing with issues of a sensitive nature.

•  be sensitive to practices and beliefs rooted in ethnocultural and religious heritage.

•  familiarize themselves with the basic concepts of communication including elements of verbal communication (e.g., I messages, tone of voice), elements of non verbal communication (e.g., body language, personal space, clothing, symbols), the communication process, effective speaking and listening skills, and roadblocks to communication.

 

Teachers:

•  Preview any video(s) and/or computer resources to be used and develop worksheet(s) to accompany the resource.

•  Refer to activity resources for examples of “How Well Do I Communicate?”. Teachers may develop their own or use one from the resources.

•  Arrange small group sizes from 3 to 5 students in accordance with the activity and class size.

•  Develop case studies showing the different filters in communication (see details in strategy #8).

•  Review guidelines for effective and collaborative role playing before assigning students to role play.

•  Develop assessment tools to accompany evaluation of activities (see template Appendix 1B).

 

Prior Knowledge Required

 

•  Students should have a basic understanding, from their elementary school experience, of how to use concept maps, journals and role play techniques.

 

 

Teaching/Learning Strategies

 

1.     Students will complete questionnaire “How Well Do I Communicate?”. Students will choose one or two communication skills to improve upon over the next two weeks. Students will reflect on their progress in their journals.

2.     In small groups, students will create concept maps of various ways in which we communicate. Maps will be posted to be referred to in a later strategy.

3.     The teacher will present and explain the following concepts to the class: verbal communication and non-verbal communication. A video or computer resource may be utilized to further illustrate these concepts. Teacher will lead the students through a series of communication games/activities in order to demonstrate the above concepts to the students.

4.     Students will refer to their concept maps, and with different coloured markers, circle all examples of verbal communication and non verbal communication.

5.     Examples of effective speaking skills and effective listening skills generated from a class brainstorming session will be recorded. Teacher will add any skills that students omit, e.g., active listening, I messages, tone of voice.

6.     Students will refer to their concept maps, and with different coloured markers draw a box around examples to show effective speaking and effective listening skills.

7.     Students will record in their journals a brief summary of their understanding of the effective communication skills presented, and how these skills will enable them to improve their communication skills as outlined in strategy #1.

8.     Teacher will present and explain the process of communication.

        e.g., speaker (sender) ----------  filters (interference) ----------- receiver (listener)

        Teacher will ensure that the discussion of filters encompasses the following concepts: bias, prejudice, stereotypes, economic status, social status, gender and age. Teacher may wish to show a video to illustrate these concepts.

9.     Divide the class into small groups and distribute case studies showing the various types of filters. Students will determine which filter their case study represents, and suggest a solution to the communication problems presented. Students will present their findings to the class.

10.   Teacher will present and explain the different types of roadblocks to good communication.

11.   Small groups of students will be assigned a roadblock to communication. Students will prepare two skits (role plays) one to demonstrate their roadblock to communication, and one to demonstrate how to use effective communication skills to overcome the roadblock. Students will present their skits to the class. Classmates will attempt to determine which roadblock is being presented.

12.   Students will record in their journals a brief summary of their understanding of the communication process, and communication roadblocks presented, and explain how this information will enable them to improve their communication skills as outlined in strategy #1.

 

Assessment/Evaluation

 

•  Students will assess their communication skills using journals as a means of self evaluation and reflection.

•  Journals will be checked for completion, but not assessed by teacher.

•  Group and class participation will be assessed by teacher. (concept mapping)

•  Case study presentations and group work will be assessed by self and peers.

•  Role playing activity will be assessed by teacher and peers, using a rubric developed by the teacher.

 

Resources

Print

1.     Challenging Ourselves Towards Gender Equity and Violence. Pembroke Publishers, 1996, ISBN

        1-55138-068-4.

2.     Changing Perspectives: A Resource Guide for Antiracist and Ethnocultural Education. Ministry of Education, Toronto, 1992.

3.     Clarke, J., et al. Co-operative Small Group Learning: Together We Learn. Glencoe Publishers, 1990, ISBN 0-12-924556-1.

4.     Kelly-Plate, J. and Eubanks, E. Today's Teen. 5th edition. Glencoe McGraw-Hill, 1997.

        chapters 8 & 9.

5.     Odawa Child Care Manual. Native Friendship Centre, 1995.

6.     OSSTF Managing Conflict. Toronto, ISBN: 0920930-54-9.

 

Computer

7.     Basic Family Communication

8.     The Path to Effective Communication

 

Video

9.     Body Language: An Introduction To Non-Verbal Communication. McIntyre Media Ltd., Product # 200037-61G9.

10.   Communication: The Person-To-Person Skill. Sunburst Communications, Order # 2267-XA.

 

 

Appendices

 

Appendix 1A: Rubric Template

 

 

Accommodations

 

•  Teacher will modify group structure to ensure that the needs of all students are met.

•  Teacher will prepare an outline to assist students with note taking.

•  Extension 1: Students could prepare a poster to display in the classroom outlining the aspects of positive personal communication, verbal communication, non-verbal communication, effective speaking and listening skills, the communication process.

•  Extension 2: Students could develop rubrics to evaluate role playing activities.

 

Appendix 1A: Rubric Template

 

Rubric Template

 

 

                                                                                           Name:

 

 

Expectation: The student will                                                                Level 1__ 2__ 3__ 4__

 

 

 

 

 

 

 

 

Categories

50–59%

Level 1

60–69%

Level 2

70–79%

Level 3

80–100%

Level 4

Knowledge and

Understanding

– indicators

– indicators

– indicators

– indicators

Thinking/

Inquiry

– indicators

– indicators

– indicators

– indicators

Communication

– indicators

– indicators

– indicators

– indicators

Application

– indicators

– indicators

– indicators

– indicators

Mark

0 1 2 3 4 5

 

  6

 

7

 

8

 

 

9                     10

 

Note:    Refer to “Achievement Chart – Grades 9–10 Social Science” for suggested wording of indicators.

 

 

Activity #2: Group Communication Skills

 

Time: (minutes):    120 minutes

 

Description

 

Critical to the student’s success in this course are effective communication skills relating to groups. Through reflection on past experiences, students will examine the factors involved in group dynamics. They will use the knowledge gained to improve their own effective communication skills in small groups. Students will continue to build on these skills throughout the course.

 

 

Strand(s) and Expectations

 

                Strands:  Personal and Social Responsibilities; Social Science Research Skills

 

                Overall Expectations

 

                By the end of this course, students will:

(PRV.02X)    •   demonstrate communication and conflict-resolution skills in the context of family and social relationships

(SSV.03X)     •   demonstrate effective collaborative group skills

 

                Specific Expectations

 

                By the end of this course, students will:

(SS3.01X)     •   demonstrate effective speaking and listening skills in a small group

 

 

Planning Notes

 

•  The goal of this activity is to get students involved in group communication that will lead them to accept, help, respect and enjoy each other.

•  Small group sizes should vary from 3 to 5 students in accordance with the strategy and class size.

 

Teachers need to:

•  be aware of the methods for dealing with issues of a sensitive nature.

•  identify the structure and guidelines for student expectations in group work.

•  acquire sample rubrics and assessment tools to be used in strategy #6.

•  create a ‘group task’ for each group to complete.

 

 

Prior Knowledge Required

 

•  Effective personal communication skills acquired in previous activity

•  Previous participation in small groups

 

Teaching/Learning Strategies

 

1.   In small groups, students will reflect on past experience to generate a chart describing the positive and negative factors contributing to group work. As a class, a master list will be created.

2.   In small groups, students will examine the negative factors to determine what roadblocks and filters are interfering with the group process. Students will examine the positive factors to determine which aspects of good communication are represented. Students will present their findings to the class.

3.   Together with the teacher, students will determine the roles that are played by different members of a group. Teacher may wish to provide examples from activity resources.

4.   Groups will be assigned a group task. Each member of the group will be assigned a role from the list in strategy #3. A class discussion of the results will follow.

5.   After the class discussion, students will develop a rubric to be used to evaluate present and all future group experiences.

6.   Students will record in their journals a summary of their understanding of the skills required for effective group communication and how this will enable them to be more effective members of a group.

 

 

Assessment/Evaluation

 

•  Students will assess their group work skills using journals as a means of self evaluation and self reflection.

•  Using the student generated rubric, group effectiveness will be evaluated.

 

 

Resources

 

Print

1.   Assessment for Learning in the Transition Years and the Specialization Years. Waterloo County Board of Education, 1993.

2.   Clarke, J., et al. Co-operative Small Group Learning: Together We Learn. Glencoe Publishers, 1990, ISBN 0-12-924556-1.

3.   Gibbs, J. Tribes: A New Way of Learning and Being Together. Center Source Systems, California, 1995, ISBN 0-932762-09-3.

4.   Kelly-Plate, J. and Eubanks, E. Today's Teen. 5th edition. Glencoe McGraw-Hill, 1997,

      chapters 8 & 9.

5.   Making the Grade: Evaluating Student Progress. Prentice Hall Canada Inc., Board of Education for the City of Etobicoke, 1987, ISBN 0-13-547191-5.

6.   Midland, E. et al. Assess for Success: Assessment, Evaluation for Reporting for Successful Learning. Desktop Publishing, ISBN 0-920930-60-3.

7.   Family Studies (Group of Assessments). Peel Board of Education, 1998.

 

 

Accommodations

 

•  Teacher will ensure physical accommodation in delivery of program and assessment/evaluation and accommodation to curriculum where required.

•  Teacher will prepare an outline to assist students with note taking.

•  Extension 1: students may create posters on the following topics: group roles, guidelines for positive groups dynamics.

 

 

Activity #3: Me Project

 

Time: (minutes):    120 minutes (in class) and individual efforts (out of class)

 

Description

 

For the rest of Unit #1 “Enhancing Personal Skills”, each student will prepare a “Me Project” which is a brief portfolio of their life. Students will gain an understanding of their life history while collecting photographs, having discussions with family members, and writing reflectively about themselves. When they are finished, the students will be asked to share their portfolios with their peers and discuss similarities and differences. Students may choose ten topics from a suggested list of many provided. The topics range from “In the Beginning” to “School Days” to “I am Unique” and “Feelings”. Some possible summary type topics might include “I Wonder What I’ll Be”, “Around the World” and “The Happiest Time in My Life.”.

 

 

Strand(s) and Expectations

 

                Strands:  Self and Others; Personal and Social Responsibilities; Social Science Skills

 

                Overall Expectations

 

                By the end of this course, students will:

(SOV.01X)    •   describe the characteristics of human growth and development in adolescence, and explain their influence on behaviour and needs of young people

(SSV.02X)     •   effectively communicate the results of their inquiries

(SSV.03X)     •   demonstrate effective collaborative group skills

 

 

                Specific Expectations

 

                By the end of this course, students will:

(SO1-01X)    •  outline key aspects of physical, social, emotional, and moral development in adolescence (e.g., intellectually, adolescents are developing the ability for abstract reasoning)

(SO1.02X)    •   summarize the connection between developmental stages and individual behaviour (e.g., socially, the development of identity in adolescence may result in the need to belong to a group)

 

 

Planning Notes

 

•  Locate examples of previously completed projects, if possible. If this is not possible, prepare examples for demonstration as exemplars.

•  Teacher organizes/creates a list of possible topics for the project (15–20).

•  Consideration of alternatives for students with limited access to background information, (e.g., accessing information through relatives, friends, current “family” members ...)

•  Teacher reviews and selects an appropriate rubric for assessment.

•  Teacher shares the assessment of the portfolios with the students.

•  Where possible, use checkpoints to encourage organization and time management over a lengthy period of time.

 

Prior Knowledge Required

 

•  Communication skills and small group processes, learned in previous activities, may need a brief review prior to small group discussion

 

Teaching/Learning Strategies

 

1.   Teacher reviews/outlines parameters of large and small group processes.

2.   Class discussion of individuality, uniqueness, and the importance of acknowledging our personal histories.

3.   Students will discuss the following:

•  Classification of individual characteristics in class: hair colour, height, eye colour, foot size, etc.

•  How do we become the individuals we are: heredity vs. environment. What makes us unique?

•  How can we study our personal history?

•  Why is keeping a record of personal/family history important?

4.   In a small group format, students identify/describe their uniqueness: talents, strengths, and weaknesses. Review of communication skills from previous activities may be necessary.

5.   Teacher distributes outline of the assignment and clarifies expectations.

6.   Once a week students will briefly summarize the progress they have made and identify the topics they have completed.

7.   When projects are completed students will divide into small groups to share/discuss projects. Students should be able to identify any of the following information: close family connections, ages and stages of growth, highlights of examples shown, different personal/family values, individual/family lifestyles, changes in personal/family life over time.

8.   Each student will use a simple evaluation tool to assess two of their peers’ projects.

9.   Each student will compare results of projects and form conclusions about individuality, uniqueness, and personal history.

 

Assessment/Evaluation

 

•  Participation in small and large group discussions

•  Regular progress checks throughout the portfolio project

•. Peer assessment of portfolio projects, using a simple evaluation tool

•  Reflective summaries of topics checked for completion, but not assessed

 

Resources

 

1.   Collection of rubrics, suitable for assessing portfolios in a variety of ways, depending upon overall philosophy and guidelines of assignment (e.g., Family Studies (Group of Assessments), Peel Board of Education, 1997–98 by Christine Shain).

2.   Family members: parents, aunts, uncles, grandparents, guardians, significant others.

3.   Gibbs, J. Tribes: A New Way of Learning and Being Together. Centre Source Systems, California, 1995.

4.   Personal and family photo collections.

 

Accommodations

 

•  Provide alternatives for students having limited access to background information or materials. (e.g., new Canadians, foster/adopted children, etc.) See Planning Notes.

 

 

Activity #4: The Role of Communication in Team Building

 

Time: (minutes):    150 minute