HACE Unit Plan

A template based on Understanding by Design

Title of Unit

Health and Career Education

Grade

Level
Subject

Health and Career Education

Time

6 Lessons

Frame
Developed By

Haley Twaites
From: Health and Career Education Teachers Resource Delta School District

Stage 1 Desired Results

Thinking
Communication

Personal and
Social

Big Idea:
Public identity is influenced by personal choices and decisions.
Exploring our strengths and abilities can help us identify our goals
Leadership requires listening to and respecting the ideas of others
Family and community relationships can be a source of support and guidance when solving problems and making
decisions
Good learning and work habits contribute to short and long-term personal and career success

Essential Question:
What questions might spark student interest / engagement in the topic?
What provocative questions will foster inquiry into the content? (Think open-ended questions that stimulate thought and inquiry linked to the
content of the enduring understanding). What provocative questions will promote understanding and transfer of learning?

What students will be able to DO

What students will KNOW
Curricular competency learning standards:
Identify and appreciate their personal attributes, skills,
interests, and accomplishments and their growth over
time
Recognize the need for others who can support their
learning and personal growth

Personal Development:
Goal setting smart goals
Problem solving and decision making strategies
Leadership skills

Use innovative thinking when problem solving

Connections to the Community:

Cultural and social awareness
Roles and responsibilities
Safety hazards and rules at the school, home, and in the
community

Set realistic short and long term goals, define a path,

and monitor progress

Substance misuse prevention

Healthy Relationships

Demonstrate respect for differences in the classroom

Make connections between effective work habits and

success
Demonstrate safe behaviours in a variety of
environments
Appreciate the influence of peer relationships, family,
and community on personal choices and goals

Stage 2 Assessment Evidence

Formative Assessments

Summative Assessments

Worksheets
Check for Understandings
Activities (engagement and
participation)

n/a

Stage 3 Learning Plan

Should be Differentiated

Self-Assessment / Peer
Assessment

Potential Barriers to Success / Areas to Differentiate:

Might include: engagement, motivation, organization, language ability, exceptionalities, reading level, etc.
Language ability: ELL learners may have a hard time understanding what is being said, and understanding what to
do.
Reading level:
Motivation: if the students are not interested in the topics being discussed in HACE they may not want to participate.
I will have to make sure to make the lessons engaging and interesting so that everyone is involved. Differentiate the
instruction by varying the type of work and activities that we do each lesson.

Giving students voice and choice: how you will adjust for differentiation needs
Lots of variation in the types of activities they will be doing.
Individual, partner and group work.
Integrating Aboriginal worldviews and perspectives:
Learning involves patience and time
Lessons based on individuals and communities working together

Sequence of Lessons: The basics of what you plan to do in each lesson of the unit. The first one will be how
will you engage students at the beginning of the unit? (motivational set your hook it could be accessing their
background knowledge in some way)
#

Lesson
Title

1
Nutritio
n
Stations

Lesson Activities (Learning Experiences)

Goal: Students will understand how to read food labels, determine portion
sizes and identify healthy food and physical activity choices
Draw a stick figure on the board have the students brainstorm what
influences there might be on this students health.
Nutrition Stations: seven of them
Divide the class into smaller groups
- Each group starts at a station where they will move through the

Assessment Resour
and Core
ces
competenc
y
Assessment
HACE
:
Book
Worksheets Nutritio
n
Check for
Station
understand
s and
ing
Worksh
questions
eets
Engagemen

station to complete the worksheets

Students will have about 5 minutes at each station

Debrief Discussion:
Go over the answers as a class use popsicle sticks to call on names for
answers

2
Positive
Relation
ships

Goal: Students assess the qualities that promote positive relationships and
those that contribute to negative relationships. Students explore the
qualities they bring to their relationships with friends and those that
contribute to a safe and caring school environment.
Hook: Over the next five years your bodies are going to grow and change
into adult bodies. You will notice that you are going to go through physical
changes, emotional changes, and there will be changes between
relationships with your family and friends.
Positive and Negative qualities chart:
Brain storm as a class and write the answers on the board.
Friends are
Give everyone a friends are worksheet.
Remind them that there is no right or wrong answers to this, but that they
need to think critically and deeply to come up with answers to the
importance of friends.
Debrief: the importance of friends, did it make you question any of your
friendships, did you think of anyone that you would like to have as a friend?

t
Participatio
n
Core:
Critical
thinking
Personal
and social
responsibili
ty
Communica
tion
Working
together as a
group
Core:
Critical
thinking
Personal
and social
responsibili
ty
Assessment
:
Discussion
CFUs
Worksheet

HACE
Book
Qualiti
es
Chart
Friends
are
worksh
eet
Friends
hip
qualitie
s
worksh
eet

Friendship qualities worksheet:

Have the students read over the worksheet and fill it out individually.
Ask them the questions from p. 3 to engage their thinking
Have them look at the qualities again and determine which ones are the
most important when it comes to supporting a safe and caring school.
3

Positive
Relation
ships
Cont.

Media
Kids

Ad for a friend activity:

Creative
Each person is going to design a newspaper ad describing the qualities they
thinking
have to offer a friend.
Give them time to create and design their ad.
Assessment
Place the posters around the room, and have a gallery walk of their ads.
:
After they have had the chance to look at some of the posters from around
Thoughtful
the room they can go back to their desks for a debrief session.
qualities
Questions:
Quantity
1. How easy was it to describe your friendship qualities?
and quality
2. Were there some friendship qualities that were important to everyone?
of their
3. What were the similarities in the ads?
ads, and
4. What were the differences in the ads?
evaluations
5. How important is it to know what qualities you offer a friend?
Goal: Students explore the relationship between media, marketing and how
Core:
they respond to media messages.
Critical
thinking
Hook: Did you know that the things we see on television, in videos and hear
in songs can influence our ideas about what is popular and what isnt?
Personal
and social
Whole class:
responsibili
What does it mean to be cool?
ty
Graffiti wall (board)
Creative
Media Kids Activity:
thinking
Talk to the students about how the media influences our opinion in life about
what is cool and and popular. The students are going to create a media
Communica
kid of their own.
tion
Split the class into groups of 4 or 5, and have them trace one student on a
Working
long piece of paper
together as a
- Dress the kid in the latest fashion and accessories
group
- Have the students create a story/cartoon to depict how this cool
media kid would talk

HACE
Book
Blank
paper
Marker
s/
colours

HACE
Book
Long
paper
Felts

- Describe how they would act

Once finished the students will post their media kids around the room for a
gallery walk.
The Myth of Cool
- Talk about how there are few people that we see in television and
movies who are exactly what they look like in real life.
- There are things like Photoshop and editing systems that can take a
picture of someone and give them whatever features they want to
make the show sell.
- Bead jar?
- Debrief: it is possible for some beads to look identical, but it is
impossible for the majority of us to become the cool people that we
see on TV and in magazines
- People come in all shapes, sizes, colours and races. The world would
not be as interesting if all cats and dogs looked the same. So we
should not expect all people to look the same either.

Assessment
:
Graffiti wall
Drawings/
media kids

Making
Decision
s

Goal: Help students become aware of the number of decisions that they
need to make every day and the influences that affect how these decisions
are made. The influence of family, peers, and media are highlighted.
Whole group:
Brainstorm things that they make decisions about every day.
On the board: what to wear, what to eat, what TV show to watch, etc.
Define:
Influence
Outcomes positive, negative, and unknown
Activity: Day in the life of.
Give students the Day in the life of worksheets
Ask them to chart a full day of decision making, and write down as many
decisions as they can remember (at least 10) from the time they woke up to
the time they went to bed the day before.
Bedside each decision they should write down who influenced the decision
(mom, dad, sister, peer, teacher, etc), and anything else that may have had
an influence (TV, magazines, radio, etc.).
Determine whether the decision had a positive, negative or unknown
outcome.

Core:
Critical
thinking
Communica
tion
Working
together as a
group

HACE
Book
Day in
the life
of
worksh
eet

Assessment
:
Engagemen
t
Participatio
n
Debrief
(CFUs)

Debrief:
Poll results on the board how many decisions, positive, negative, etc. Who
or what had the biggest influence?
How might decision-making change as you get older?
6

Making
Decision
s Cont.

Continued from last class

Review influences and outcomes
Activity: Positive and Negative:
Small groups of 4 or 5.
Have groups draw a cartoon that depicts two decisions (one with a positive
result, and one with a negative result)
They need to include what influence those decisions
Students will present their posters to the class.

Core:
Critical
thinking
Creative
thinking
Personal
and social
responsibili

HACE
Book
Cardsto
ck
Colours
(marke
rs,
pencil
crayons

ty
Debrief:
What (or who) has the most influence over your decisions?
Were you aware of all the influences in your life?
Would you make different decisions if you were aware of these influences?

Assessment
:
Posters and
presentatio
ns

, etc.)