Personal Identity and Personal Well-Being

Personal Identity and Personal Well-Being
Personal Identity and Personal Well-Being
Personal Identity and Personal Well-Being
Personal Identity and Personal Well-Being
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2.37 MB   |   25 pages

PRODUCT DESCRIPTION

This Grade 5 Health teaching resource offers an in-depth coverage of all the indicators for the outcome USC5.4: Analyze the connections between personal identity and personal well-being and establish strategies to develop and support a positive self-image.


Although it has been written to meet the outcome and indicators for the Saskatchewan Health curriculum, it will meet the needs of educators teaching students about the challenges of infectious and non-infectious illnesses and diseases.

Lessons are presented in the order of the indicators:

a. Investigate knowledge and information about self-image

b. Discuss criteria that can be used to determine if a health source is reliable

c. Describe the qualities that are important in a person, regardless of their gender, culture, appearance, sexual orientation, abilities and/or language

d. Define stereotyping (a set of characteristics or a fixed idea considered to represent a particular kind of person) prejudice (preconceived negative or hostile views toward a person or group of persons based on ignorance and stereotyping) and discrimination (unfair treatment of a person or group on the basis of prejudice)

e. Ask questions and seek answers for deeper understanding:
- How does prejudice develop?
- Why do some people have realistic self-images while other people have distorted self-images?
- Why are some stereotypes more common than others?
- How is “diversity in thought” necessary for community well-being?

f. Express insights of the effects of stereotyping and discrimination on self and others

g. Reflect on self-image as the way you see yourself as a result of what you believe about your appearance, abilities and character

h. Discuss the influence of self and others (family expectations, family values and beliefs, culture, religion) on one’s self-image

i. Explore and describe what one can think, say and do to develop and/or support a positive self-image in both self and others (recognize and refrain from derogatory comments related to any aspect of one’s self-image, challenge stereotypes, bias and discrimination that are based on appearance and/or self-image)

j. Identify and practice strategies for expressing feelings associated with the physical and emotional changes of puberty (family meeting, writing in a journal)

k. Identify misunderstandings and/or misconceptions related to messages in the media that may misinform the public about identities (portrayal of violence, ethnic, gender, and racial bias)

l. Discuss how privilege, lack of privilege, and/or unexamined privilege (levels of education, wealth, access to resources) distort our views of others limit our potential and impact our own and others’ self-identities.


Other units available for Saskatchewan Grade 5 Health are:

I Can Statement Posters for Grade 5 Health

Personal Eating Practices

Changes in Puberty

Infectious and Non-Infectious Illness/Diseases

Violence and Abuse

Personal Identity and Personal Well-Being

Understanding Peer Pressure

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Total Pages
25
Answer Key
N/A
Teaching Duration
1 Month

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4.0
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Personal Identity and Personal Well-Being
Personal Identity and Personal Well-Being
Personal Identity and Personal Well-Being
Personal Identity and Personal Well-Being
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