Aktivitetsoversigt
Eleverne dvæler måske for meget ved, hvad de skal forbedre, hvordan de skal se ud, eller hvordan de skal klæde sig. Teenagere er sårbare over for mediernes indflydelse, og desværre er medierne fyldt med metoder til at rive kropsbilledet ned. Elever, der allerede oplever forvrængede kropsbilleder, er let og stærkt påvirkede. Hvis teenagere kan fokusere på, hvem de er, og hvad de kan lide ved sig selv, er de måske ikke så modtagelige for at gå til ekstremer for at ændre det. I disse SEL-aktiviteter vil eleverne fokusere på, hvad deres evner er i stedet for deres udseende.
Når eleverne er færdige med deres arbejde, kan du hænge dem op på tavlen eller væggen i klasseværelset. At have et overvældende antal positive billeder vil hjælpe med at skabe et mere kropsvenligt miljø. Nogle elever ser sjældent en mur af positivitet. Derudover kan eksempler, der kommer fra kammerater, også betyde mere i modsætning til noget, der er skabt af en lærer.
Skabelon og Klasse Instruktioner
(Disse instruktioner kan tilpasses fuldstændigt. Når du har klikket på "Kopiér aktivitet", skal du opdatere instruktionerne på fanen Rediger i opgaven.)
Studentinstruktioner
Opret et storyboard over, hvad dine evner er at vise vægt på evner snarere end udseende.
- Klik på "Start tildeling".
- Opret et storyboard med tre celler med titler og beskrivelser.
- Opret i hver celle en visuel af tre forskellige evner, du har.
- Beskriv kort, hvad du laver i hver celle, og titel hver celle med 'evne'.
- Gem og send opgaven.
Lektionsplan Reference
Rubrik
(Du kan også oprette din egen på Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Nine cells were used in a chart layout with three columns of three cells. Each cell has it's own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. Each cell has its own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. There is no description box for the cells. The column titles do not clearly indicate which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. |
| Uncontrollable Stressor | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | Less than three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is unclear and not followed with a clear description. |
| Unhealthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | All three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | Less than three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description is unclear and does not explain how this method is a negative and unhealthy way to cope. |
| Healthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | Less than three used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description is unclear and does not explain how this method is a positive and healthy way to cope. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of health and unhealthy coping skills. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Aktivitetsoversigt
Eleverne dvæler måske for meget ved, hvad de skal forbedre, hvordan de skal se ud, eller hvordan de skal klæde sig. Teenagere er sårbare over for mediernes indflydelse, og desværre er medierne fyldt med metoder til at rive kropsbilledet ned. Elever, der allerede oplever forvrængede kropsbilleder, er let og stærkt påvirkede. Hvis teenagere kan fokusere på, hvem de er, og hvad de kan lide ved sig selv, er de måske ikke så modtagelige for at gå til ekstremer for at ændre det. I disse SEL-aktiviteter vil eleverne fokusere på, hvad deres evner er i stedet for deres udseende.
Når eleverne er færdige med deres arbejde, kan du hænge dem op på tavlen eller væggen i klasseværelset. At have et overvældende antal positive billeder vil hjælpe med at skabe et mere kropsvenligt miljø. Nogle elever ser sjældent en mur af positivitet. Derudover kan eksempler, der kommer fra kammerater, også betyde mere i modsætning til noget, der er skabt af en lærer.
Skabelon og Klasse Instruktioner
(Disse instruktioner kan tilpasses fuldstændigt. Når du har klikket på "Kopiér aktivitet", skal du opdatere instruktionerne på fanen Rediger i opgaven.)
Studentinstruktioner
Opret et storyboard over, hvad dine evner er at vise vægt på evner snarere end udseende.
- Klik på "Start tildeling".
- Opret et storyboard med tre celler med titler og beskrivelser.
- Opret i hver celle en visuel af tre forskellige evner, du har.
- Beskriv kort, hvad du laver i hver celle, og titel hver celle med 'evne'.
- Gem og send opgaven.
Lektionsplan Reference
Rubrik
(Du kan også oprette din egen på Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Nine cells were used in a chart layout with three columns of three cells. Each cell has it's own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. Each cell has its own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. There is no description box for the cells. The column titles do not clearly indicate which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. |
| Uncontrollable Stressor | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | Less than three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is unclear and not followed with a clear description. |
| Unhealthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | All three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | Less than three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description is unclear and does not explain how this method is a negative and unhealthy way to cope. |
| Healthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | Less than three used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description is unclear and does not explain how this method is a positive and healthy way to cope. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of health and unhealthy coping skills. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
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