https://www.storyboardthat.com/no/lesson-plans/spiseforstyrrelser/varselskilt
Aktivitetsoversikt
Mal og Klasseinstruksjoner
Rubrikk
Aktivitetsoversikt
Aktivitetsoversikt
Forstyrret spising er noe som vanligvis holdes hemmelig. Noen av disse advarselsskiltene kan være et rop om hjelp og bør ikke ignoreres. I denne aktiviteten skal studentene lage visuelle bilder av de viktigste advarselsskiltene , som vil hjelpe dem å identifisere dem i det virkelige liv. Det er noen få, små advarselstegn som du kanskje kan ta opp når noen lider når det gjelder vektkontroll. Noen av dem kan være:
- Opptatt av vekt, kalorier, fettinnhold
- Nektelse av sult
- Isolasjon når du spiser
- Dramatisk vekttap
- Baggy klær for å skjule vekttap
- Kommentarer om vekt
- Overdreven trening
- Matritualer
- Unngå å spise helt
- Bruk av bad direkte etter å ha spist
- Konsentrasjonsvansker
- Skøre negler og tynnende hår
- Hyppig sykdom og dårlig sårheling
Spiseforstyrrelser diskriminerer ikke basert på kjønn, så det er viktig å sørge for at elevene ikke lager atypiske storyboards. Studentene kan velge sine advarselsskilt fra listen over, eller læreren kan forhåndsvalgte hvilke de vil at elevene skal bruke. Det er viktig å stresse for elevene dine at det å skape urovekkende scener kan være en trigger for seg selv eller andre.
Mal og Klasseinstruksjoner
Mal og Klasse Instruksjoner
(Disse instruksjonene kan tilpasses fullstendig. Etter å ha klikket på "Kopier aktivitet", oppdater instruksjonene på Rediger-fanen i oppgaven.)
Studentinstruksjoner
Skildre forskjellige advarseltegn på noen som lider av en spiseforstyrrelse.
- Klikk på "Start oppdrag".
- I venstre kolonne, identifiser og oppgi din egen definisjon av advarselsskiltene i to eller flere setninger.
- I høyre kolonne lager du visuals av disse skiltene med skolepasset innhold.
- Lagre og send inn oppgaven.
Leksjon Plan Reference
Rubrikk
Rubrikk
(Du kan også lage dine egne på Quick Rubric.)
Eating Disorders and Coping
Students will create a complex storyboard that shows healthy and unhealthy coping mechanisms.
| 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. |
Aktivitetsoversikt
Forstyrret spising er noe som vanligvis holdes hemmelig. Noen av disse advarselsskiltene kan være et rop om hjelp og bør ikke ignoreres. I denne aktiviteten skal studentene lage visuelle bilder av de viktigste advarselsskiltene , som vil hjelpe dem å identifisere dem i det virkelige liv. Det er noen få, små advarselstegn som du kanskje kan ta opp når noen lider når det gjelder vektkontroll. Noen av dem kan være:
- Opptatt av vekt, kalorier, fettinnhold
- Nektelse av sult
- Isolasjon når du spiser
- Dramatisk vekttap
- Baggy klær for å skjule vekttap
- Kommentarer om vekt
- Overdreven trening
- Matritualer
- Unngå å spise helt
- Bruk av bad direkte etter å ha spist
- Konsentrasjonsvansker
- Skøre negler og tynnende hår
- Hyppig sykdom og dårlig sårheling
Spiseforstyrrelser diskriminerer ikke basert på kjønn, så det er viktig å sørge for at elevene ikke lager atypiske storyboards. Studentene kan velge sine advarselsskilt fra listen over, eller læreren kan forhåndsvalgte hvilke de vil at elevene skal bruke. Det er viktig å stresse for elevene dine at det å skape urovekkende scener kan være en trigger for seg selv eller andre.
Mal og Klasse Instruksjoner
(Disse instruksjonene kan tilpasses fullstendig. Etter å ha klikket på "Kopier aktivitet", oppdater instruksjonene på Rediger-fanen i oppgaven.)
Studentinstruksjoner
Skildre forskjellige advarseltegn på noen som lider av en spiseforstyrrelse.
- Klikk på "Start oppdrag".
- I venstre kolonne, identifiser og oppgi din egen definisjon av advarselsskiltene i to eller flere setninger.
- I høyre kolonne lager du visuals av disse skiltene med skolepasset innhold.
- Lagre og send inn oppgaven.
Leksjon Plan Reference
Rubrikk
(Du kan også lage dine egne på Quick Rubric.)
Eating Disorders and Coping
Students will create a complex storyboard that shows healthy and unhealthy coping mechanisms.
| 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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https://www.storyboardthat.com/no/lesson-plans/spiseforstyrrelser/varselskilt
© 2024 - Clever Prototypes, LLC - Alle rettigheter forbeholdt.
StoryboardThat er et varemerke for Clever Prototypes , LLC , og registrert i US Patent and Trademark Office
© 2024 - Clever Prototypes, LLC - Alle rettigheter forbeholdt.
StoryboardThat er et varemerke for Clever Prototypes , LLC , og registrert i US Patent and Trademark Office
