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FINASK Bodwell - Graphic Organizer

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FINASK Bodwell - Graphic Organizer

  1. 1. Bodwell High School Fine Arts & Applied Skills A Graphic Organizer by Ashley Slade
  2. 2. FINASK 11 BODWELL: COMPANY PROJECT (8 Weeks) Students, in groups, will design their own company. ENTREPRENEURSHIP -Identify entrepreneurship and understand qualities of a successful entrepreneur - Evaluate one’s own potential as an entrepreneur DEVICE - Design and create a device with a utility - Apply problem solving skills - Evaluate the utility of a device for a particular TEXTILE - Create a textile - Apply principles of art and design to drawing INVESTMENT PORTFOLIO - Develop a personal investment portfolio - Apply concept of economics, entrepreneurship, and finance SERVICE & TRAINING - Develop and train others - Assessment tools to evaluate training - Use technology for presentations - Deliver a service to a school or community - Apply problem solving & communication skills - Develop methods to evaluate the service
  3. 3. FINASK 11 BODWELL: HEALTHY LIVING UNIT (4 Weeks) INTERNET - Access information through electronic media - Apply critical thinking skills in a high tech environment -Evaluate impact of technology on information gathering / problem solving STRESS - Recognize stress and impacts of it - Develop personal stress management strategies HEALTHY LIVING PLAN - Design for young children - Understand social and emotional needs of children - Promote healthy habits for young children GENDER BIAS - Identify gender bias - Analyse effects of gender bias on: Self-esteem Achievement Economics …
  4. 4. FINASK 11 BODWELL: SAFETY/SURVIVAL UNIT (2 Weeks) SAFETY & SURVIVAL: - Identify safety and survival skills in environmental pursuits - Create a safety/survival plan for a selected activity
  5. 5. - Define entrepreneur (n.) and entrepreneurship (n.) - Provide an example of an entrepreneur with visuals and an explanation; choose someone that they may know - Have students create a characteristics chart using adjectives that describe an entrepreneur - Have students analyse their own skills; complete aptitude quiz online - Have students do a reflective writing activity in which they identify what type of entrepreneurial activity they could do. FINASK 11 BODWELL: COMPANY PROJECT (8 Weeks) Students, in groups, will design their own company. 1. ENTREPRENEURSHIP -Identify entrepreneurship and understand qualities of a successful entrepreneur - Evaluate one’s own potential as an entrepreneur 2. INVESTMENT PORTFOLIO - Develop a personal investment portfolio - Apply concepts of economics, entrepreneurship, and finance Students will organize themselves into small groups in order to develop a company; in groups, students will determine the type of company they wish to develop (i.e. Restaurant, Travel Company, Music Label, etc.) - Have each group generate a list of materials or things that their company would need or use - Groups will develop a budget for their companies - Different members of each group choose a product from the group generated list - The class can participate in a faux stock market with these products using an online application - Students will observe their investment growth/decline throughout the course of the company project (the remaining weeks) 3. TEXTILE - Create a textile - Apply principles of art and design to drawing 4. DEVICE - Design and create a device with a utility - Apply problem solving skills - Evaluate the utility of a device for a particular audience 5. SERVICE & TRAINING - Develop and train others - Assessment tools to evaluate training - Use technology for presentations - Deliver a service to a school or community - Apply problem solving & communication skills - Introduce students to the idea of logos, patterns, and other design/art principles - Students will create a textile (t-shirt, shoes, purse, etc.) that promotes their company - Students will design a product that their company needs to use or can sell - Students will create a prototype of this product using materials brought in by the teacher and their group members - Each group will have to develop a list of employees that their company has. From this list, they will choose on employee position that they will create a training plan for (i.e. cashier) - Students will develop a checklist or another method of assessment to ensure trainees understand the job - Students will present their Company to the school or local area in some way (i.e. garbage company can pick up litter on the beach) – companies like to give back! This would be a good chance to discuss philanthropy with students - Each group will develop a service / company evaluation form that real people will fill out after their presentation of the service (mentioned above)
  6. 6. FINASK 11 BODWELL: HEALTHY LIVING UNIT (4 Weeks) 1. INTERNET - Access information through electronic media - Apply critical thinking skills in a high tech environment -Evaluate impact of technology on information gathering / problem solving 2. STRESS - Recognize stress and impacts of it - Develop personal stress management strategies 3. GENDER BIAS - Identify gender bias - Analyse effects of gender bias on self-esteem, achievement, economics 4. HEALTHY LIVING PLAN - Design for young children - Understand social and emotional needs of children - Promote healthy habits for young children - Have students complete a worksheet that requires research online about the effects of stress on the body and mind; students can share their findings in groups or with a partner and deliver ideas to the class -Students can create a pros and cons chart about using the internet to find information; discuss bias in blogs, Wikipedia, etc. - Does the internet cause stress? Discuss cyber bullying and social media; more exposure to pop culture and media, too - Have students create a list of stressors in their lives and research strategies to manage stress related to one of the stressors -Students can present this as a PowerPoint - Create a class chart of stressors and stress management techniques - Debate: girls are more stressed than boys (or vice versa). - Provide students with definition of gender bias (n.) - Think-Pair-Share qualities of men and women; class discussion of “normal” and “ideal” (students could draw the “perfect” man or woman and analyse one another’s drawings. - Discussion of “The Person’s Case” in Canada and the fight for equal wages in mid-1900s - Bring in resources from Miss-representation and WAVAW (Women Against Violence Against Women) - Discuss negative impacts of ideals on physical and mental well-being - Provide students with healthy eating requirements from Health Canada (discussion of servings and portion sizes). - Have students brainstorm and create charts for the social needs of children and one for the emotional needs for children; have them identify overlaps. - Students can promote healthy living by: - Creating a poster - Creating an individual or class kids’ story book - Create a short PSA using iMovie - Go to a nearby elementary school or daycare and talk to kids about eating habits, etc. - Read a news story about health complications due to stress; we can prevent health problems by managing stress and eating properly.
  7. 7. FINASK 11 BODWELL: SAFETY/SURVIVAL UNIT (2 Weeks) 1. SAFETY & SURVIVAL: - Identify safety and survival skills in environmental pursuits - Create a safety/survival plan for a selected activity - Provide definition of safety and the definition of survival. Have students try to differentiate between the two. - Play students an episode of Survivor or another show of the sort, such as Survivor Man, and have students identify the environment, the need for survival, and how the players or survivors use things to eat, build shelter, etc. - Have students generate survival scenarios. Provide an example: your plane has crashed on an island in the Pacific. Have students then identify potential threats to safety in the environment such as diseases or animals, and then have them research ways to help them survive on the internet. For example, research safe plants to eat on Pacific islands. You can even be more specific, and delegate certain survival scenarios to students. http://www.themountainschool.com/ - To optimally reach this learning objective, the instructor could contact the Canada West Mountain School and arrange an experiential learning trip for the class. “You will spend one evening learning about pre-trip planning, hazard recognition and avoidance, emergency kits, survival psychology and navigation skills. An overnight field session will allow you to truly experience a night out in the local mountains with minimum survival gear.” Canada West Mountain School http://www.themountainschool.com/

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