Lesson Plan Title:

Date: March 27th, 2017

Subject: Health Science 20 Grade: 11
- Topic: FNMI Perspectives (Human Body Unit)

- Essential Question: What main differences do you notice when

learning about First Nations perspectives on the human body & healing
when compared to traditional Western medicine?

Materials:
- First Nation elders mode of presentation
- Visual aids if available
- Prepared journal questions post-presentation. Potentially need to have
extra paper and writing tools depending on preparedness of class.

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
- Examine First Nations, Mtis and other holistic perspectives of the
human body. (K, A)
- Describe the anatomy (structure) and physiology (function) of at
least five human body systems (i.e., cardiovascular, endocrine,
lymphatic, digestive, urinary, muscular, nervous, respiratory,
reproductive, integumentary and skeletal). (K)
- Research the symptoms, possible causes, stages and scope (e.g.,
cells, tissues, organs and/or systems) of a pathology that affects one
or more body systems. (K)
- Outline the history of a disease or illness and its causes, including
societal and cultural perspectives. (K, A, S, STSE)
- Can self-identify certain behaviors that contribute to unhealthy body
processes.
- Identify how students can alter lifestyle to live healthier.

Broad Areas of Learning:

- Life Long Learning: Given Saskatchewans history while incorporating
FNMI traditional worldviews, students will continue to educate
themselves on perspectives they might not be totally familiar with.
- Engaged Citizens: By incorporating various perspectives on the
human body, students will be become more connected with their
 community. This lesson will also allow students to learn to live in
harmony with others and the natural world.

Cross-Curricular Competencies:
- Developing Thinking: This lesson will get students to gain additional
knowledge to help make sense of the world. Incorporating FNMI
perspectives into this lesson will allow students to think critically to
develop a deeper understanding of how they see society.
- Developing Identity and Interdependence: Having the First Nations
elder come in to speak on the human body and its connection to the
natural environment will provide students another opportunity to
improve their positive self-concept. Introducing the environment as it
connects to their overall wellness will help students find alternative
means to contribute to their identity.

Outcome(s):
- HB1: Analyze the anatomy and physiology of a healthy human. (CP,
SI)
- HB2: investigate the effects of various injuries, disorders and
diseases on human cells, tissues, organs and systems. (SI, DM)

PGP Goals:
- 2.3: A knowledge of First Nations, Metis, Inuit, culture and history
(e.g: treaties, residential schools, scrip, worldview)
- 2.6: Ability to strive for, pursue new knowledge.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the

learning to help determine next steps.
- After the presentation, students will be asked to respond to a series
of questions reflecting on their experience. Included in the questions
will be: What knowledge did you possess prior to the elders
presentation concerning FNMI perspectives on healing? Describe
some similarities of FMNI perspectives on the human body when
compared with traditional Western knowledge and worldviews. After
this presentation, has your view on the human bodys connection to
nature changed? Why or why not?
- After reviewing the responses from these journal articles, the teacher
can decide whether there needs to be an additional amount of time
during the next lesson focusing on reviewing the elders
 presentation. If agreed upon, some responses from the journals can
be shared among the class to provide students different views on
the presentation to stimulate discussion.

Assessment OF Learning (summative) Assess the students after learning

to evaluate what they have learned.
- There will not be any form of summative assessment present within
this lesson. Students will be reminded of the expectations for their
final unit project on the human body at the end of the class.
- Although my own lesson had not been designed to use the journals
as a summative form of assessment, they could be used if the
teacher desires. There would need to be an additional assessment
resource provided/designed to students ahead of time so they were
aware of expectations for the assignment.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the

students)
- Prior to European contact, First Nations people had survived for
hundreds of years relying on their own knowledge and practices to
treat and maintain the human body.
- Although Western medicine is the primary treatment method in
todays society, many FNMI cultures still utilize their perspectives to
maintain their health and wellness.
- Today we have a guest speaker. *Introduce to class and transition to
presentation. (5 min)

Main Procedures/Strategies:
- After introduction of elder, he/she will lead the presentation to the
students. Topics hoping to be covered will include: human body
connections to nature and overall health and wellness, use of the
medicine wheel, healing techniques for a variety of diseases/injuries
(visual aids if available), traditional healing roles within First Nations
society, as well as other perspectives deemed vital to the learning
process (30 min).
- At conclusion of presentation, students will thank guest presenter
and be able to ask questions of the elder pertaining to the
presentation or other FNMI topics. (10 min)
- Remainder of class time will be spent having students reflecting in
their journals. Questions needing to be answered will include: What
knowledge did you possess prior to the elders presentation
concerning FNMI perspectives on healing? Describe some similarities
of FMNI perspectives on the human body when compared with
traditional Western knowledge and other worldviews. After this
presentation, has your view on the human bodys connection to
nature changed? Why or why not? Questions needing to be answered
will be posted on the front board. If there are any visual impairments
or other difficulties seeing/understanding the questions, can present
a handout summarizing the questions to the student ahead of time.
(20 min)
- Collect journal entries at end of class. Can be used as a form of
formative assessment to assess student learning resulting from the
presentation.
- Thanks for participating in the lesson, introduce plans for next class
so students can come prepared knowing expectations.
Adaptations/Differentiation:
- For EAL students and those with hearing impairments, can place
students in the front of the class so they are closer to the
presentation which may help processing. Another potential aid could
 be recording the presentation so the students would be able to
review the content at another time to help understanding.
- If the guest presenter was willing to make this available, a handout
given to the students highlighting the various topics the elder will
cover throughout their presentation could be helpful to follow along
throughout the course of the presentation.
- If there were other students needing alternative ways to view the
presentation, would consult with student service team to meet their
individual needs to maximize learning.
Closing of lesson:
- Would thank class for listening and participating during presentation.
- Nearing end of unit, will remind of unit ending inquiry project. Ask if
any questions about the project or any others pertaining to the unit.
- Collect student journal entries and prepare students for next class.