Assessment Unit Plan - Final

Assessment Unit Plan:
The History of Medicine

Canadian History 11 and Biology 11
St. Francis Xavier University

Department of Education:
EDUC 469.10 Middle Years and High School Assessment
Caitlin Gallagher & Meg Sawler
October 29th, 2014
The History of Medicine Unit Plan Caitlin Gallagher & Meg Sawler
Description of Unit and Theme:

Paging Doctor Sawler and Doctor Gallagher to the ER STAT! The world of Canadian medicine is fascinating and something that we
often take for granted. Together with our students, we will be exploring how humans developed the modern medical world as
Canadians see it. By intertwining Biology 11 and Canadian History 11, students will divulge into the historical events which
structured our Canadian health care system and brought us into the twenty-first century where modern medical miracles are an
everyday occurrence and public healthcare is of second nature.
Utilizing Science, Technology, Society, and the Environment (STSE) connections and skills as a backbone for the unit will enable
students to translate learned skills outside of the classroom, and to make inferences between the curriculum and how Canadian
healthcare influences their lives. We will learn the Biology 11 curriculum drawing upon the Maintaining Dynamic Equilibrium I unit
with emphasis on Circulatory, Digestive, and Immune Systems. Understanding these bodily systems are critical for understanding our
own personal health, and deciphering what is going on in our bodies. Many students who are taking the Biology 11 course are
planning to pursue a career in the healthcare field, or study science at higher post-secondary level. We believe that to be successful
in this endeavor, students should have an introduction into the historical context which developed our modern health care system
and which can help them expand upon previous ideas and innovations to impact the medical world in the future. For students who
wish to pursue a career outside of the healthcare industry, they will receive a deeper understanding of how healthcare, human
health, and how its policies influence and align with the structure of our government. The unit will also identify weaknesses of our
current system, and work to understand how we could influence our government to improve its structure. We will also look at
evolutions of the system, and how government, resources, funding, theories, and ideals impacted the evolutions both positively and
negatively. To bring these notions full circle, we plan to bridge the learnings from Biology 11 with the Canadian History 11
Curriculum in-order to draw real world connections in a cross-curricular odyssey. We will begin with orally-documented cases of
medicine from our indigenous peoples and follow medicine to its establishment in Canadas coveted healthcare system. These two
disciplines reveal the heart, both literally and figuratively, of our unit plan. Canadian History 11 serves to inform our students what
happened in our world in-order to turn a deeper understanding and appreciation for our country and ourselves. This connects to
Biology 11 which serves to do the same, however through understanding our processes as humans.
In terms of assessment, we chose to favor assessment for learning by incorporating various activities into our unit plan that serve as
assessment tools, but moreover serve as valuable resources for the students to use in preparation for their debate. By continuously
providing feedback and opportunity to resubmit work, we think we are effectively using assessment formatively to help students
achieve their potential, summatively.
Medicine is continuously evolving, and has done so since its beginning. Students will be digging into various historical events which
have impacted these changes in our Canadian medical world, and evaluating how these changes have impacted our society both from
the historical and scientific context.
GCOs/SCOs
Investigate and assess various traditional and emerging

theories regarding the peopling of the Americas.
How has the Canadian economy evolved in an attempt to meet
the needs and wants of all Canadas peoples?
What has been Canadas place in the community of nations,
and what should Canadas role be?
Students will be expected to engage in specific research using
the historical method and communicate the findings of their
research effectively.
Analyse the evolution of Canadas roles in the late twentieth
century.
Distinguish between science and technology in terms of their
respective goals, products, and values and describe the
development of scientific theories and technologies over time.
(115)
Analyse why and how a particular technology was developed.
(115-5)
Explain how scientific knowledge evolves as new evidence
comes to light and laws and theories are tested and
subsequently restricted, revised, or replaced. (115-7)
Analyse and describe examples where technologies were
developed based on scientific understanding. (116-4)
Learning
Expectation
from
Matching
Expectations
with
Assessment
Chart
Skills & Products
Assessment
Method
Doctors Charts
(aka Learning
Portfolio)
Descriptor
Scor
e
Students will be adding multiple pieces

weekly to their Doctors Charts (aka
Learning Portfolio). This will include
laboratory work, independent
journaling, short essay or written
product pieces, research findings,
artifacts from learning. This will also
include exit cards, quick writes and
other artifacts and evidence of learning
will be included. Approximately 2-3
pieces per week will be included in the
learning portfolio. The assessment
method will vary as some will be solely
assessed based on formative feedback
to give the students an idea of how to
produce a piece which will be assessed
summatively. Students will be aware
of the assessment method before
placing each piece into the portfolio.
/60
Ask questions about observed relationships and plan

investigations of questions, ideas, problems, and issues. (212)
Identify questions to investigate that arise from practical
problems and issues. (212-1)
Define and delimit problems to facilitate investigation. (212-2)
Work as a member of a team in addressing problems, and
apply the skills and conventions of science in communication
information and ideas and in assessing results. (215)
How has the Canadian economy evolved in an attempt to meet
the needs and wants of all Canadas peoples?
What has been Canadas place in the community of nations,
and what should Canadas role be?
Students will be expected to engage in specific research using
the historical method and communicate the findings of their
research effectively.
century.
Analyse the role played by WWII in shaping Canadas identity
Evaluate social issues related to the applications and limitations
of science and technology, and explain decision in terms of
advantaged and disadvantages for sustainability, considering a
variety of perspectives. (118)
Analyse and describe examples where scientific understanding
was enhanced or revised as a result of the invention of
technology. (116-2)
Analyse how individuals, society, and the environment are
interdependent with scientific and technological endeavours.
(117)
Analyse societys influence on scientific and technological
endeavours. (117-2)
Debate the merits of funding specific scientific or technological
endeavours and not others. (117-4)
Deep
Understanding
and Reasoning
Combined
Historical
Dramatization &
Debate
Students will be assigned roles

(doctors, nurses, patients, soldiers,
etc.) that they will research and
perform a historical dramatization and
debate where they would express and
act out the position of their character
during the time period.
This will be assessed individually and
students will also complete an
individual written component as a
follow-up to the performance.
/25
Provide examples of how science and technology are an

integral part of their lives and their community. (117-5)
Construct arguments to support a decision or judgement using
examples and evidence and recognizing various perspectives.
(118-6)
century.
Analyse the role played by WWII in shaping Canadas identity.
Distinguish between scientific questions and technological
problems. (115-1)
Unit: Maintaining Dynamic Equilibrium I (Circulatory, Digestive,
and Immune) - Exact SCOs unknown at this point.
Knowledge and
Simple
Understanding
Quizzes
There will be two quizzes based on

factual knowledge and simple
understanding. One will occur at the
end of week 2, and one at the end of
week 4. The quizzes will focus
primarily on factual understanding of
covered content in Biology 11 and
Canadian History 11.
/15
Instructional Plan Charts:

GCOs and
SCOs
Time Frame
(Week/Class)
Daily Learning
Objectives
Learning
Activities
215-1
Communicate
questions,
ideas and
intentions and
receive,
interpret and
understand
support and
respond to the
ideas of others
(Bio 11)
Week 1, Lesson
1
-Students will communicate

their ideas surrounding past
experiences and knowledge
with the medical world to
small groups of peers, and
whole class share.
-By end of class, students will
have interpreted and
understood the various ideas
of others and will attempt to
respond to them.
-Students will begin to view
society and the environment
as interconnected through
personal experiences with
medicine.
-Students will recall

on their own
experiences of
medicine and the
medical field.
-Students will be
first asked to think
about their own
experiences. They
will then
collaborate with
their base group to
discuss their
experiences which
will open them up
to other ideas.
Finally, students will
individually create a
visual to show their
learnings.
117: Analyze
how individual,
society and the
environment
are
interdependent
with scientific
and
technological
endeavors.
(Bio 11)
We are
introducing the
unit by having
students
connect to the
material by
calling on their
prior learnings
and experiences
in the subject
matter.
Assessment
Methods and
Purposes
AAL: Students will
be asked to think
about their
experiences with
medicine and the
medical field.
Students will self
reflect.
AFL: Students will
be asked to create a
visual of their
learnings.
Proof of
Learning
-Students will show
their ability to
communicate,
translate, and
interpret ideas of
personal experience
in the medical
world through rich
conversation in
small groups, whole
class discussion.
-Students will show
interpretation and
processing of
personal ideas
through the
creation of a visual.
-Through the use of
the visual, students
will begin to
demonstrate
connections
between society
and environment.
Differentiation
Considerations
-Students basegroups will be
carefully chosen by
the teacher.
-Some students may
require technology
to show their
learning.
GCOs and
SCOs
-Investigate
and Assess
various
traditional
and emerging
theories
regarding the
peopling of
the Americas.
(Can Hist 11)
-What has
been Canadas
place in the
community of
nations and
what should
Canadas role
be. (Can Hist
11)
-How has
Canadas
economy
evolved in an
attempt to
meet the
needs and
wants of all
Canadas
peoples. (Can
Hist 11)
Time Frame Daily Learning Objectives

(Week/Class)
Week 1, Lesson
2: Making
Indigenous
Medicine of
Canada
-Students will have a deeper

understanding of early
medicine and how practices
can differ by culture and time
period.
-Students will gather factual
knowledge surrounding early
medicine and indigenous
people.
-Students will create a
medicine bag based on
gathered knowledge in
combination with personal
values and beliefs.
Learning
Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
-The students will

create a Medicine
bag. This is a
traditional North
American remedy
that holds
supernatural power.
Creating this will
help students to see
Canadas first usage
of medicine.
-Students will first
be briefed on the
medicine bag and its
usages, and its
historical contexts
through the lecture
of a guest speaker.
Students will be told
that no-one except
for the students are
allowed to look in
the bag. Because of
this, this activity will
be reflective rather
than collaborative.
AFL: Creation of
the medicine bag
will be assessed and
formative feedback
will be provided. It
will be assessed for
factual
understanding of
information given
and how it has been
interpreted and
extended in order
to create a product
of understanding.
AAL: Students will
be required to selfreflect on their own
personal values and
beliefs while
creating the bag, in
relation to factual
knowledge
provided.
-Students will show

understanding of
factual knowledge
from the
presentation
through the
creation of the bag.
-Students can
extend on this and
connect it to their
personal beliefs,
values, and current
understanding of
medicine through
written selfreflection in their
journal.
-Technology for
those who need it
will be provided, for
the end reflection.
GCOs and
SCOs
Time Frame
(Week/Class)
Daily Learning
Objectives
Learning Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
115-5:
Analyze why
and how
particular
technology
was
developed
(Bio 11)
116-2:
Analyze and
describe
examples
where
scientific
understanding
was enhanced
and revised as
a result of the
invention of
technology.
(Bio 11)
-Investigate
and asses
various
traditional
and emerging
theories
regarding the
peopling of
the Americas.
(Can Hist 11)
Week 1, Lesson
3: Dr. Zhivago
-Students will become

familiar with different
medical technology available
during WWI era.
-Students will make personal
inferences as to how medical
technology differs from
WWI era to present day.
-Students will recognize the
need for continuous
development and research in
the medical world.
-Students will be exposed to
the significant role that
medicine and health played in
WWI.
-Students will watch

Dr. Zhivago the film
(1965) to place
medicine in a
historical context
(World War 1).
(Later in the unit, they
will look at this
through different
lenses in relation to
different time periods.
AFL: Students will

prepare a quick
write following the
film based on
understanding and
text to text/text to
world/ and personal
connections which
they can infer based
on the film. This
will be formatively
assessed for
understanding of
content knowledge,
and for observation
whether or not
students are
beginning to identify
and relate medicine
beyond the context
of this class.
-This will be
included in their
Doctors Chart
Learning Portfolio
as a formative
piece.
-Students will
demonstrate
understanding of
medical technology
available through
the quick write.
-As well, teachers
will be able to
observe if students
are beginning to
connect to the unit
through worldly
and personal
connections in their
writing.
-Subtitles will be
available for hearing
impairment and
non-auditory
learners.
-Technology will be
available for those
who desire it for
the quick write.
GCOs and
SCOs
Time Frame
(Week/Class)
Daily Learning
Objectives
Learning Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
317-Compare
and contrast
mechanisms
used by
organisms to
maintain
homeostasis
(Circulatory
System) (Bio
11)
Week 1, Lesson
4: Anatomy and
Physiology of
the Heart
-Students will have a

thorough understanding of
the anatomy of the heart.
-Students will be able to
identify and explain functions
and purposes of various parts
of the human heart.
-Students will begin to
understand the basic
principle that goes into a
heart transplant surgery.
-Direct instruction on
the anatomy and
physiology of the
human heart.
-Following the DI,
students will use the
ipads in pairs to
complete the Virtual
Lab ABCs Virtual
Heart Surgery
http://www.abc.net.au/
science/lcs/heart.htm
-In addition to the
virtual lab, students
will complete the lab
report questionnaire
which will become
part of the Doctors
Chart Learning
Portfolio.
AAL: Students will

receive immediate
feedback during the
online virtual lab
which will prompt
them to recognize
areas of
understanding of
the hearts anatomy
and areas where
they need to gain
more
understanding.
AOL: Students will
be completing the
lab report
questionnaire for
their Doctors
Chart which will
include basic factual
knowledge from
the lab, as well as
some higher level
thinking as a
summative
assessment of
understanding the
anatomy and
physiology of the
heart.
-Students will be
able to successfully
complete the
virtual lab which
demonstrates
knowledge of
anatomy and
understanding of
functions and
purposes.
-Students will
become self-aware
of which parts or
functions need
review for them
individually.
-Students will show
understanding of
the content
through the
successful
completion of the
lab questionnaire.
-Students can have

the option to work
individually on lab if
needed.
-Students may use
headphones to have
the lab dictated to
them orally instead
of reading.
GCOs and
SCOs
317-Compare
and contrast
mechanisms
used by
organisms to
maintain
homeostasis
(Circulatory
System) (Bio
11)

(Week/Class)
Week 2, Lesson
5: Heart
Dissection
-Students will be confident

with the rules and procedures
for dissection.
-Students will further
strengthen their knowledge of
the anatomy of the heart.
-Students will be able to
visualize the inner workings of
the heart from the dissection
procedure.
10
Learning
Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
-Students will be
dissecting a sheep
heart in small lab
groups.
-During the
dissection, students
will work together
with their groups to
create a photo
journal entry during
each step of the
dissection. They
will photograph
each stage and then
list the function of
each part they
dissect and how
that part influences
the flow of blood
through the heart
and in turn the
body. This photo
journal entry will be
placed in the
Doctors Chart
Learning Portfolio
for summative
assessment.
AOL: Students will

submit the photo
journal of the
dissection for a
summative score,
but also for
evaluative feedback.
This information
will also be assessed
in the upcoming
quiz at the end of
the week, therefore,
the timely feedback
will provide
students with
insight into where
they should focus
their preparation
and studying.
-Students will be
able to show that
they have a
thorough
understanding of
the anatomy and
physiology of the
human heart within
the circulatory
system through the
successful
completion of the
photo journal. This
will also create a
visual that
demonstrates their
own visualization
and understanding
of the inner
workings of the
heart.
-Students will show
their confidence
with dissection
procedures by
following protocol
and appropriate
procedures in the
lab, as observed by
the teachers.
-Students may
complete a virtual
dissection on
FrogGuts if they are
unable to complete
the hands on
dissection for a
variety of reasons
(personal values,
physical disabilities,
etc)
11
GCOs and
SCOs
Time Frame
(Week/Class)
Daily Learning
Objectives
Learning Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
Analyse the
evolution of
Canadas roles
in the late
twentieth
century. (Can
Hist 11)
Investigate and
assess various
traditional and
emerging
theories
regarding the
peopling of the
Americas. (Can
Hist 11)
Analyse why
and how a
particular
technology
was
developed.
(115-5) (Bio
11)
Distinguish
between
science and
technology in
terms of their
respective
goals, products,
and values and
describe the
development of
scientific
theories and
technologies
over time. (115)
(Bio 11)
Week 2, Lesson
6: History of
Medicine Video
and Video
Biographies
-Students will realize

chronological connections
within the history of
Canadian medicine.
-Students will deepen their
exposure to an increased
number of influential
healthcare personalities.
-Students will recognize
contributions and
determine how these
contributions impacted
Canadian healthcare during
the time of the personality,
and in present day.
-Students will watch

History of Medicine
Canadian Video
together as a large group.
http://www.fcihr.ca/videohistory-of-canadianmedicine/
-Following the film,
students will use ipads
and headphones to
explore the video
biographies on the
website and then each
individual student will
choose one Canadian
healthcare influential
personality which they
will focus on. They will
then use the video
biography as well as
online research to write
their own biography of
that personality.
-They will submit this
written account or audio
podcast for formative
assessment. The
teachers will compile
these biographies and
create a class database on
Moodle, which the
students will use to
create their timelines in
Week 2, Lesson 8.
-AFL: Students will

be creating the
autobiographies
which will be
formatively assessed
and complied.
Feedback will be
provided so that
students are able to
further modify and
expand upon their
findings before being
assessed
summatively in
Lesson 8 upon
completion of the
historical timeline.
-Students will
demonstrate an
area of expertise
within their own
biography and will
then translate their
knowledge to their
teachers and peers
in the form of the
biography piece.
-Students will
show they are
successful in their
learning by
creating a
historically
accurate document
which can be used
as a valid source of
information for the
upcoming timeline
activity.
-Students will have

the opportunity to
select how they
create their
biography, either in
audio or written
format.
-The film can be
played with
subtitles.
12
GCOs and
SCOs
Time Frame
(Week/Class)
Daily Learning
Objectives
Learning Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
-How has the

Canadian
economy
evolved in an
attempt to meet
the needs and
wants of all
Canadas
peoples? (CH
11)
-What has been
Canadas place in
the community
of nations, and
what should
Canadas role
be? (CH 11)
-Students will be
expected to
engage in specific
research using
the historical
method and
communicate the
findings of their
research
effectively. (CH
11)
-Analyse the
evolution of
Canadas roles in
the late
twentieth
century. (CH 11)
-Distinguish
between science
and technology
in terms of their
respective goals,
products, and
values and
describe the
Week 2, Lesson
7: Learning
Centers
-Students will have an

understanding of the
historical contributions to
Canadian medicine that
Tommy Douglas made.
-Students will draw
comparisons between
hospitals in the war era
versus modern day
hospitals and identify how
technology has advanced.
-Students will have an
understanding of bias in
writing and how it can
affect the population.
-Students will begin to
piece together
contributions that
individuals or events made
to the history of Canadian
medicine and understand
how this shaped the system
we have in place today.
-Students will be
completing learning
centers. The following
4 centers will be
available for students to
complete:
-Using the ipads for
research, students will
create a visual which
depicts a modern day
hospital versus what a
hospital may have
looked like in the WWII
era.
-Create a Linked In
profile for Tommy
Douglas.
-Create a short skit
involving medical care
during World War I.
-Read the article Blood
and Guts a Short
History of Medicine
and identify the bias in
the article and write a
short reflection on your
thoughts.
AFL: Students will

place their
responses in their
Doctors Chart
Learning portfolio
where they will be
assessed through
formative feedback.
The feedback will
focus on the
students recognition
of knowledge and
that they are
beginning to show
deeper
understanding. This
will be used to help
them put together
their end of unit
dramatization/debate
project.
-Students will
begin to show
deeper
understanding of
the knowledge
obtained from this
unit in order to
complete learning
centers in a
manner which
shows higher level
thinking skills.
-The learning
centers require
students to draw
connections
between
previously taught
outcomes and
integrate new
topics from the
unit. This aids
students to piece
together and
characterize the
knowledge and add
personal reflection.
This will be
evidenced upon
successful
completion and
submission of the
learning center
-The stations can

be completed
electronically for
students who
require that
resource.
-Also, students who
have mobility issues
do not have to
move, the stations
can be moved to
them.

development of
scientific
theories and
technologies
over time. (115)
(Bio 11)
-Analyse why
and how a
particular
technology was
developed. (1155) (Bio 11)
activities.
13
GCOs and
SCOs
-How has the
Canadian
economy
evolved to
meet the
needs and
wants of all
Canadas
peoples
-Analyze the
evolution of
Canadas
roles in the
late twentieth
century. (Can
Hist 11)
115-7: Explain
how scientific
knowledge
evolves as
new evidence
comes to light
and laws and
theories are
tested and
subsequently
restricted,
revised or
replaced. (Bio
11)
117-2 Analyze
societies
influence on

(Week/Class)
Week 2, Lesson
8: Biweekly
Quiz and
Construction of
Timeline
-Students will demonstrate

understanding of previously
covered outcomes through
the biweekly unit quiz,
focused on factual knowledge.
ability to organize and
contextualize factual
knowledge and present it
chronologically in the form of
the timeline.
-Students will decipher what
they feel is of importance to
the Canadian medical history
by selecting and describing
influential events.
Learning
Activities
-Students will write
their biweekly quiz
based on factual
knowledge of the
unit up to this point.
-Following the quiz,
students will wrap
up information that
they have gathered
in the past 2 weeks
and contextualize
their learnings by
creating a timeline
of medicine
primarily in Canada,
but they may
choose to include
some worldwide
events if they feel
strongly that they
are impactful to the
direction which they
have decided upon.
-Students will use
the Moodle
biography database
they created in
Lesson 6 as a major
resource. They
may also use class
notes and activities,
as well as use the
ipads for additional
Assessment
Methods and
Purposes
AOL: Students will
be assessed
summatively based
on their
recollection of
factual knowledge
on the unit quiz.
The quiz will be
comprised majorly
of selected
response, with a
few short answer
questions which
slightly require the
students to extend
their knowledge.
AAL/AFL: The
quizzes will be
marked and
returned to the
students in a timely
fashion so that as a
class we can go
over the quiz in an
attempt to help
students learn from
the experience and
identify how to
prepare themselves
for the next unit
quiz in 2 weeks.
We will provide
14
Proof of
Learning
Differentiation
Considerations
-Students will show

their true
understanding of
this units factual
knowledge by
scoring well on the
quiz if external and
internal factors are
minimized.
-Students will show
how they are
capable of compiling
and contextualizing
information by
creating a thorough
and explicit
timeline.
-Students may write

the quiz in a
secluded space or
have it orally
administered if
necessary.
-Students can have
the option to create
an online timeline.

scientific and
technological
endeavors.
(Bio 11)
(Above
outcomes are
for timeline
activity. Quiz
outcomes are
not listed, but
reflect
sections of
previously
covered
outcomes).
research.
feedback to the
students to help
them approach the
questions better in
the future.
AOL: The timeline
will also be assessed
summatively to
verify that the
students understand
and make
connections within
the learned
material.
15
GCOs and
SCOs
-Analyze the
evolution of
Canadas
roles in the
late twentieth
century. (Can
Hist 11)
115-7: Explain
how scientific
knowledge
evolves as
new evidence
comes to light
and laws and
theories are
tested and
subsequently
restricted,
revised or
replaced. (Bio
11)
117-2 Analyze
societies
influence on
scientific and
technological
endeavors.
(Bio 11)

(Week/Class)
Week 3, Lesson
9: Women in
Medicine
-Students will comprehend

how the contributions of
women in the medical world
differed from those of men.
-Students will realize that men
and women both faced a
difference set of challenges to
make changes in the medical
field.
-Students will understand the
modern medical world was
shaped by many individual
contributions.
-Students will reflect on the
importance of womens
contributions to Canadian
medicine.
16
Learning
Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
Students will watch 3

different historical
moments that all deal
with the ways women
entered into medicine,
a field that was
dominated by men. The
first historical moment
is about Jennie Kidd
Trout and Emily Stowe,
Jennie being the first
female doctor to be
licensed in Canada. The
Second historical
moment is about Lucille
Teasdale, a female
surgeon who died of
aids while working in
Uganda. Finally, the
third is about Florence
Nightingale, a pioneer
in medical nursing and
nursing education in
Canada. Students will
then choose one
individual to focus on
and write a persuasive
writing piece. This
piece will reveal why
these women were
important figures in the
medical field, or why
they werent, including
examples from research
to back up opinions.
AOL: Students will

be placing their
written piece in the
Doctors Chart
Learning Portfolio
for assessment of
learning. A range
score will be given
to the students as
well as embedded
comments mostly in
relation to content
knowledge and
displaying evidence
of reflection and
further thinking.
-Students will show

proof of learning
through creating
strong arguments
surrounding the
contributions of
women in Canadian
medicine in their
persuasive writing.
-Students will show
their own
interpretation of
the content
knowledge in
relation to their
personal ideas
through the written
piece.
-Students may use

Write Speak for
their research.
-Technology will be
available for those
who require it for
the written piece.
AFL: Students will

be given the
opportunity to
work with the
comments and
resubmit the
assignment for an
evaluative score.
GCOs and Time Frame

SCOs
(Week/Class)
317-Compare
and contrast
mechanisms
used by
organisms to
maintain
homeostasis
(Circulatory
System) (Bio
11)
Work as a
member of a
team in
addressing
problems, and
apply the skills
and conventions
of science in
communication
information and
ideas and in
assessing
results. (215)
(Bio 11)
Week 3, Lesson
10: Circulatory
Physiology Lab
17
Daily Learning
Objectives
Learning Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
-Students will learn

to take human
blood pressure.
-Students will
identify the factors
which influence
human blood
pressure.
-Students will be
able to describe
the connection
between human
blood pressure and
the factors which
influence it.
-Students will
understand blood
pressures role in
the circulatory
system and how it
aids in maintaining
homeostasis in the
body.
-Students will be completing Biology

Junctions Physiology of the Circulatory
System which will focus on the heart
rate and blood pressure, both resting
and after physical activity. Students will
work in small groups and practice taking
blood pressure, as well as make
comparisons between various factors
and their effect on blood pressure.
http://www.biologyjunction.com
/lab_10___physiology_of_the_circu.htm
-During and after completion of the lab,
students will be required to answer
comprehension questions to verify
understanding. These will be marked
summatively and included as part of the
Doctors Chart Learning Portfolio.
-AOL: Students
will be answering
comprehension
questions both
during and
following the lab
procedure which
they will place in
the Doctors
Chart Learning
Portfolio for
assessment of
learning. The
questions target
higher level
thinking and
require the
students to
transfer the
knowledge they
have gained in to
lab to its
importance to
the body.
-Capability to
follow directions
and carry out the
taking of the
blood pressure
procedure will
be evidenced
through
observation of
the students by
the teachers. It
will also be
evident through
the values they
receive when
taking the BP
test.
-Deeper
understanding of
the topic will be
evidenced
through the
comprehension
questions.
-Students who
require it may use
technology to
respond to their
questions.
-Students can use
Write Speak to
have the lab
procedure read to
them.
GCOs and
SCOs
-Analyze the
evolution of
Canadas
roles in the
late twentieth
century. (Can
Hist 11)
115-7: Explain
how scientific
knowledge
evolves as
new evidence
comes to light
and laws and
theories are
tested and
subsequently
restricted,
revised or
replaced. (Bio
11)
117-2 Analyze
societies
influence on
scientific and
technological
endeavors.
(Bio 11)

(Week/Class)
Week 3, Lesson
11: WWII
Medical
Experiments/
Nuremburg
Trials
-Students will show their

understanding of how changes
in technology have highly
influenced the medical world
and how they have impacted
the evolution.
-Students will critique The
Nuremburg Code from a
historical, ethical, and
scientific context.
-Students will experience a
mock psychological medical
experiment.
-Students will analyze the
Rorschach test from both the
perspectives of a healthcare
professional and from a
patient.
-Students will form an
informed judgment of their
view on how the Nuremberg
Trials either positively or
negatively impacted the
modern medical world.
18
Learning
Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
Students will be
divided into various
groups of two
where one student
in the duo poses as
a psychiatrist. The
psychiatrist will
administer the
Rorschach test to
the other student.
The students will
then switch places
before looking up
the results online.
The Nuremberg
code is a set of
research ethics
principles for human
experimentation set
as a result of the
subsequent
Nuremberg Trials at
the end of the
Second World
War/ For this
activity, students
will rewrite The
Nuremberg code to
show how ethics
evolved in the
medical world. This
expression of
human rights will
AFL: Upon
presentation of the
new code, teachers
will observe and
provide oral
feedback to the
students which
targets their
understanding of
the historical
context which
derived the original
code as well as
evidence from prior
lessons in this unit
which would
influence their
decision making in
the creation of their
new code.
-Students will
demonstrate proof
of learning through
successfully being
capable of linking
already taught
knowledge of the
medical world with
the knowledge
gained through the
Nuremburg Trials
by rewriting the
code.
-Students will show
their own personal
judgment based on
informed knowledge
surrounding the
impact of the
Nuremberg
Trials/Code through
the recreation and
updating of the
code.
-Technology will be
available for those
who need it for
writing.
develop critical
thinking skills.
Students will share
elements of the new
code with the class.
19
20
GCOs and
SCOs
Time Frame
(Week/Class)
Daily Learning
Objectives
Learning
Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
-Analyze the
evolution of
Canadas
roles in the
late twentieth
century. (Can
Hist 11)
115-7: Explain
how scientific
knowledge
evolves as
new evidence
comes to light
and laws and
theories are
tested and
subsequently
restricted,
revised or
replaced. (Bio
11)
117-2 Analyze
societies
influence on
scientific and
technological
endeavors.
(Bio 11)
Week 3, Lesson
12: Tommy
Douglas/Frederick
Banting
-Students will become more

confident when speaking on
an area of medical history
which they have researched.
-Students will further
explore personal interests in
the political or science
worlds through choice of
character.
-Students will use prior
knowledge as well as
research collectively to view
both history and science
through the lens of a
historical figure. Students
will identify that persona and
emulate that characters
personal values through
research and reflection.
Tommy Douglas and

Frederick Banting
were key players in
Canada's medical
world. For this
learning activity
students will choose
either Tommy
Douglas or Frederick
and write a speech in
their voice stating
how they see the
future of Canadian
Medicine.
Incorporating these
two individuals
allows students more
interested in the
political framework
of things to choose
Tommy Douglas, and
those who are more
interested in the
scientific aspect of
things to choose
Frederick Banting.
Students will
record their speech
in a podcast or other
audio format as a
practice tool for
their end of unit
dramatization/debate.
-AFL: The podcast

or audio file
submitted by the
student will be
listened to by the
teachers and
formative feedback
will be given to
each individual
student. This task
serves as a tool to
help the students
practice and
become
comfortable
speaking on an
aspect of medical
history which they
have researched.
-Students will use a

strong and
persuasive voice to
translate the
message of their
selected character.
-They will show
that they are
capable of
understanding the
thought process of
their character in a
different time
period, eliminating
personal bias and
recent events.
-Technology will be
available for those
who need it for
writing.
-Students with
speech difficulty
may submit the task
as a written
assignment.
GCOs and
SCOs
Quiz
outcomes are
not listed, but
reflect a
combination
of sections
from
previously
covered
outcomes.
Time Frame
(Week/Class)
Week 4, Lesson
13: Quiz and
Introduction of
Dramatization/
Debate Project
21
Daily Learning
Objectives
Learning
Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations

understanding of previously
covered outcomes through
the biweekly unit quiz,
focused on factual
knowledge.
-Students will obtain a solid
understanding of how to
proceed and execute the
dramatization/debate unit
project.
-Students will be assigned
their groups, as well as roles
for the project.
-Students will write

their biweekly quiz
based on factual
knowledge of the
unit up to this point.
-Following the quiz,
the teachers will be
explaining the
process of the end of
unit
debate/dramatization
to the students.
-Students will be
assigned their groups
and roles for the
presentation.
-Also, students will
have the opportunity
ask questions to
clarify expectations
for the project and
they will have time
to meet with their
group to begin the
preliminary
organization.
AOL: Students will

be assessed
summatively based
on their
recollection of
factual knowledge
on the unit quiz.
The quiz will be
comprised majorly
of selected
response, with a
few short answer
questions which
slightly require the
students to extend
their knowledge.
-Students will show

their true
understanding of
this units factual
knowledge by
scoring well on the
quiz if external and
internal factors are
minimized.
-Students may write

the quiz in a
secluded space or
have it orally
administered if
necessary.
AAL/AFL: The
quizzes will be
marked and
returned to the
students in a timely
fashion so that as a
class we can go
over the quiz in an
attempt to help
students learn from
the experience and
identify how to
prepare themselves
for the end of
semester exam.
We will provide
feedback to the
students to help
them approach the
questions better in
the future.
22
23
GCOs and
SCOs
Time Frame
(Week/Class)
Daily Learning
Objectives
Learning
Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
Students will be
working
independently in
their groups to
successfully
meet the
outcomes tied
to the
assessment in
Lesson 16.
Students are
working at their
own pace
towards these
outcomes, so
todays daily
outcomes may
differ for each
group, but
ultimately
students will
work towards
meeting all
outcomes in
Lesson 16.
Week 4, Lesson
14: Research for
Dramatization/
Debate and
Preparation and
Practice of
Dramatization/
Debate
-Students will meet with

group members to create a
plan and discuss intentions for
their unit project.
-Students will utilize the time
to work on the area of their
project which they feel best
maximizes their time.
-Students are working at their
own pace to successfully
prepare for the
-Initially, together as
a large group we will
review the rubric for
the project so that
students understand
what is expected of
them, and how to
model their work
towards success.
-Following this,
students will have
the period to work
independently with
their groups on
whatever aspect of
the
they feel best utilizes
the time.
-Students will have
the opportunity to
ask questions of the
teachers and verify
their work.
-Suggestions for
what students could
work on during this
period include, but
are not limited to:
research and
composition of
written research and
reflection, group
-Students will not

be formally assessed
during this lesson.
-Teachers will
circulate for
observational
purposes and will
provide groups with
informal formative
oral feedback to
ensure they are
progressing
appropriately.
-Students will
demonstrate their
progress,
preparedness, and
proof of knowledge
through Lesson 16s
presentation.
-Students requiring
individual
considerations on
this project may
conference with the
teachers to receive
additional resources
or time based upon
what they may
require.
planning of
costumes,
structuring of
arguments, individual
character and role
research, group
delegation of tasks,
group practice of
presentation.
-Teachers will check
in with each group
to verify they are
progressing
appropriately.
24
25
GCOs and
SCOs
Time Frame
(Week/Class)
Daily Learning
Objectives
Learning
Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
Students will be
working
independently in
their groups to
successfully
meet the
outcomes tied
to the
assessment in
Lesson 16.
Students are
working at their
own pace
towards these
outcomes, so
todays daily
outcomes may
differ for each
group, but
ultimately
students will
work towards
meeting all
outcomes in
Lesson 16.
Week 4, Lesson
15: Research for
Dramatization/
Debate and
Preparation and
Practice of
Dramatization/
Debate
-Students will meet with

group members to create a
plan and discuss intentions for
their unit project.
-Students will utilize the time
to work on the area of their
project which they feel best
maximizes their time.
-Students are working at their
own pace to successfully
prepare for the
A continuation of
Week 4, Lesson 15.
-Students will have
the period to work
independently with
their groups to
prepare for their
presentation of the
unit project.
-Students may work
on whatever aspect
of the
they feel best utilizes
the time.
-Students will have
the opportunity to
ask questions of the
teachers and verify
their work.
-Suggestions for
what students could
work on during this
period include, but
are not limited to:
research and
composition of
written research and
reflection, group
planning of
costumes,
structuring of
arguments, individual
-Students will not

be formally assessed
during this lesson.
-Teachers will
circulate for
observational
purposes and will
provide groups with
informal formative
oral feedback to
ensure they are
progressing
appropriately.
-Students will
demonstrate their
progress,
preparedness, and
proof of knowledge
through Lesson 16s
presentation.
-Students requiring
individual
considerations on
this project may
conference with the
teachers to receive
or time based upon
what they may
require.
character and role

research, group
delegation of tasks,
group practice of
presentation.
-Teachers will check
in with each group
to verify they are
progressing
appropriately.
26
GCOs and
SCOs
-Investigate and
assess various
traditional and
emerging
theories
regarding the
peopling of the
Americas.
-How has the
Canadian
economy evolved
in an attempt to
meet the needs
and wants of all
Canadas
peoples?
-What has been
Canadas place in
the community of
nations, and what
should Canadas
role be?
-Students will be
expected to
engage in specific
research using
the historical
method and
communicate the
findings of their
research
effectively.
-Analyse the
evolution of
Canadas roles in
the late twentieth
century. (CH 11)
-Analyse the role
played by WWII
in shaping
Canadas identity

(Week/Class)
Week 4, Lesson
16: Presentation
of
Dramatization/
Debate

their understanding and deep
knowledge and reasoning of
the History of Medicine unit
in Canadian History 11 and
Biology 11 through the
presentation of the Combined
Historical Dramatization and
Debate, as well as the written
component comprising of
research and reflection.
27
Learning
Activities
Assessment
Methods and
Purposes
Proof of
Learning
Differentiation
Considerations
-Students will be
using this class to
present the
Combined
Historical
Dramatization and
Debate for teacher
assessment.
-Students will also
be passing in their
written component
of the project this
class.
AOL: Students will

be assessed on their
successful
completion of the
end of unit
Combined
Historical
Dramatization &
Debate. They will
be assessed
according to the
rubric provided,
which they have
been previously
given. The
performance in
addition to the
written component
of research and
reflection, is aimed
at assessing both
factual knowledge
and deep reasoning
and understanding.
Students will each
receive an individual
summative score as
well as evaluative
feedback on their
final project.
-Students will show

proof of learning
through a
combination of
participation,
appearance and
preparedness,
knowledge and
historical accuracy,
scientific content,
and through written
research and
reflection.
-Students requiring
individual
considerations on
this project may
conference with the
teachers to receive
or time based upon
what they may
require.

(CH 11)
-Evaluate social
issues related to
the applications
and limitations of
science and
technology, and
explain decision
in terms of
advantaged and
disadvantages for
sustainability,
considering a
variety of
perspectives.
(118) (Bio11)
-Analyse and
describe
examples where
scientific
understanding
was enhanced or
revised as a result
of the invention
of technology.
(116-2) (Bio11)
-Analyse how
individuals,
society, and the
environment are
interdependent
with scientific and
technological
endeavours.
(117) (Bio11)
-Analyse societys
influence on
scientific and
technological
endeavours.
(117-2) (Bio11)
-Debate the
merits of funding
specific scientific
or technological
endeavours and
28

not others. (1174) (Bio11)
-Provide
examples of how
science and
technology are an
integral part of
their lives and
their community.
(117-5) (Bio11)
-Construct
arguments to
support a
decision or
judgment using
examples and
evidence and
recognizing
various
perspectives.
(118-6) (Bio11)
29
30
Rubric for Combined Historical Dramatization & Debate:

Criteria
Participation
Appearance and
Preparedness
Historical Accuracy
Scientific Content
Written Research and
LEVEL 1
Students show visible
signs of disengagement
(ex. on cellphone,
talking out of character
etc.) and cannot portray
a multifaceted
dramatization of their
character.
No preparation of
appearance evident.
LEVEL 2
Students are somewhat
engaged with the
material however are
not showing full
commitment to the
character.
Character has some
form of costume but is
not historically accurate.
LEVEL 3
Students are engaged
with the material and
are making a visible
effort to think in the
persona of their
character.
Characters appearance
is believable and it is
clear that the student
took time to prepare
and show historical
accuracy.
Most of the claims made Some claims are vague
Most claims made by
are inaccurate and do
and do not fully support students are accurate
not support the
the debaters cause.
and necessary for the
debaters cause.
development of the
debate.
Student does not show
Student sometimes
Student shows
knowledge and evidence show glimmers of
knowledge and evidence
that they understand the knowledge and evidence that they mostly
scientific content related that they understand the understand and can
to the outcomes.
scientific content related sometimes apply the
Student does not show
to the outcomes.
scientific content related
evidence of application.
Students rarely apply
to the outcomes.
this.
Students have not yet
Students have started to Students have engaged
LEVEL 4
Students are visibly
engaged and preforming
a full dramatization of
their character and
thinking critically in the
persona of their
character.
Characters appearance
shows careful
consideration to the
role and how the
character actually
looked historically.
All claims made by
students are true,
accurate and necessary
for the development of
the debate.
Student shows extensive
knowledge and evidence
that they understand
and can apply the
scientific content related
to the outcomes.
Students have critically

Reflection
TOTAL
Evaluative Feedback:
drawn the conclusions

of where their character
fits in historically.
grasp what their

character has done
however has not began
to critically think about
it.
with their character

enough to see how they
affected history.
31
thought about the role

they played and how
they shaped history and
are able to draw
conclusions about why
history unfolded the way
it did.
/20 Points

Assessment Unit Plan - Final

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Assessment Unit Plan:

The History of Medicine

St. Francis Xavier University

Description of Unit and Theme:

Investigate and assess various traditional and emerging

Students will be adding multiple pieces

Ask questions about observed relationships and plan

Students will be assigned roles

Provide examples of how science and technology are an

There will be two quizzes based on

Instructional Plan Charts:

-Students will communicate

-Students will recall

Time Frame Daily Learning Objectives

-Students will have a deeper

-The students will

-Students will show

-Students will become

-Students will watch

AFL: Students will

-Students will have a

AAL: Students will

-Students can have

Time Frame Daily Learning Objectives

-Students will be confident

AOL: Students will

-Students will realize

-Students will watch

-AFL: Students will

-Students will have

-How has the

-Students will have an

AFL: Students will

-The stations can

Time Frame Daily Learning Objectives

-Students will demonstrate

-Students will show

-Students may write

Time Frame Daily Learning Objectives

-Students will comprehend

Students will watch 3

AOL: Students will

-Students will show

-Students may use

AFL: Students will

GCOs and Time Frame

-Students will learn

-Students will be completing Biology

Time Frame Daily Learning Objectives

-Students will show their

-Students will become more

Tommy Douglas and

-AFL: The podcast

-Students will use a

-Students will demonstrate

-Students will write

AOL: Students will

-Students will show

-Students may write

-Students will meet with

-Students will not

-Students will meet with