Health

Grade Three:
Violence

By: Katy Kohli, Alana Bashforth and Kerri Koback

Number of Lessons: 5
Cross Curricular Competencies:
-Developing Thinking--included
-Developing Identity and Interdependence--included
-Developing Literacies--included
-Developing Social Responsibility--included
Goals of Health Education:
-Develop the understanding, skills, and confidences necessary to take action to improve health--included
-Make informed decisions based on health-related knowledge--included
-Apply decisions that will improve personal health and/or the health of others--included
Outcome:
Distinguish between examples of real violence and fictional violence and determine the influence of both on
health and well-being.
Indicators:
1. Determine that violence can be physical, emotional, and/or sexual.
2. Describe types of violence and abuse including physical, emotional, and sexual.
3. Discuss examples of fictional violence.
4. Investigate the influence of mass media on perceptions of violence.
5. Recognize violent and non-violent and/or harmful and non-harmful behaviours and the impact on self and
others.
Instructional Strategies:
-Structured Overview
-Questioning
-Compare and Contrast
-Demonstrations
-Problem Solving
-Inquiry
-Reflective Discussion
-Concept Mapping
-Role Playing
-Brainstorming
-Discussion
-Cooperative Learning Groups
Assessments:
Through this unit, students will reach the level of analyzing in Bloom's Taxonomy. They will reach the objectives
of remembering, understanding, applying and finally, analyzing. Doing more lessons to get a deeper
understanding will allow students to reach the levels of evaluating and creating. Here are the assessment tools
we decided to use for this unit:
-K.W.L Chart
-Journal
-Work Completion Check
-Rubric
-Anecdotal Records
Adaptations:
There is a student in our classroom who suffers from dyslexia and we have made the following adaptations.
Instruction:
-Allowing for more time for student to complete the tasks.
-Providing extra descriptions and examples for the written material.
Curriculum:
-Provide new and other examples of violence that are not mentioned in the curriculum.
Environment:
-Provide the student with their own separate place to create a poster.
Pre-requisite Learnings:
Students should have an idea of what bullying is and a general idea of what violence is. Students need to know
how to work together in pairs and groups and contribute equally to the final product.

DA TOPIC CCC'S INDICATORS ASSESSME ACTIVITIES MATERIALS ADAPTATIO

Y NT NS
1 Defining - -Determine that Tool: 1. As a class, brainstorm what -Chart Paper -Instruction:
Violence Developi violence can be -K.W.L. Chartthe students know about -Markers allow for more
ng physical, violence and record on chart -Handout time for
Thinking emotional, Bloom's: paper in a concept map -Teacher- student to
- and/or sexual - format. created Article complete
Developi -Describe types Remembering 2. Record questions that on Violence tasks.
ng of violence and - students have about violence
Literacies abuse including Understandin and what they want to know
physical, g more about.
emotional, and 3. Teacher reads a non-
sexual. fictional passage on the types
of violence. The students will
follow along in the reading.
4. As a class, review the
questions and see if any were
answered through the reading.
5. Go back to the concept map
and add in any new additional
information that the students
have learned.
6. Create categories to put all
the information from the
concept map into. Establish
where the information fits by
circling with different coloured
markers.
7. Hand out Venn diagram
worksheet.
8. Give students time to fill
out the diagram using the
 information displayed on the
chart paper.
9. Students share how they
categorized the information
while teacher records it into a
class Venn diagram on chart
paper.
2 Exploring - -Describe types Tool: 1. Review previous lesson and -The Tale of -Instruction:
Types of Developi of violence and -Journal Entry ask students to give some Sir Dragon: provide extra
Real ng abuse including examples of the three types of Dealing with descriptions
Violence Thinking physical, Bloom's: violence. Bullies for for written
- emotional, and - 2. Introduce bullying and ask Kids (and material.
Developi sexual. Understandin students to share any ideas Dragons) by
ng g they may have about bullying. Jean E.
Literacies -Applying 3. Introduce and read the book Pendziwol and
The Tale of Sir Dragon: Martine
Dealing with Bullies for Kids Gourbault
(and Dragons) by Jean E.
Pendziwol and Martine
Gourbault.
4. Ask students questions
throughout and after the
reading to check for
comprehension and to keep
students engaged.
5. Explain to students how
bullying can be physical and
emotional and have the
students brainstorm why.
6. Lead into a discussion
about sexual violence
(appropriate for grade three),
focusing on inappropriate
touching and language.
7. Students will be asked to
reflect on today's discussion in
a journal entry.
3 Exploring - -Discuss Tool: 1. Ask students about how -Tom and Jerry -Curriculum:
Violence Developi examples of -Work much violence they think they Episode provide other
in the ng fictional Completion are exposed to in a day. Tell -WWE Video examples of
Media Thinking violence Check them to think of their Game violence that
favourite TV show when Commercial aren't present
Bloom's: answering the questions. -Nerf Gun in the
- 2. Hand out video viewing Commercial curriculum.
Remembering worksheet. -Data
- 3. Explain that we will watch Worksheet
Understandin three short videos and ask
g students to make tally marks
-Applying each time they see that
particular type of violence.
3. Show Tom and Jerry
episode, then the two
commercials.
4. Ask students to look at their
results and pair up with
someone else and compare
answers. What did you notice
about your data?
5. As a class, share what was
talked about in the pairs.
Then ask, what happened
after the violent acts?
6. End the lesson with the
question, why do you think
these things happened after
the violent acts?
4 Real vs. - -Investigate the Tool: 1. Ask students to share ideas -Poster Paper -Environment:
Fictional Developi influence of -Rubric about violence in real life and -Colouring provide
Violence ng mass media on violence on TV. Restate the Tools student with
Thinking perceptions of Bloom's: question from last class and -Scissors own separate
- violence. -Applying using probing questions, get -Glue space to
Developi -Analyzing students to make a connection create poster.
ng between all these answers,
Literacies eventually leading them to
understanding why violence
 on TV is fictional.
2. Students will create a
poster about how violence in
the media is unrealistic. The
students will choose a type of
media (example: commercial,
video game, etc.) and draw a
representation of the violence
found in the chosen media
and put a description about
why it is unrealistic.
3. Students will share their
posters in groups.
5 The - -Recognize -Anecdotal 1. Discuss how students feel -10 Ways to Instruction:
Affects of Developi violent and non- Records during emotional violence. Handle provide extra
Violence ng violent and/or 2. Ask students why emotional Conflict Poster explanations
Thinking harmful and violence can be just as -10 Copies of and examples.
- non-harmful harmful as physical violence? the Scenario
Developi behaviours and (Emotional violent acts begin -10 Strips of
ng the impact on a cycle that leads to physical Paper Stating
Identity self and others. violence) Each Way
and 3. Describe each constructive
Interdepe way to handle conflict and
ndence provide examples.
- 4. Give students a scenario
Developi where violence is present.
ng Social 5. Divide the class into 10
Responsi groups and assign each group
bility one way to handle conflict.
6. Ask students to create a 30-
60 second skit about the
scenario, solving the issue
using their particular way to
handle conflict.
7. Give each group the
opportunity to present their
skit to the class.
Bibliography:

Media Awareness Network (MNet) | Home. (n.d.). Media Awareness Network. Retrieved March 1, 2011, from http://www.media-
awareness.ca/english/
Pendziwol, J., & Gourbault, M. (2007). The tale of Sir Dragon: dealing with bullies for kids (and dragons). Toronto: Kids Can Press.
YouTube clip from Tom & Jerry, work out. (n.d.). YouTube. Retrieved March 1, 2011, from http://www.youtube.com/watch?
v=DyCBpE7ROyY
Sullivan, K. (2000). The anti-bullying handbook. Melbourne: Oxford University Press.