| Thematic Unit Title: |
Live Long and Prosper |
| Subject: |
Health |
| Goals: |
1. Communicate in Languages Other than English
2. Gain knowledge and Understanding of Other Cultures |
| Standards: |
1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
1.3 Students convey information, concepts, and ideas to listeners and readers for a variety of purposes.
2.1 Students demonstrate an understanding of the relationship between the perspectives and practices of cultures studied and use this knowledge to interact effectively in cultural contexts.
2.2 Students demonstrate an understanding of the relationship between the perspectives and products/contributions of the cultures studied. |
| Contexts\Outcomes: |
Students convey information, concepts, and ideas to listeners and readers about health practices for a variety of purposes and demonstrate an understanding of the relationship between the perspectives and practices of traditional folkways and contemporary sciences and use this knowledge to interact effectively in cultural contexts. |
| Progress Indicators Goal 1: |
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| Progress Indicators Goal 2: |
1.1D Express likes and dislikes.
Qualify likes and dislikes.
1.1F Respond to one-on-one interactions.
Exchange information with peers and others.
1.1G Ask and answer simple questions.
Provide and request clarification.
Use different ways to express the same idea (circumlocution).
1.3B Give a description orally and in writing using simple phrases.
Give a description orally and in writing using complex sentences.
1.3E Present prepared material to an audience.
2.1A Identify and react to cultural perspectives and practices in the culture studied.
Describe and analyze cultural characteristics and behaviors of everyday life.
Identify differences in cultural practices among same-language cultures.
Analyze the development of different cultural practices.
Compare and contrast cultural practices among same-language cultures.
2.1C Identify some commonly-held generalizations about the culture studied.
Analyze some commonly held generalizations about the culture studied.
Evaluate some commonly held generalizations about the culture studied.
2.1D Identify social and geographic factors that affect cultural practices.
Discuss social and geographic factors that affect cultural practices.
Analyze social and geographic factors that affect cultural practices.
2.1E Identify common words, phrases, and idioms that reflect the culture.
Interpret the cultural connotations of common words, phrases, and idioms.
2.2B Identify and explain how the needs, behaviors and beliefs of the culture that are reflected in the products/contributions of the culture.
Discuss and analyze external factors which affect products and contributions.
2.2E Recognize the contributions of the target culture.
Analyze the contributions of the target culture.
Evaluate the effects of the target culture’s contributions on other societies.
2.2F Identify the products of the target country/countries.
Identify the economic/social impact of products on the world market.
Assess the economic/social impact of products on the world market. |
| Progress Indicators Goal 3: |
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| Progress Indicators Goal 4: |
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| Progress Indicators Goal 5: |
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| Essential Skills\Knowledge: |
Topic specific vocabulary (body parts, foods, numbers)
Expanded vocabulary (illnesses, treatments, diet, exercise)
Reflexive verbs – past tense
Question words
Cultural information on other countries (cultural practices)
Historical background information |
| Assessments: |
Written responses to cultural information.
Oral responses to cultural information.
Written Project:
Students graph information gathered through a survey.
Students graph information from personal logs.
Final Project:
Student groups create a poster promoting health in the target language meeting rubric criteria and give an oral presentation explaining the poster and implications of the effects cultural aspects have on health in the target culture.
Student groups create a brochure promoting health in the target language meeting rubric criteria and incorporating relevant cultural aspects. Student groups use the brochure as a visual cue for an oral presentation to the class. |
| Instructional Strategies: |
Individual:
Students keep a log of daily health habits meeting specified checklist criteria.
Internet Research:
Student groups visit the country of the target culture to gather information about health and aspects of the culture that effect health.
Graphic Organizer:
Students use a graphic organizer to arrange and analyze information from personal health logs.
Students use a graphic organizer to arrange and analyze information gathered from a survey about health.
Students use a graphic organizer to arrange and analyze information gathered from the Internet.
Cooperative Learning:
Students work in groups to compare and contrast personal health habits graph information.
Students work in groups to create a poster promoting health in the target language.
Students work in groups to create a brochure promoting health in the target language and incorporating relevant cultural aspects. |
| Resources: |
Textbook
Internet
Library resources
Realia
Community resources |
| Other Resources: |
Department of Health Brochures
Health Magazines |
