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Grade 8 – Resources by Grade Level

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Posted on Jul 3, 2014 in Grade Level

Grade 8 Curriculum

A Vision of Sustainability

Developed by: Shelley Barthel

  • Health Education – USC8.6 (Perspective: Support Others)
  • Social Studies –RW8.2, RW8.3
  • Arts Education CP8.10

Examine images of Chris Jordan’s visual art works at www.chrisjordan.com (e.g., Running the Numbers, Intolerable Beauty). Consider and discuss the following questions; What is your understanding of sustainability? How would you describe your relationship with the environment? Why does our understanding of sustainability matter (think self, others, and the environment)? Develop an inquiry plan (e.g., map, group, and refine areas of interest; identify key questions; identify sources of information; assign tasks; develop a timeline) to investigate an area of interest, which can include:

  • Practices that pose a threat to the environment and to the health of people
  • Norms in the school and community related to sustainable practices
  • Implications of personal consumer choices
  • Advantages and disadvantages of buying locally, buying fair-trade products, and buying mass-produced products
  • Sustainable communities, including First Nations, Inuit and Métis communities
  • Local, provincial, and global environmental stewardship policies and actions
  • Different perspectives on what is believed to be healthy/sustainable for the environment.

Frequently share the results of your investigation with classmates.

Students can create a visual artwork to express their perspective on sustainability in the community and/or online. Before creating, consider how best to represent ideas through visual art, and the tools, materials, and techniques that will be most effective. Alternatively, students can create and post a challenge and/or solution on the Challenge Based Learning website.

Useful resources can include:

Assessment Criteria:

    • Develop an inquiry plan to examine the concept of sustainability
    • Consider the kinds of changes needed to protect the environment and the health of people
    • Evaluate three or more perspectives on what is believed to be healthy/sustainable for the environment (i.e., examine local and provincial perspectives)
    • Create visual art works that express perspectives on sustainability
    • Use appropriate tools, materials, and techniques to express ideas visually

Selfie-steem: Analyzing and critiquing the impact social media has on body image

Grade 8: Health Education – USC8.5 (Perspective: Support Others), English Language Arts – CR8.1, CR8.2, CR8.5

Developed by:  Mia Olson

Teachers: Prior to the learning experience, post or write #WHATISATTRACTIVE in a prominent area in the classroom. Distribute a piece of paper (e.g., sticky note) to each student as they enter the room.

On your paper, write the first word that comes to mind when you hear the word “attractive” or see #WHATISATTRACTIVE. Be honest! Your answer could include anything from physical appearance to personality traits. When ready, place your paper around the hashtag #WHATISATTRACTIVE. When everyone has posted their papers, review the ideas and move the papers so similar ideas are grouped together. What trends do you notice?

Read the article ‘Selfie’ body image warning issued by Helen Briggs (April 10, 2014). While reading, consider how your use of social media may influence how satisfied or dissatisfied you are with the way you look. After reading, discuss and explore the following questions:

  • How do social media influence our ideas of what it means to be attractive?
  • What do social media and mass media teach us about desirable body shape and weight and/or what it means to be masculine or feminine?
  • How can you support others in achieving positive self-esteem and a healthy body image?

Students can analyze how the influence of social media and mass media is evident (e.g., poses, clothes, hair, accessories) in the ‘selfies’ they have posted on social media sites available to friends or the public, and journal/blog about the pressures and influences to look a certain way (e.g., how are you influenced by what media tells us it means to be attractive?).

Revisit the papers posted around #WHATISATTRACTIVE and articulate ways to support each other in achieving positive self-esteem and a healthy body image.

Assessment Criteria:

  • Examine the effects (both positive and negative) of social media on body image.
  • Consider what can be done to promote positive body image.
  • Justify reactions and personal connections to the article.
  • Organize a journal/blog response around one or two clear ideas.