https://sbt-www-us-east-v3.azurewebsites.net/da/lesson-plans/spiseforstyrrelser/advarselsskilte
Aktivitetsoversigt
Skabelon og Klassevejledning
Rubrik
Aktivitetsoversigt
Aktivitetsoversigt
Forstyrret spisning er noget, der normalt holdes hemmelig. Nogle af disse advarselsskilte kan være et råb om hjælp og bør ikke ignoreres. I denne aktivitet vil eleverne skabe visuals af de vigtigste advarselsskilte , som vil hjælpe dem med at identificere dem i det virkelige liv. Der er et par små advarselsskilte, som du muligvis kan samle op, når nogen lider, når det kommer til vægtkontrol. Nogle af dem kan være:
- Optagelse med vægt, kalorier, fedtindhold
- Nægtelse af sult
- Isolering når man spiser
- Dramatisk vægttab
- Baggy tøj til at skjule vægttab
- Kommentarer om vægt
- Overdreven træning
- Madritualer
- Undgå at spise helt
- Brug af badeværelse direkte efter at have spist
- Koncentrationsvanskeligheder
- Skøre negle og tyndt hår
- Hyppig sygdom og dårlig heling af sår
Spiseforstyrrelser diskriminerer ikke ud fra køn, så det er vigtigt at sikre sig, at de studerende ikke laver atypiske storyboards. Eleverne kan vælge deres advarselsskilte fra listen ovenfor, eller læreren kan forud vælge, hvilke de ønsker, at eleverne skal bruge. Det er vigtigt at understrege for dine studerende, at skabelse af forstyrrende scener kan være en trigger for dem selv eller andre.
Skabelon og Klassevejledning
Skabelon og Klasse Instruktioner
(Disse instruktioner kan tilpasses fuldstændigt. Når du har klikket på "Kopiér aktivitet", skal du opdatere instruktionerne på fanen Rediger i opgaven.)
Studentinstruktioner
Afbild forskellige advarselstegn for nogen, der lider af en spiseforstyrrelse.
- Klik på "Start tildeling".
- I venstre kolonne skal du identificere og give din egen definition af advarselsskiltene i to eller flere sætninger.
- Opret grafik af disse skilte med højre kolonneindhold i højre kolonne.
- Gem og send opgaven.
Lektionsplan Reference
Rubrik
Rubrik
(Du kan også oprette din egen på Quick Rubric.)
Eating Disorders and Coping
Students will create a complex storyboard that shows healthy and unhealthy coping mechanisms.
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Nine cells were used in a chart layout with three columns of three cells. Each cell has it's own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. Each cell has its own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. There is no description box for the cells. The column titles do not clearly indicate which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. |
| Uncontrollable Stressor | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | Less than three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is unclear and not followed with a clear description. |
| Unhealthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | All three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | Less than three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description is unclear and does not explain how this method is a negative and unhealthy way to cope. |
| Healthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | Less than three used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description is unclear and does not explain how this method is a positive and healthy way to cope. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of health and unhealthy coping skills. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Aktivitetsoversigt
Forstyrret spisning er noget, der normalt holdes hemmelig. Nogle af disse advarselsskilte kan være et råb om hjælp og bør ikke ignoreres. I denne aktivitet vil eleverne skabe visuals af de vigtigste advarselsskilte , som vil hjælpe dem med at identificere dem i det virkelige liv. Der er et par små advarselsskilte, som du muligvis kan samle op, når nogen lider, når det kommer til vægtkontrol. Nogle af dem kan være:
- Optagelse med vægt, kalorier, fedtindhold
- Nægtelse af sult
- Isolering når man spiser
- Dramatisk vægttab
- Baggy tøj til at skjule vægttab
- Kommentarer om vægt
- Overdreven træning
- Madritualer
- Undgå at spise helt
- Brug af badeværelse direkte efter at have spist
- Koncentrationsvanskeligheder
- Skøre negle og tyndt hår
- Hyppig sygdom og dårlig heling af sår
Spiseforstyrrelser diskriminerer ikke ud fra køn, så det er vigtigt at sikre sig, at de studerende ikke laver atypiske storyboards. Eleverne kan vælge deres advarselsskilte fra listen ovenfor, eller læreren kan forud vælge, hvilke de ønsker, at eleverne skal bruge. Det er vigtigt at understrege for dine studerende, at skabelse af forstyrrende scener kan være en trigger for dem selv eller andre.
Skabelon og Klasse Instruktioner
(Disse instruktioner kan tilpasses fuldstændigt. Når du har klikket på "Kopiér aktivitet", skal du opdatere instruktionerne på fanen Rediger i opgaven.)
Studentinstruktioner
Afbild forskellige advarselstegn for nogen, der lider af en spiseforstyrrelse.
- Klik på "Start tildeling".
- I venstre kolonne skal du identificere og give din egen definition af advarselsskiltene i to eller flere sætninger.
- Opret grafik af disse skilte med højre kolonneindhold i højre kolonne.
- Gem og send opgaven.
Lektionsplan Reference
Rubrik
(Du kan også oprette din egen på Quick Rubric.)
Eating Disorders and Coping
Students will create a complex storyboard that shows healthy and unhealthy coping mechanisms.
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Structure | Nine cells were used in a chart layout with three columns of three cells. Each cell has it's own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. Each cell has its own description box. There are column titles indicating which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. | Nine cells were used in a chart layout with three columns of three cells. There is no description box for the cells. The column titles do not clearly indicate which cells are examples of uncontrollable stressors, unhealthy coping (ED), and healthy coping. The titles on the rows do not clearly indicate the theme of the cell. |
| Uncontrollable Stressor | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is clearly depicted and written in the description below. | Less than three cells used adequate school appropriate scenes, characters, and text to convey examples of scenarios teens may face. The lack of self control on the cause of the stressor is unclear and not followed with a clear description. |
| Unhealthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | All three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description clearly explains that this method is a negative and unhealthy way to cope. | Less than three cells used adequate school appropriate scenes, characters, and text to convey how someone may use an eating disorder to cope with stress. The description is unclear and does not explain how this method is a negative and unhealthy way to cope. |
| Healthy Coping | All three cells used exemplary school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | All three cells used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description clearly explains that this method is a positive coping skill. | Less than three used adequate school appropriate scenes, characters, and text to convey examples of three different healthy coping skills. The description is unclear and does not explain how this method is a positive and healthy way to cope. |
| Use of Convections | There are few to no grammar or spelling mistakes. The text clearly indicates messages of health and unhealthy coping skills. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
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Priser for Skoler og Distrikter
Introduktionsskoletilbud
Inkluderer:
- 1 Skole
- 5 lærere i et år
- 1 times virtuel PD
30 dages pengene-tilbage-garanti • Kun nye kunder • Fuld pris efter introduktionstilbud • Adgang er i 1 kalenderår
*(Dette vil starte en 2 ugers gratis prøveperiode - ingen kreditkort nødvendig)
https://sbt-www-us-east-v3.azurewebsites.net/da/lesson-plans/spiseforstyrrelser/advarselsskilte
© 2024 - Clever Prototypes, LLC - Alle rettigheder forbeholdes.
StoryboardThat er et varemærke tilhørende Clever Prototypes , LLC og registreret i US Patent and Trademark Office
© 2024 - Clever Prototypes, LLC - Alle rettigheder forbeholdes.
StoryboardThat er et varemærke tilhørende Clever Prototypes , LLC og registreret i US Patent and Trademark Office
