Visão Geral da Atividade
Comer desordenado é algo que geralmente é mantido em segredo. Alguns desses sinais de aviso podem ser um pedido de ajuda e não devem ser ignorados. Nesta atividade, os alunos criarão elementos visuais dos sinais de alerta mais importantes , o que os ajudará a identificá-los na vida real. Existem alguns pequenos sinais de aviso que você pode perceber quando alguém está sofrendo quando se trata de controle de peso. Alguns deles podem ser:
- Preocupação com peso, calorias, teor de gordura
- Negação da fome
- Isolamento ao comer
- Perda de peso dramática
- Roupa folgada para esconder a perda de peso
- Comentários sobre peso
- Exercício excessivo
- Rituais alimentares
- Evitando comer completamente
- Uso de banheiro diretamente depois de comer
- Dificuldade de concentração
- Unhas quebradiças e cabelos ralos
- Doença freqüente e má cicatrização de feridas
Transtornos alimentares não discriminam com base no gênero, portanto, certificar-se de que os alunos não fazem storyboards atípicos é importante. Os alunos podem selecionar seus sinais de aviso na lista acima, ou o professor pode pré-selecionar quais deles querem que os alunos usem. É importante enfatizar aos alunos que criar cenas perturbadoras pode ser um gatilho para si ou para os outros.
Instruções de Modelo e de Classe
(Essas instruções são totalmente personalizáveis. Depois de clicar em "Copiar atividade", atualize as instruções na guia Editar da tarefa.)
Instruções do Aluno
Retratam diferentes sinais de alerta de alguém que sofre de um distúrbio alimentar.
- Clique em "Start Assignment".
- Na coluna da esquerda, identifique e forneça sua própria definição dos sinais de alerta em duas ou mais frases.
- Na coluna da direita, crie imagens desses sinais com conteúdo apropriado para a escola.
- Salve e envie a tarefa.
Referência do Plano de Aula
Rubrica
(Você também pode criar o seu próprio na Quick Rubric.)
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. |
Visão Geral da Atividade
Comer desordenado é algo que geralmente é mantido em segredo. Alguns desses sinais de aviso podem ser um pedido de ajuda e não devem ser ignorados. Nesta atividade, os alunos criarão elementos visuais dos sinais de alerta mais importantes , o que os ajudará a identificá-los na vida real. Existem alguns pequenos sinais de aviso que você pode perceber quando alguém está sofrendo quando se trata de controle de peso. Alguns deles podem ser:
- Preocupação com peso, calorias, teor de gordura
- Negação da fome
- Isolamento ao comer
- Perda de peso dramática
- Roupa folgada para esconder a perda de peso
- Comentários sobre peso
- Exercício excessivo
- Rituais alimentares
- Evitando comer completamente
- Uso de banheiro diretamente depois de comer
- Dificuldade de concentração
- Unhas quebradiças e cabelos ralos
- Doença freqüente e má cicatrização de feridas
Transtornos alimentares não discriminam com base no gênero, portanto, certificar-se de que os alunos não fazem storyboards atípicos é importante. Os alunos podem selecionar seus sinais de aviso na lista acima, ou o professor pode pré-selecionar quais deles querem que os alunos usem. É importante enfatizar aos alunos que criar cenas perturbadoras pode ser um gatilho para si ou para os outros.
Instruções de Modelo e de Classe
(Essas instruções são totalmente personalizáveis. Depois de clicar em "Copiar atividade", atualize as instruções na guia Editar da tarefa.)
Instruções do Aluno
Retratam diferentes sinais de alerta de alguém que sofre de um distúrbio alimentar.
- Clique em "Start Assignment".
- Na coluna da esquerda, identifique e forneça sua própria definição dos sinais de alerta em duas ou mais frases.
- Na coluna da direita, crie imagens desses sinais com conteúdo apropriado para a escola.
- Salve e envie a tarefa.
Referência do Plano de Aula
Rubrica
(Você também pode criar o seu próprio na Quick Rubric.)
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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