MYP unit planner
Unit title Wellness, Fitness, and First Aid
Teacher(s) 1SG Rochon/ LTC David
Subject and grade level LET 2/ MYP Level 5
Time frame and duration 13 Lessons covering 28 hours of instruction
Stage 1: Integrate significant concept, area of interaction and unit
Area of interaction focus Significant concept(s)
Which area of interaction will be our focus? What are the big ideas? What do we want our
Why have we chosen this? students to retain for years into the future?
Health and Social Education Promote wellness through nutrition,
physical fitness, first aid in emergency
situations, and substance abuse
MYP unit question
What actions can we take to live healthier
What task(s) will allow students the opportunity to respond to the unit question?
What will constitute acceptable evidence of understanding? How will students show what they have understood?
Cadets will demonstrate proficiency in the following areas: develop a personal exercise program,
Participate in the Presidents Physical Fitness Test, evaluate how diet impacts life, analyze how
well they meet nutrient guidelines, and assess how stress impacts on life.
Additionally, cadets will be able to: assess first aid situations, demonstrate life-saving skills in an
emergency situation, determine first aid procedures for bleeding victim, determine first aid
treatment for shock, fractures, strains and sprains, determine first aid treatment for burns,
determine first aid treatment for wounds, bruises and poisoning, determine first aid treatment for
heat related injuries, determine first aid treatment for cold weather injuries, and determine first aid
treatment for bites, stings and poisonous hazards
Which specific MYP objectives will be addressed during this unit?.
Which MYP assessment criteria will be used?
Stage 2: Backward planning: from the assessment to the learning
activities through inquiry
What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit
What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the
significant concept(s) for stage 1?
Following instruction and using appropriate references cadets will demonstrate proficiency in applying the
appropriate first aid life-saving steps in a variety of situations. They will also demonstrate proficiency in
understanding healthy life-styles by developing healthy dietary habits.
TEKS strategies 110.42; 110.48; 113.32; 113.35; and 115.32 are applicable
Approaches to learning
How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?
Cadets assess their personal status and develops plans for improving nutrition/exercise habits and for
controlling stress. This unit also helps cadets make responsible choices about substance use and to
prevent substance abuse. In addition cadets develop proficiency in providing basic first aid.
Learning experiences Teaching strategies
How will we use formative assessment to give students feedback
How will students know what is expected of them? Will during the unit?
they see examples, rubrics, and templates?
What different teaching methodologies will we employ?
How will students acquire the knowledge and practise
the skills required? How will they practise applying How are we differentiating teaching and learning for all? How have
these? we made provision for those learning in a language other than their
mother tongue? How have we considered those with special
Do the students have enough prior knowledge? How will educational needs?
Assessments will be utilized during each phase Cadets will be verbally debriefed on their efficiency in
of instruction. Assessments will be executed in applying the necessary first aid steps. The standards
a “practical application” environment. applied by the American Red Cross will serve as the
What resources are available to us?
How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during
All necessary recourses are available in the JROTC Department
Ongoing reflections and evaluation
In keeping an ongoing record, consider the following questions. There are further
stimulus questions at the end of the “Planning for teaching and learning” section of
MYP: From principles into practice.
Students and teachers
What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?
What inquiries arose during the learning? What, if any, extension activities arose?
How did we reflect—both on the unit and on our own learning?
Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated
How successful was the collaboration with other teachers within my subject group and from other subject groups?
What interdisciplinary understandings were or could be forged through collaboration with other subjects?
Were students able to demonstrate their learning?
How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make
sure students were invited to achieve at all levels of the criteria descriptors?
Are we prepared for the next stage?
How did we decide on the data to collect? Was it useful?
Possible Connections: There are no other connections with other teacher. This unit is only taught to
JROTC cadets at the 2nd year level.
Assessment: Cadets demonstrated the wellness component by developing an individual dietary plan after
assessing their activity level and body structure.
Assessment during the first aid portion will utilize the American Red Cross assessment standards and
written/verbal feedback on proficiency in executing a prescribed task.
MYP unit planner