2. FINASK 11 BODWELL:
COMPANY PROJECT
(8 Weeks)
Students, in groups, will
design their own company.
ENTREPRENEURSHIP
-Identify entrepreneurship and
understand qualities of a
successful entrepreneur
- Evaluate one’s own potential
as an entrepreneur
DEVICE
- Design and create a device
with a utility
- Apply problem solving skills
- Evaluate the utility of a
device for a particular
TEXTILE
- Create a textile
- Apply principles of art
and design to drawing
INVESTMENT PORTFOLIO
- Develop a personal
investment portfolio
- Apply concept of economics,
entrepreneurship, and finance
SERVICE & TRAINING
- Develop and train others
- Assessment tools to evaluate training
- Use technology for presentations
- Deliver a service to a school or community
- Apply problem solving & communication skills
- Develop methods to evaluate the service
3. FINASK 11
BODWELL:
HEALTHY LIVING UNIT
(4 Weeks)
INTERNET
- Access information through
electronic media
- Apply critical thinking skills in
a high tech environment
-Evaluate impact of technology
on information gathering /
problem solving
STRESS
- Recognize stress and
impacts of it
- Develop personal stress
management strategies
HEALTHY LIVING PLAN
- Design for young children
- Understand social and emotional
needs of children
- Promote healthy habits for young
children
GENDER BIAS
- Identify gender bias
- Analyse effects of gender
bias on:
Self-esteem
Achievement
Economics
…
4. FINASK 11
BODWELL:
SAFETY/SURVIVAL UNIT
(2 Weeks)
SAFETY & SURVIVAL:
- Identify safety and survival skills in
environmental pursuits
- Create a safety/survival plan for a
selected activity
5. - Define entrepreneur (n.) and entrepreneurship (n.)
- Provide an example of an entrepreneur with visuals and an explanation;
choose someone that they may know
- Have students create a characteristics chart using
adjectives that describe an entrepreneur
- Have students analyse their own skills; complete
aptitude quiz online
- Have students do a reflective writing activity in which
they identify what type of entrepreneurial activity they
could do.
FINASK 11 BODWELL:
COMPANY PROJECT
(8 Weeks)
Students, in groups, will
design their own company.
1. ENTREPRENEURSHIP
-Identify entrepreneurship and
understand qualities of a
successful entrepreneur
- Evaluate one’s own potential
as an entrepreneur
2. INVESTMENT
PORTFOLIO
- Develop a personal
investment portfolio
- Apply concepts of
economics,
entrepreneurship, and
finance
Students will organize themselves into small groups
in order to develop a company; in groups, students
will determine the type of company they wish to
develop (i.e. Restaurant, Travel Company, Music
Label, etc.)
- Have each group generate a list of materials or
things that their company would need or use
- Groups will develop a budget for their
companies
- Different members of each group choose a
product from the group generated list
- The class can participate in a faux stock market
with these products using an online application
- Students will observe their investment
growth/decline throughout the course of the
company project (the remaining weeks)
3. TEXTILE
- Create a textile
- Apply principles of art
and design to drawing
4. DEVICE
- Design and create a device with
a utility
- Apply problem solving skills
- Evaluate the utility of a device
for a particular audience
5. SERVICE & TRAINING
- Develop and train others
- Assessment tools to evaluate
training
- Use technology for presentations
- Deliver a service to a school or
community
- Apply problem solving &
communication skills
- Introduce students to the idea of logos,
patterns, and other design/art principles
- Students will create a textile (t-shirt, shoes,
purse, etc.) that promotes their company
- Students will design a product that their
company needs to use or can sell
- Students will create a prototype of this product
using materials brought in by the teacher and
their group members
- Each group will have to develop a list of
employees that their company has. From
this list, they will choose on employee
position that they will create a training
plan for (i.e. cashier)
- Students will develop a checklist
or another method of assessment
to ensure trainees understand
the job
- Students will present their
Company to the school or
local area in some way (i.e. garbage
company can pick up litter on the
beach) – companies like to give back!
This would be a good chance to discuss
philanthropy with students
- Each group will develop a service / company evaluation
form that real people will fill out after their presentation
of the service (mentioned above)
6. FINASK 11
BODWELL:
HEALTHY LIVING UNIT
(4 Weeks)
1. INTERNET
- Access information through
electronic media
- Apply critical thinking skills in
a high tech environment
-Evaluate impact of technology
on information gathering /
problem solving
2. STRESS
- Recognize stress and
impacts of it
- Develop personal stress
management strategies
3. GENDER BIAS
- Identify gender bias
- Analyse effects of gender
bias on self-esteem,
achievement, economics
4. HEALTHY LIVING PLAN
- Design for young children
- Understand social and emotional
needs of children
- Promote healthy habits for young
children
- Have students complete a worksheet that requires research online
about the effects of stress on the body and mind; students can share
their findings in groups or with a partner and deliver ideas to the class
-Students can create a pros and cons chart about using the internet to
find information; discuss bias in blogs, Wikipedia, etc.
- Does the internet cause stress? Discuss
cyber bullying and social media; more
exposure to pop culture and media, too
- Have students create a list of
stressors in their lives and research
strategies to manage stress related
to one of the stressors
-Students can present this as a
PowerPoint
- Create a class chart of stressors and
stress management techniques
- Debate: girls are more stressed than boys (or
vice versa).
- Provide students with definition of gender bias (n.)
- Think-Pair-Share qualities of men and women; class discussion of “normal” and “ideal” (students could
draw the “perfect” man or woman and analyse one another’s drawings.
- Discussion of “The Person’s Case” in Canada and the fight for equal wages in mid-1900s
- Bring in resources from Miss-representation and WAVAW (Women Against Violence Against Women)
- Discuss negative impacts of ideals on physical and mental well-being
- Provide students with healthy eating requirements from
Health Canada (discussion of servings and portion sizes).
- Have students brainstorm and create charts for the social
needs of children and one for the emotional needs for
children; have them identify overlaps.
- Students can promote healthy living by:
- Creating a poster
- Creating an individual or
class kids’ story book
- Create a short PSA using iMovie
- Go to a nearby elementary
school or daycare and talk
to kids about eating habits,
etc.
- Read a news story about
health complications due to
stress; we can prevent
health problems by
managing stress and eating
properly.
7. FINASK 11
BODWELL:
SAFETY/SURVIVAL UNIT
(2 Weeks)
1. SAFETY & SURVIVAL:
- Identify safety and survival skills in
environmental pursuits
- Create a safety/survival plan for a
selected activity
- Provide definition of safety and the definition of survival. Have students try to
differentiate between the two.
- Play students an episode of Survivor or another show of the sort, such as Survivor
Man, and have students identify the environment, the need for survival, and how
the players or survivors use things to eat, build shelter, etc.
- Have students generate survival scenarios. Provide an example: your plane has
crashed on an island in the Pacific. Have students then identify potential threats to
safety in the environment such as diseases or animals, and then have them
research ways to help them survive on the internet. For example, research safe
plants to eat on Pacific islands. You can even be more specific, and delegate
certain survival scenarios to students. http://www.themountainschool.com/
- To optimally reach this learning objective, the instructor could contact the
Canada West Mountain School and arrange an experiential learning trip for the
class.
“You will spend one evening learning about pre-trip planning, hazard
recognition and avoidance, emergency kits, survival psychology and
navigation skills. An overnight field session will allow you to truly
experience a night out in the local mountains with minimum survival
gear.”
Canada West Mountain School
http://www.themountainschool.com/
