Course
Profile Living
Spaces and Shelter, Grade 11, Open, Catholic and Public
Unit 1: Shelter: A Basic Need
Time: 20 hours
Unit
Developers: Helen
Kerr, Jane Witte
Activity 1 | Activity 2
| Activity 3
In this
unit, students come to understand the many differing needs that shelter
satisfies for all people. The ways in which shelter needs change based on stage
of family life cycle, changing personal needs, physical needs, psychological
needs, social needs, aesthetic needs, spiritual considerations, lifestyle
needs, special considerations, health considerations, and other circumstances
are explored. Criteria for evaluating shelter and living spaces based on the
above considerations are established. Living space modifications are considered
as well as the agencies within the community that serve as resources for
meeting individual needs. The social science research model is used to study
these concepts.
Strand(s): Functions of
Living Spaces and Shelter, Research and Inquiry Skills
Overall
Expectations: LSV.01,
LSV.02, ISV.02, ISV.04.
Specific
Expectations: LS1.01,
LS2.01, LS2.02, LS2.03, LS2.04, IS1.02, IS2.02, IS3.01, IS3.02.
Teachers
should:
·
visit
the CMHC website for a complete list of resources (Activities 1, 2, and 3);
·
locate
teaching and classroom resources (e.g., student textbook, magazines, other
picture sources, reference books);
·
book
audio-visual materials and equipment (Activity 1).
·
Be
sensitive to the gender, ethno-cultural, and religious diversity within the
class in the selection and preparation of resources.
·
Be
aware of the various types of shelter available in the community.
·
Be
sensitive to the fact that not all of their students live in similar housing
situations.
·
Be
sensitive to students’ feelings about their living spaces.
·
Consider
Special Education accommodations required to meet the needs of exceptional
students (IEP).
·
If
your school has “Cable In The Classroom,” record programs for classroom use
(e.g., HGTV, TVO, etc.), which would enrich this unit.
|
Activity |
Expectations |
Assessment |
Tasks |
|
1: How Shelter Satisfies Our Needs 6 hours |
LSV.01, LS1.01 |
Knowledge/ Thinking/ Inquiry Communication Application |
View photo collection and note common
features of shelter. Brainstorm phrases relating to shelter and
living spaces. Create a title page showing a broader meaning
of the terms. Develop common understandings of meanings for
shelter terms. Determine if meanings are inclusive. Lesson on shelter satisfying needs. Note how needs are met through shelter. View a video. Create mobile and accompanying presentation
on needs or functions of shelter. |
|
2: How
Our Shelter Needs Change Throughout Life’s Stages 8 hours |
LSV.02,
ISV.02, ISV.04, LS2.01, LS2.02, LS2.03, IS2.02, IS2.03 |
Knowledge/ Thinking/
Inquiry Communication Application |
Analyse
case studies and compile a list of criteria for the selection of shelter. Present
findings to class and corresponding notes made. Consider
factors when shelter needs change. Learn
how to prepare an electronic presentation and prepare a sample presentation. Prepare
and present an electronic presentation directed at one market segment needing
shelter. |
|
3: How
Shelter Accommodates Our Life Stage Needs 6 hours |
LSV.02,
ISV.02, ISV.04, LS2.04, IS1.02, IS3.01 |
Knowledge/ Thinking/
Inquiry Communication Application |
Brainstorm
changing life stages and shelter needs. Present
results of brainstorming session, class makes notes. Perform
an electronic search for information on agencies that assist those with a
changing life stages need. Prepare
a pamphlet outlining available resources. Take
note of the resources for a variety of changing life stages needs. |
Both
general and specific resources for the unit are listed.
Canadian Architect
Canadian Geographic Magazine
Canadian Living Magazine
Chatelaine Magazine
Harrowsmith
Maclean’s
National Geographic Magazine
Vanier
Institute of the Family. Transition.
The Twentieth Century Architectural Digest
CMHC.
Flexhousing: Homes that Adapt to Life’s
Changes. 1999. Order number 2020E
CMHC.
Gimme Shelter: Sharing Successes in
Housing for Youth. Order number KE 4043
CMHC.
Housing Canada’s Youth. 1999. Order
number PE 0310
CMHC.
Housing For Older Canadians. 1999.
Order number 2184 E
CMHC.
Housing Options For People with Dementia.
1999. Order number NE 2214
CMHC.
Maintaining Seniors’ Independence: A
Guide to Home Adaptations. 1989.
CMHC.
Meeting Seniors’ Housing Needs. Order
number PE 0350
CMHC.
Meeting Seniors’ Needs: A Guide for
Community Groups. 2000. Order number PE 0350
CMHC.
Sprout: The Versatile, Dynamic House.
1996. Order number6845 E
CMHC.
Supportive Housing For Seniors. 2000.
Order number PE 0381
CMHC.
Women and Their Housing. 1999. Order
number PE0313
The Making of a Home. Royal Bank Letter, 1998.
Craig,
Hazel Thompson. Homes with Character.
Glencoe Publishing, 1987. ISBN 002 6680408
Katsura,
H., et al. Housing for the Elderly in
2010: Projections and Policy Options. Urban Institute Press, 1989. ISBN
0877664749
LeSeig,
T. Come Over to My House. Random
House, 1999. ISBN 0679982558
Regnier,
V. Assisted Living Housing for the
Elderly: Design Innovations from the United States and Europe. John Wiley
and Sons, 1993. ISBN 0471284238
Reigner,
V. Assisted Living Housing for the
Elderly: Innovations in Design and Planning. Van Nostrand Reinhold, 1993.
ISBN 0442007027
Sherwood,
Ruth F. Homes: Today and Tomorrow.
Glencoe Publishing, 1997. ISBN 002 6428466
Canadian
Architecture website – http://www.cdarchitechture.com
Canadian
Mortgage and Housing Corporation – http://www.cmhc-schl.gc.ca
Canadian
Housing and Renewal Association – http://www.chra-achru.ca
Canadian
Living Magazine – http://www.canadianliving.com
Chatelaine
Magazine – http://www.chatelaine.com
Government
of Ontario, Ministry of Community and Social Services, Developmental Services –
http://www.gov.on.ca/CSS/page/services/dh.html
Government
of Ontario, Ministry of Health and Long-term Care –
http://www.gov.on.ca/health/english/program/ltc/ltc_ mn.html
Government
of Ontario, Ministry of Health, Health Links, organizations webpage, listing of
a very large number of supporting groups and organizations – http://www.gov.on.ca/health/english/tools/hlinks.organizations.html.
Government
of Ontario, Ministry of Municipal Affairs and Housing webpage –
http://www.mah.gov.on.ca
Habitat
For Humanity Website – http://www.habitat.org
Home
Design Website – http://www.designplus.com
Housing
Again (deals with housing issues) – http:// www.housingagain.web.net
The Home and Garden Store from Chapters.ca –
http://www.villa.ca
MLS
Canada Website – http://www.mls.ca/mls/home/asp
Royal
Bank Webpage – http://www.royalbank.com
See the
following websites for information on videos for this unit.
Films for
the Humanities and Social Sciences – http://www.films.com
The
Learning Seed – http://www.learningseed.com
McIntyre
Media – http://www.mcintyre.ca
National
Film Board of Canada – http://www.nfb.ca
CMHC.
Maintaining Senior’s Independence through
Home Adaptations. 1993. 34 min.
Order number 4033E
CMHC.
The Made to Convert House. 1989. 14
min. Order number VE019
Home Sweet Home. Films for the Humanities and
Social Science, 2000. 58 min. Order number BVL3248
Roommates: Harmonious Living or
Horror Story.
McIntyre Media. 12 min. Order number 700355-61HO
What is a House? Learning Seed, 1998. 22 min. Order number 233
Time: 360 minutes
Students
explore various forms of shelter. The needs and wants that are satisfied by
shelter as well as the functions of shelter are identified. An understanding
that shelter is much more than just the physical environment or the walls that
surround them is gained. Students come to appreciate how the feelings that one
has towards one’s surroundings are often what make a dwelling personal.
Strand(s): Functions of Living Spaces and Shelter
Overall
Expectations
LSV.01 -
identify the ways in which living spaces and shelter meet individual and family
needs.
Specific
Expectations
LS1.01 - summarize the ways in which different
forms of shelter satisfy various individual and family needs and functions such
as:
1. physical needs;
2. psychological needs;
3. social needs;
4. aesthetic needs;
5. spiritual considerations;
6. lifestyle needs;
7. special considerations.
Students
have:
·
group
work skills;
·
skills
in recording and communicating their findings to the class.
The
teacher should:
·
locate
a copy of a children’s storybook that shows a wide variety of shelter types
worldwide, see Resources (T/L S 1);
·
locate
a variety of resources, including pictures from their own files, periodicals, books,
and electronic resources, depicting different forms of shelters. The teacher
should attempt to find examples from many different countries (T/L S 2);
·
locate
housing textbooks needed for students to read a chapter on the functions of
shelter (T/L S 6);
·
preview
video and prepare accompanying worksheet (T/L S 8);
·
locate
supplies, such as scissors, tape, yarn, string, pipe cleaners, coat hangers,
doweling, glue, magazines, etc., needed for the creation of the mobile (T/L S
9).
1. The teacher reads children’s storybook to
students in order to familiarize them with the wide variety of shelter that is
available worldwide. The reading is followed by a class discussion of the
various shelters presented in the story.
2. Students view a selection of photos of
shelter from a variety of sources such as the teacher’s picture file, books,
periodicals, video clips, and electronic sources. They identify and note common
features of the shelters shown including the intrinsic and extrinsic features.
3. (Note: The following strategy is being
used to dispel some of the assumptions and stereotypes associated with
terminology: shelter, home, house, etc.). The class brainstorms phrases that
refer to dwellings and homes (e.g., “home is where the heart is,” “keep the
home fires burning,” “home sweet home,” etc.). From these phrases, students
derive meanings for shelter and home as they relate to people’s feelings
towards their shelter. A discussion takes place regarding how these phrases are
used. The teacher guides the discussion, using questions such as:
a) When we examine each of the phrases is there a definite focus on intrinsic or extrinsic features?
b) Which of the phrases would you label intrinsic/extrinsic?
c) How does this information relate to our stereotypical beliefs about the word house?
d) How does this information relate to our stereotypical beliefs about the word home?
e) How does this information relate to our stereotypical beliefs about the word shelter?
f) How does this information relate to our stereotypical beliefs about living spaces?
Students produce a title page clearly showing the broader, more inclusive understanding of the house/home/shelter/living spaces terminology they have come to understand.
4. The title pages are posted on a bulletin
board in the classroom. Students respond in their notebooks to the following
series of questions:
a) Do people develop an attachment to their living space?
b) How do/don’t people develop an attachment to their living space?
c) How do living spaces provide an opportunity for showing/reflecting personal and family identity?
d) How do living spaces reflect our personal and family values and priorities?
e) How do living spaces meet our personal and family needs?
Based on their findings, students and teacher arrive at a definition for:
· shelter;
· living spaces;
· house;
· home.
5. In a class activity, students and teacher
investigate to find out if the definitions are appropriate for various groups
in our society. Some considerations are homeless, seniors in a residence,
college/university students in residence, group homes for developmentally or
physically challenged, elder and youth hostels, residential motel/hotel, and
detention centres. Definitions are refined based on the investigations.
Students record the definitions in their notebooks for future use in the
course.
6. The teacher conducts a Socratic lesson on how
personal needs are satisfied through shelter; students contribute to the
discussion and take notes.
7. Referring to the photos from T/L S 1 and
student title pages from T/L S 3, students identify how various forms of
shelter meet physical needs, psychological needs, social needs, aesthetic
needs, spiritual needs, lifestyle needs, and special considerations. Students prepare
and record a brief note that outlines six or more ways needs are met through
shelter.
8. Students view an appropriate video that
discusses the issues addressed thus far in the activity and complete worksheet
provided by the teacher.
9. Each student selects one need or function of
shelter (e.g., physical needs, psychological needs, economic needs, social
needs, aesthetic needs, spiritual considerations, lifestyle considerations, and
special considerations) and creates a mobile explaining his/her topic. The
teacher must ensure that all of the topics listed in the specific expectation
are covered. Students also prepare a one-page presentation/summary handout to
explain their mobile and how it illustrates the satisfaction of that need or
function. Both the mobile and the presentation note are shared with the class.
Students give a 3- to 5-minute presentation to the class explaining their
mobile.
10. Students are responsible for keeping the
summary sheets in their notebooks for future reference.
|
Task/Product |
Tool |
Purpose |
Assessment |
|
Title
page |
Rating
scale Observational
comments |
Formative
or Summative |
T/I, C, A |
|
Video
worksheet |
Criterion-referenced
checklist |
Formative |
K/U, T/I |
|
Mobile:
functions of shelter |
Rubric |
Summative |
K/U, T/I, A, C |
|
Presentation:
of information from mobile and summary sheet (T/L S 9) |
Criterion-referenced
marking sheet |
Summative |
C |
·
Students
having difficulty creating a mobile use another means of presenting their
information (e.g., electronic presentation, collage, etc.).
·
The
teacher provides templates for note taking for students with special needs.
·
Students
use a scanner and digital camera as technical aids.
·
For
enrichment, students find readings or literary quotes about shelter and test
how these quotes apply to the common understandings of the terms and functions
of shelter as determined by the class.
·
For
enrichment, students, with an interest in global issues relating to shelter,
select different forms of shelter found throughout the world, use them as a
physical basis or structure for their mobile, and relate the function to each
of the forms of shelter they have identified.
Magazines
The Twentieth Century Architectural Digest
Canadian Architect
Canadian Living
Chatelaine
Maclean’s
Texts
The Making of a Home. Royal Bank Letter, 1998.
Craig,
Hazel Thompson. Homes with Character.
Glencoe Publishing, 1987. ISBN 002 6680408
LeSeig,
T. Come Over to My House. Random
House, 1999. ISBN 0679982558
Sherwood,
Ruth F. Homes: Today and Tomorrow.
Glencoe Publishing, 1997. ISBN 0026428466
Audio
Video
What is a House? Learning Seed, 1998. 22 min. Order
number 233
Home Sweet Home. Films for the Humanities and Social Sciences,
2000. 58 min.
Order number BVL3248
Time: 480 minutes
Students
investigate how our shelter needs vary based on life cycle changes, employment
status, mobility, health, etc. They have the opportunity to empathize with
individuals and groups who have a variety of requirements, which need to be met
in order to make their shelter accessible, safe, and functional. Students
prepare a presentation, which identifies and elaborates on these various needs.
Strand(s): Functions of Living Spaces and Shelter, Research and
Inquiry Skills
Overall
Expectations
LSV.02 -
demonstrate an understanding of how shelter needs change with age, life stages,
and health;
ISV.02 -
correctly use terminology specifically associated with living spaces and
shelter;
ISV.04 -
communicate the results of their inquiries effectively.
Specific
Expectations
LS2.01 - describe how the various stages of
life influence choices relating to shelter, such as where to live and what type
of shelter to live in;
LS2.02 -
establish criteria for evaluating shelter units and their locations, taking
into consideration particular interests, economic status, and successive stages
of family life;
LS2.03 -
identify the types of living-space modifications required during various stages
of life to provide better access and safety for family members;
IS2.02 -
summarize the main points of information gathered from reliable research
sources;
IS3.02 -
effectively communicate the results of their inquiries, using a variety of
methods and forms.
Students
have:
·
knowledge
of the functions of shelter gained in Activity 1;
·
computer
skills.
The
teacher should:
·
collect
and prepare a number of brief case studies relating to living spaces and
shelter, based on various factors (e.g., physical needs, life stages, economic
considerations, number of family members, ages, geographic location, spiritual
considerations, social needs, employment status, availability of affordable
housing, philosophical beliefs, etc.). The teacher must ensure that a wide
variety of different situations are represented (T/L S 2);
·
prepare
a list of questions to complete when analysing the case studies (T/L S 2);
·
locate
sources for the case studies such as newspapers, magazines, and Habitat For
Humanity profiles (T/L S 2);
·
consider
speaking with representatives from housing organizations, such as housing
cooperatives, condominium corporations, social housing associations, and
others, in order to find information for case studies (T/L S 2);
·
be
familiar with the use of an electronic presentation program (T/L S 5 and 7);
·
determine
if the specialized equipment for electronic presentations is available in the
school for teacher and student use and book it in advance of the scheduled
presentations (T/L S 5 and 7);
·
redefine
the project to include another form of presentation, such as videotaping, if
the presentation programs or equipment are not available in your school.
1. The teacher conducts a Socratic lesson on the
various stages of family life. Students record information in their notebooks
for future reference.
2. In small groups, students read and discuss
teacher-prepared case studies on shelter situations relating to life stages
(ensure that all stages are covered). Example case studies include:
a) a family with young children looking for shelter;
b) teens looking for shelter;
c) young adult college or university graduate looking for shelter;
d) young couple looking for shelter;
e) retirees with a desire to travel looking for shelter.
Students place themselves in the position of those represented in the case study and answer questions such as the following:
· What are the shelter needs of the people in your case study?
· What are the shelter wants or desires of the people in your case study?
· Where in your broader community would they want to live? Why?
· Realistically, based on the information given, where might they live in the broader community?
· Explain each of the factors that you would consider when making these decisions.
3. Each group provides information on an
overhead to present their findings to the class. All students take notes of the
findings from all of the presentations.
4. From research (see Resources), each student
compiles a list of the factors that should be considered when determining how
housing needs change. This is based on a variety of factors (e.g., physical
needs, life stages, economic considerations, number of family members, ages,
geographic location, spiritual considerations, social needs, employment status,
availability of affordable housing, philosophical beliefs, environmental
considerations, etc.). The class compiles one common list for future reference.
5. Students participate in a
demonstration/workshop by the teacher-librarian or other appropriate staff
member to produce an electronic presentation. In small groups, students then
create a short sample presentation on their favourite song or television show
(e.g., four slides), which demonstrates their capability to do an electronic
presentation. Students discuss, with the teacher, the level of success they
achieved in their sample presentation.
6. Students
place themselves in the position of a real estate agent, marketing
representative, or housing authority representative. Each student chooses a
life stage to research. They compile a list of factors to consider when
attempting to meet the shelter needs of their particular group. Teachers check
students’ draft notes for completion and accuracy.
7. Students, in their designated role (from T/L
S 6), prepare an electronic presentation for “members of the community or their
board of directors” to explain the factors for their particular age group.
Students must clearly define their group to their audience and explain at least
six different factors that influence the shelter decisions of their age group.
The presentation must consist of at least ten slides. The teacher may assess
presentation using the rubric in Appendix 1.
8. Each student makes a 3- to 5-minute
presentation to the class showcasing their electronic presentation. Students
should be prepared to answer questions from their classmates on the specific
needs of their group.
9. All students complete a life stages chart
based on the information from the presentations and keep it in their notebooks
for future use.
Factors Influencing
Choices in Shelter Through Life Stages
|
Life Stage |
Factor 1 |
Factor 2 |
Factor 3 |
Factor 4 |
Factor 5 |
Factor 6 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Task/Product |
Tool |
Purpose |
Assessment |
|
Sample
electronic presentation (T/L S 5) |
Verbal
feedback |
Formative |
T/I, A |
|
Electronic
presentation: shelter for a target market (T/L S 7) |
Rubric
(Appendix 1) |
Summative |
K/U, T/I, A, C |
|
Chart
on life stage factors (T/L S 9) |
Criterion-referenced
checklist |
Summative |
K/U |
·
Groups
may be predetermined in order to meet the needs of all students.
·
A
template for note taking could be provided.
·
Students
who have difficulty in transferring research into written form may choose to
make an oral presentation to the teacher/class.
·
Students
with limited physical abilities use a teacher-provided template for the
electronic presentation and insert the information from their own research.
·
A
student helper could assist with the classroom presentation of the materials.
·
An
essay based on reading, research, and interviews could be substituted for the
electronic presentation where facilities and equipment are not available.
·
For
enrichment, or as an alternative to T/L S 1, students may write and implement a
questionnaire in order to understand the needs of different groups in their
broader community.
·
For
enrichment, students could interview representatives from the shelter industry
and create and present a more detailed presentation based on their findings.
This presentation could be shared with the local shelter authorities, task
forces, etc.
·
For
enrichment, based on a list of factors and their personal and family situation
(e.g., number of family members, economic circumstances, and lifestyle),
students could research, in newspapers or real-estate papers, a place to live
that would be suitable for them and their family. Students prepare a paper
explaining the reasons why they chose this example based on their personal
housing needs and the knowledge gained in the activity.
Magazines
Canadian
Architect
Canadian
Living
Chatelaine
Texts
CMHC.
Housing Canada’s Youth. 1999. Order
number PE 0310
CMHC.
Housing For Older Canadians. 1999.
Order number 2184 E
CMHC.
Housing Options For People with Dementia.
1999. Order number NE 2214
CMHC.
Gimme Shelter: Sharing Successes In
Housing for Youth. Order number KE 4043
CMHC.
Maintaining Seniors’ Independence: A
Guide to Home Adaptations. 1989.
CMHC.
Meeting Seniors’ Housing Needs. Order
number PE 0350.
CMHC.
Meeting Seniors’ Needs: A Guide for
Community Groups. 2000. Order number PE 0350
CMHC.
Supportive Housing For Seniors. 2000.
Order number PE 0381
CMHC.
Women and Their Housing. 1999. Order
number PE0313
Craig,
Hazel Thompson. Homes with Character.
Glencoe Publishing, 1987. ISBN 0026680408
The Making of a Home. Royal Bank Letter, 1998.
Websites
Canadian
Mortgage and Housing Corporation – http://www.cmhc-schl.gc.ca
Habitat
For Humanity – http://www.habitat.org
Royal
Bank WebPage – http://www.royalbank.com
Unit 1,
Appendix 1 – Rubric for Electronic Presentation
Time: 360 minutes
Students
engage in a discussion about the changes in shelter needs that occur due to
age, life stage, and health of family members. Once students have identified
some of these concerns, they perform an electronic search to explore what
resources are available to meet the shelter concerns and accommodations to
shelter, relating to the age, life stage, and health of various community
members. The activity culminates with students preparing a pamphlet outlining
their findings.
Strand(s): Functions of Living Spaces and Shelter, Research and
Inquiry Skills
Overall
Expectations
LSV.02 -
demonstrate an understanding of how our shelter needs change with age, life
stages, and health;
ISV.02 -
correctly use terminology specifically associated with living spaces and
shelter;
ISV.04 -
communicate the results of their inquiries effectively.
Specific
Expectations
LS2.04
- identify community agencies and resources available to assist with necessary
living-space modification;
IS1.02
- correctly use terminology related to living spaces and shelter;
IS3.01
- record information and key ideas from their research, and document sources
accurately, using appropriate forms of citation.
Students
have:
·
knowledge
of how to search the Internet for information;
·
computer
skills;
·
understanding
of shelter needs gained in Activities 1 and 2.
The
teacher should:
·
visit
the suggested websites to determine appropriate websites for students to
explore (see Activity and Unit Resources (T/L S 3);
·
collect
pamphlets from various community agencies (T/L S 3);
·
ensure
that Internet access is available for students to perform electronic search for
information
(T/L S 3);
·
prepare
templates for note taking and research (T/L S 1, 2, 3, and 5).
1. In small groups, students brainstorm a list
of life stage situations that might require some type of special assistance
within shelter and living spaces. They create a template or chart in which to
record information. (Note: the second column is completed in T/L S 3.)
Life Stage Changes –
Assistance Required
|
Life Stage – Assistance Needed |
Organization |
Assistance Provided |
|
|
|
|
|
|
|
|
2. The teacher provides a chart for class to
record information. The teacher leads a class discussion on the findings of the
group to complete a master chart for the class.
3. Each student chooses one type of special need
as discussed in T/L S 2. The teacher must ensure that a wide variety of special
considerations related to life stages are being considered. Students then conduct
an electronic search for information about meeting the special need that they
have selected. The student looks for agencies and resources, at the local,
provincial, and national level, that can assist in modifying shelter to meet
the special need. Examples are the Heart and Stroke Foundation, Easter Seals
Foundation, Cancer Society, Alzheimer’s Society, Multiple Sclerosis Society,
etc.
4. Each student prepares a pamphlet outlining
the information they have learned about their special consideration. If equipment
is available, students may produce the pamphlet using a computer program.
Topics to be included are:
a) Type of consideration – age, health, and how it relates to life stage;
b) Organization – local, provincial, and national;
c) Type of assistance provided;
d) Possible modifications to living spaces/shelter.
The teacher assesses the pamphlet using Criterion-referenced Marking Scheme, Appendix 2.
5. Pamphlets are posted on the classroom
bulletin board, in the Library/Resource Centre, or in a school display case.
Pamphlets are displayed in three categories: age, life stages, and health.
Students use a teacher-created template to record the following information:
a) Consideration;
b) Organization, local, provincial and national;
c) Type of assistance provided;
d) Possible modifications to living spaces/shelter.
Students are responsible for recording information for at least two examples from each of the categories.
Summary Chart for Life
Stage Considerations
|
Type of consideration |
Organization Local Provincial National |
Type of assistance provided |
Possible modifications to living spaces and shelter |
|
|
|
|
|
|
|
|
|
|
|
Task/Product |
Tool |
Purpose |
Assessment |
|
Pamphlet
(T/L S 4) |
Criterion-referenced
marking scheme (Appendix 2) |
Summative |
T/I, C, A |
·
As
an alternative to T/L S 2, students could complete their information on chart
paper and all students could transfer the information into their notebook.
·
Groups
may be predetermined in order to meet the needs of all students.
·
Peer
helpers are assigned to students to assist with electronic search.
·
Students
who have difficulty in transferring research into written form may choose to
make an oral presentation to the teacher/class.
·
For
enrichment, students plan the accommodations that are required for the group
home facilities to meet the shelter needs of a select group of individuals in
the community.
·
For
enrichment, each student takes a uniform home plan and suggests modifications
to the home based on the life stage considerations of that they have studied.
All students compare the differences in the home plans after the modifications.
Magazines
Canadian Architect
Canadian Living
Chatelaine
Texts
Assorted pamphlets from community agencies
would be useful in this activity.
CMHC. Housing
Canada’s Youth. 1999. Order number PE 0310
CMHC. Housing
For Older Canadians. 1999. Order number 2184 E
CMHC.
Housing Options For People with Dementia.1999.
Order number NE 2214
CMHC.
Gimme Shelter: Sharing Successes In
Housing for Youth. Order number KE 4043
CMHC.
Maintaining Seniors’ Independence: A
Guide to Home Adaptations. 1989.
CMHC.
Meeting Seniors’ Housing Needs. Order
number PE 0350
CMHC.
Meeting Seniors’ Needs: A Guide for
Community Groups. 2000. Order number PE 0350
CMHC.
Supportive Housing for Seniors. 2000.
Order number PE 0381
CMHC.
Women and Their Housing. 1999. Order
number PE0313
Gaillard,
F. If I Were a Carpenter: Twenty Years of
Habitat For Humanity. North Carolina: John F. Blair Publishing, 1996.
Young, K.
The Health Effects of Housing and
Community Infrastructure on Canadian Reserves. Ottawa, Indian and Northern
Affairs, 1991.
Websites
Canadian
Mortgage and Housing Corporation – http://www.cmhc-schl.gc.ca
Government
of Ontario, Ministry of Community and Social Services, developmental services
webpage – http://www.gov.on.ca/CSS/page/services/dh.html
Government
of Ontario, Ministry of Health and Long Term Care webpage –
http://www.gov.on.ca/health/english/program/ltc/ltc_ mn.html
Government
of Ontario, Ministry of Health, Health Links, disability webpage –
http://www.gov.on.ca/health/english/tools/hlinks.disability.html
Government
of Ontario, Ministry of Health, Health Links, organizations webpage, listing of
a very large number of support groups –
http://www.gov.on.ca/health/english/tools/hlinks.organizations
Unit 1,
Appendix 2 – Pamphlet Assignment Criterion-referenced Marking Scheme
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ Describe
family life stages and how they influence shelter needs |
-
describes stages of family life cycle and their influence on shelter needs
with limited degree of accuracy |
-
describes stages of family life cycle and their influence on shelter needs
with some degree of accuracy |
-
describes stages of family life cycle and their influence on shelter needs
with considerable degree of accuracy |
-
describes stages of family life cycle and their influence on shelter needs
with a high degree of accuracy |
|
Thinking/ Establish
criteria for evaluating shelter units related to life stages |
-
demonstrates limited clarity in the criteria used to evaluate shelter units
related to life stages |
-
demonstrates some clarity in the criteria used to evaluate shelter units
related to the life stages |
-
demonstrates considerable clarity in the criteria used to evaluate shelter
units related to life stages |
-
demonstrates a high degree of clarity in the criteria used to evaluate
shelter units related to life stages |
|
Application Identify
shelter types needed to meet life stage needs, summarize main points of
information |
-
transfers and applies shelter types needed to meet life stage needs and
summarizes main points with limited effectiveness |
-
transfers and applies shelter types needed to meet life stage needs and
summarizes main points with some degree of accuracy or effectiveness |
-
transfers and applies shelter types needed to meet life stage needs and
summarizes main points with considerable accuracy and effectiveness |
-
transfers and applies shelter types needed to meet life stage needs and
summarizes main points with a high degree of accuracy and effectiveness |
|
Communication Communicate
results; effective electronic presentation as a means of communication |
-
presents information in an electronic format with limited effectiveness |
-
presents information in an electronic format with some degree of
effectiveness |
-
presents information in an electronic format with considerable effectiveness |
-
presents information in an electronic format with a high degree of
effectiveness |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
Comments/Next
Steps:
|
Focus |
Criterion |
Level |
|||
|
1 |
2 |
3 |
4 |
||
|
Communication
of Results (12 marks) |
·
Identifies life stage ·
Organized in a concise manner ·
Visually attractive, colourful, full of impact |
|
|
|
|
|
Life
Stage Considerations (24 marks) |
Makes
reference to and explains, with examples, at least six different
considerations due to the life stage |
|
|
|
|
|
Organizations
to Assist |
·
Local organization – clear and concise contact information ·
Provincial organization – clear and concise contact information ·
National organization – clear and concise contact information |
|
|
|
|
|
Type of
Assistance Offered (24 marks) |
·
Local organization – assistance described clearly and concisely ·
Provincial organization – assistance described clearly and concisely ·
National organization – assistance described clearly and concisely |
|
|
|
|
|
Possible
Modification to Shelter (16 marks) |
Identifies
and clearly describes at least four possible modifications to shelter based
on life stage |
|
|
|
|
|
|
Total marks per category |
|
|
|
|
Total
Marks: ___________/100
Comments/Next
Steps: