Needs versus Wants: Gr. 9-12

What is Quality of Life

Description

General Assessment

Question	Response
What skills does this resource explicitly teach?	Needs and wants analysis, analysis of quality of life indicators.
What important, related ideas/issues are not addressed in this resource?	This resource was comprehensive.
What important ideas are implied by the resource, but not taught explicitly?	Data on many individuals subjective quality of life is organized into group, population and national statistics. The latter is construed as objective quality of life (q of l) indicators.
To enhance this resource the following changes are strongly recommended:	Add a discussion or theoretical model making activity that clarifies the jump from subjective quality of life to objective indicators of q of l Add a discussion or theoretical model making activity of how needs and wants underlie quality of life at the individual, group, and national levels
To enhance this resource the following changes would be beneficial:	Clarify that quality of life is based on soft subjective perceptions. These are often a matter of degree of needs and wants rather than total fulfillment or total lack of fulfillment of needs and wants. Add a locally based project that involves assessing individuals' q of l. Then provide summary statistics to a relevant community organization to help shed light on the plight of a group for the purpose of social/environmental change.

Sustainability Education Principles

Principle	Rating	Explanation
Bias Minimization	Good
Multiple Dimensions of Problems & Solutions	Good
Respects Complexity	Mediocre	The systems thinking approach is convoluted and not clear
Action Experience	Poor/Not considered
Action Skills	Poor/Not considered	The resource does not teach any action skills Add a locally based project that involves assessing individuals' q of l
Empathy & Respect for Humans	Mediocre	Empathy and respect are minimally engendered towards people living in developing countries and those with unsatisfied needs in developed countries
Personal Affinity with Earth	Poor/Not considered	There are no out-of-doors experiences nor does the resource encourage a personal affinity with non-humans and the Earth
Locally-Focused	Mediocre	There are lessons that ask students to come up with quality of life factors and distinguish needs and wants that relate to their personal lives
Past, Present & Future	Good

Pedagogical Approaches

Principle	Rating	Explanation
Open-Ended Instruction	Good
Interdisciplinary and Multidisciplinary Learning	Very Good
Discovery Learning	Mediocre
Values Clarification	Poor/Not considered
Differentiated Instruction	Mediocre	This resource mostly teaches to cognitive faculties but marshalls some emotional response when asking " my q of l depends on.... There are no accomodations for studnts with learning difficulties.
Experiential Learning	Poor/Not considered
Cooperative Learning	Mediocre
Assessment & Evaluation	Mediocre	There are tables to complete There are no self-assessment opportunities.
Peer Teaching	Mediocre
Case Studies	Mediocre	Students are requested to research relevant examples on the Internet, rather than case studies.
Locus of Control	Poor/Not considered	The learning activities do not offer students a choice of program content, the medium or depth of exploration.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

Step 1Select a province
Alberta
- Step 2Select a grade level
- Grade 11
  - Step 3Select a subject
  - Social Studies
    - Step 4Relevant matches
    - Social Studies 20: Economic Development & Interdependence
  - Social Studies (Applied)
    - Step 4Relevant matches
    - Social Studies 23: Global Interdependence & Quality of Life
- Grade 12
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  - Economics (Macro)
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    - Course Content
  - Social Studies (Applied)
    - Step 4Relevant matches
    - Social Studies 33: Economic Systems
British Columbia
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- Grade 11
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  - Home Economics Courses
    - Step 4Relevant matches
    - Family Studies: Housing & Living Environment
- Grade 12
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  - Social Justice
    - Step 4Relevant matches
    - Defining Social Justice
    - Moving Toward a Socially Just World
Manitoba
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- Grade 12
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  - Social Studies
    - Step 4Relevant matches
    - World Issues: Unit II - Global Organization: East-West and North-South
    - World Issues: Unit III - Quality of Life Perceptions
    - World Issues: Unit V - The World of the Future
New Brunswick
- Step 2Select a grade level
- Grade 11
  - Step 3Select a subject
  - World Issues
    - Step 4Relevant matches
    - Issues Facing the Global Community
- Grade 12
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  - World Issues
    - Step 4Relevant matches
    - World Issues 120: The Future of the Global Community
Newfoundland & Labrador
- Step 2Select a grade level
- Grade 11
  - Step 3Select a subject
  - Economics
    - Step 4Relevant matches
    - Canadian Economics 2203: Microeconomic Concepts
Northwest Territories
- Step 2Select a grade level
- Grade 9
  - Step 3Select a subject
  - Science
    - Step 4Relevant matches
    - Understanding Our Environment
- Grade 11
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  - Civic Studies
    - Step 4Relevant matches
    - Challenges in the Global Environment
Nova Scotia
- Step 2Select a grade level
- Grade 12
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  - Economics
    - Step 4Relevant matches
    - Canadian Economics : Microeconomic Concepts
Nunavut
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- Grade 10
  - Step 3Select a subject
  - English as an Additional Language
    - Step 4Relevant matches
    - Use spoken and written English to establish and maintain relationships
    - Use spoken and written English to explore, respond to and extend ideas and experiences
    - Use spoken and written English to gather, interpret and communicate information
    - Use spoken and written English to make decisions, solve problems, and plan and carry out
- Grade 11
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  - English as an Additional Language
    - Step 4Relevant matches
    - Use spoken and written English to establish and maintain relationships
    - Use spoken and written English to explore, respond to and extend ideas and experiences
    - Use spoken and written English to gather, interpret and communicate information
    - Use spoken and written English to make decisions, solve problems, and plan and carry out
  - Social Studies
    - Step 4Relevant matches
    - Challenges in the Global Environment
    - Economic Development & Interdependence
    - Quality of Life
  - Social Studies (Applied)
    - Step 4Relevant matches
    - Global Interdependence & Quality of Life
    - Global Regionalism
- Grade 12
  - Step 3Select a subject
  - English as an Additional Language
    - Step 4Relevant matches
    - Use spoken and written English to establish and maintain relationships
    - Use spoken and written English to explore, respond to and extend ideas and experiences
    - Use spoken and written English to gather, interpret and communicate information
    - Use spoken and written English to make decisions, solve problems, and plan and carry out
  - Social Studies (Applied)
    - Step 4Relevant matches
    - Economic Systems
Prince Edward Island
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- Grade 11
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  - Math
    - Step 4Relevant matches
    - 2: Patterns and Relations
  - Political Studies (focus on Canada)
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    - Comparative Politics
    - Policy Issues
- Grade 12
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  - Political Studies (focus on Canada)
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    - Comparative Politics
    - Policy Issues
Saskatchewan
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- Grade 11
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  - Social Studies
    - Step 4Relevant matches
    - Social Studies 20: World Issues - World Governance
- Grade 12
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  - Social Studies
    - Step 4Relevant matches
    - Canadian Studies 30: Economic Development
    - Canadian Studies 30: Globalization
Yukon Territory
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- Grade 11
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  - Social Studies
    - Step 4Relevant matches
    - Human Geography

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Needs versus Wants: Gr. 9-12

What is Quality of Life

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

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Needs versus Wants: Gr. 9-12

What is Quality of Life

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Print this Resource

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

Brought to you by