Lesson Plan Title: Alternatives to Western Medicine (2 lessons + 1 additional

work period)
Date: March 27
Subject: Health Science 20 Grade: 11
Topic: Alternatives to Western Medicine and Treatment
Essential Question:
- How do other cultures, including First Nations cultures, view medicine and
treatment?
- Why do some people refuse both checkups and treatment?
- Can natural/holistic medicine and western medicine co-exist?

Materials: PowerPoint, worksheets, Assignment handout, class iPads

Stage 1- Desired Results you may use student friendly language

What do they need to understand, know, and/or able to do?
The students will understand different cultural perspectives of Medicine and Healing
including First Nations cultures. The students will be able to identify the importance of
these perspectives in the medical world and understand why Western Medicine isnt
accepted by everyone as the only method of diagnosing and treating pathologies.

Broad Areas of Learning:

Through this series of lessons students will ne expanding their knowledge of other
cultures as it relates to medical diagnostics and treatment. By exploring this topic the
students are developing a Sense of Self, Community and Place and becoming more
Engaged Citizens. The students are developing in these areas by understanding and
relating to how other cultures view medical practices and the other holistic and natural
treatment options that are available to these patients.

Cross-Curricular Competencies:
Through this lesson students will begin to understand, value and care for other by
learning about the First Nations and other cultural ways to medicine and treatment. This
will allow the students to Develop Identity and Interdependence. The student will also
Develop Thinking by thinking critically and contextually about ways that natural and
holistic health care can co-exist with Western Medicine.

Outcome(s):
HS20-HB1- Analyze the anatomy and physiology of a healthy human.
a) Examine First Nations, Metis and other holistic perspectives of the human body.
HS20-DT1- Explore the tools and procedures used to diagnose and monitor medical
conditions.
i) Identify differences in tools and procedures used in diagnosing illness from the
perspectives of Western, Indigenous, traditional, complementary and alternative
approaches to health care.
*Could also meat outcomes from Health Care Philosophies and Ethics section.

PGP Goals:
2.3- Knowledge of First Nations, Metis and Inuit Culture and History
3.1- The ability to utilize meaningful, equitable and holistic approaches to assessment
and evaluation.
4.1- The ability to incorporate First Nations, Metis, and Inuit knowledge, content and
perspectives into all teaching areas.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help
determine next steps.
The students will be formatively assessed in this lesson through in class questioning.
These discussions at the start of class will allow the students to begin thinking critically
and contextually about different medicinal practices. These guiding and essential
questions will allow the students to judge their current knowledge on the topic and also
allow the teacher to assess the students current knowledge in order to further adapt the
remainder of the lesson.

Assessment OF Learning (summative) Assess the students after learning to evaluate

what they have learned.
The summative assessment in this lesson is in the form of an assignment. In this
assignment the students will read and respond to information about First Nations
Medicine and Healing Practices. Along with this assignment the students will also
investigate other Holistic diagnostic and treatment methods. The students will then be
required to think critically and contextually to determine if they believe Holistic/natural
practices and western Medicine can co-exist and what this model might look like. The
students will be assessed on their ability to demonstrate their knowledge and opinion of
Holistic vs. Western medicines. The questions included in this assignment are lead, hook,
and essential.

Stage 3- Learning Plan

Day 1:
Motivational/Anticipatory Set (introducing topic while engaging the students): (5 min)
Why might some people choose to not go to the doctor or refuse different types of
treatment from a doctor?
As the students for their opinions and encourage class discussion and debate.

Main Procedures/Strategies: (50 min)

1. Ask students to brainstorm methods of treatment, including those that are maybe
not considered to be western practices. (eg. Acupuncture, Naturopath,
Aromatherapy)- (2 min)
2. Take students through a PowerPoint explaining how illness is viewed in different
cultures and the traditional treatments that are received. Start with European
(Western) culture and continue through the other 5 main regions of medicine.
(10min)
 3. Hand out Healthcare Philosophies: Holistic Perspectives worksheet and reading
to the students.
4. Explain the procedure to the students. They must read the attached information
and complete the worksheet. (3 min)
5. Allow the students the rest of the class to complete their worksheet. They may
use the class iPads or computers to do additional research. (35 min)
Closing of lesson:
Inform students that this worksheet will be handed in at the same time as the First
Nations Medicine and Healing Practices assignment that will be handed out tomorrow.
We will continue working on this assignment for the next 2 days.

Day 2:
Motivational/Anticipatory Set (introducing topic while engaging the students): (4 min)
Watch a video about First Nations medicine and wellness.
https://www.youtube.com/watch?v=qn3R0MAcpi4

Main Procedures/Strategies: (51 min)

1. Hand out the First Nations Medicine and Treatment assignment and read
through the instructions as a class. The instructions and assignment questions are
at the bottom of the last page. (5 min)
2. Allow the rest of the period to work on the assignment. Most students will only
finish the reading. (46 min)
Closing of lesson:
Inform students of the due date and let them know that they will have one more period
to work on this in class Next period we will be working in the computer lab and you will
have the opportunity to type your answers.

Adaptations/Differentiation:
- An extension of the due date can be given to students who require more time to
complete the task.
- Students can have the option of using as much or as little technology as they need in
order to assist them in completing the assignment.
- For students who have difficulties with reading they can be given an electronic copy of
the assignment and could have the computer read it to them.
- Students can work on this assignment with their Learning Assistance and can be
adapted further based on the needs of individual students in ways such as shortened
answers and reduced questions on the Holistic Perspectives sheet.

* Assignments and PowerPoint information adapted from http://www.liveitup4life.com/health-

sciences-20.html

Personal Reflection:
*Adapted from Understanding by Design (McTighe and Wiggins, 1998)