Unit Plan- Wellness 10- Wellness and Worldview

7/26/2019 Unit Plan- Wellness 10- Wellness and Worldview

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Unit Title: Wellness and WorldviewGrade Level(s): 10

Subject/Topic Areas: Wellness 10 (Updated Version) and ative Studies 10

!e" Words: Spiritualit"# Wellness# Worldvie$# %nterconnectedness# %nterdependence# %nteractions

Ti&e 'ra&e: 0 1* +0 &inutes ,ote: T-is unit uses t$o outco&es and one .oundational

objective T-us# t-e ti&e .ra&e is loner to acco&&odate all learnin opportunities

esined b": 2arissa !nudsen

Brief Summary Of Unit

3ot- units as4 t-e learner to 5uestion t-e $a"s in $-ic- t-e" vie$ t-e $orld T-e students $ill

use t-e concept o. spiritualit" as an opportunit" to e6plore ot-er $orld vie$s as a $a" o. openin t-e&ind and bod" to ne$ e6periences T-e &ain oal o. bot- units is .or t-e learner to develop t-eir o$n

sense o. sel./identit" and in turn reconi7e t-e interconnectedness $it- t-ose around t-e&

T-is unit is a preparator" unit in t-at it opens t-e &ind to various concepts t-at $ill bediscussed in later units %t also develops t-e basic understandin o. $ellness and $orld vie$ t-at $ill

be built upon t-rou- &ore e6periential learnin in t-e ne6t units 'or e6a&ple# t-e ne6t unit as4slearners to participate in service learnin opportunities to en-ance $ellbein and t-e $ellbein o.t-ose around t-e& %ndividuals need to -ave a rasp o. t-eir o$n understandin o. $ellness and $orld

vie$ to c-oose a service learnin opportunit" t-at is 8ri-t8 .or t-e&

Connections With Broad Areas of Learning And Cross Curricular Competencies

3road Areas o. Learnin:

Sense o. Sel.# 9o&&unit" and lace ; Students $ill develop a sense o. spiritual sel.

and t-e spiritual vie$s o. ot-ers (in particularAboriinal eoples)

; Students $ill do t-is t-rou- t-e e6ploration o.

not onl" t-e&selves but space and place aroundt-e& (local supports and outdoor areas)

Li.elon Learners ; 3" bein introduced to t-e in5uir" projectstudents $ill -ave t-e e6perience o. c-oice in

$-at t-e" are learnin T-e" $ill bein to develop

a sense o. not onl" $-at t-e" are interested in as.ar as content but $-at $a"s t-e" can be

success.ul in portra"in t-eir learnin

; T-e oal o. t-is unit is .or students to develop apassion .or learnin about t-e&selves and t-ose

around t-e& 9uriosit" and in5uir" are t-e 4e"

co&ponents t-at need to be developed in order to

sti&ulate li.elon learnin


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enae&ent a&on students in t-eir present and

.uture li.e; Students $ill reali7e t-at t-e" can &a4e a

di..erence in t-e $orld around t-e reardless o.

econo&ic status# ae# reliion# etc

9ross 9urricular 9o&petencies:

T-in4in ; T-rou-out t-e unit students are as4ed toanal"7e and criti5ue t-eir o$n understandin and

t-ou-t process reardin $ellness T-e" are

as4ed to creativel" e6press t-ese understandins

t-rou- oral# $ritten# video# p-oto# or collaepresentations t-rou-out t-e unit

; T-is unit pus-es t-e student to t-in4 on a s&all

scale# t-eir o$n li.e and $ellness# and on a larescale# t-at o. t-eir co&&unit" and even societ"

itsel.

; T-in4in and re.lection are 4e" co&ponents o.t-is unit

%dentit" and %nterdependence ; %dentit" and %nterdependence are outlinede6plicitl" in t-is unit

; Students $ill develop t-eir o$n identities

reardin $ellness# understand t-e identities o.ot-ers and e6plore -o$ t-ese identities are

interdependent

oals And Outcomes

W! "valuate one#s understanding of wellness while participating in various opportunities that

$alance the dimensions of wellness (i.e., physical, psychological, social, spiritual, environmental)%

Unit !& 'dentify and value the ma(or elements of A$original worldviews and understand that

worldviews underlie self&concept%

Unit !& )espect A$original cultural

traditions%

W!* 'nvestigate the connection to and importance of spirituality on optimal wellness%

Connections To Other Areas Of StudyT-is unit plan -as 4e" connections bet$een Wellness 10 and ative Studies 10 =o$ever# t-ere are

ot-er areas o. stud" in $-ic- connections can be identi.ied

"nglish:Students $ill be e6pected to e6press t-eir assin&ents in a loical .or&at W-ile t-e students

-ave t-e option to present in di..erent .or&ats# all .or&ats are e6pected to include proper orani7ation#

ra&&ar and punctuation Students $ill also anal"7e a variet" o. resources and sources# .ictional and

non;.ictional# as t-e" co&plete assin&ents in t-is unit So&e o. t-ese resources $ill be o..ered b" t-e

teac-er and ot-ers $ill be .ound b" t-e student T-us# researc- s4ills includin parap-rasin#


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su&&ari7in as $ell as AA .or&at $ill be a .ocus .or all o. t-e students

Computers:9o&putation s4ills $ill be developed t-rou- t-e researc-/in5uir" project rora&s

suc- as $ord# internet e6plorer and po$er point $ill be used b" t-e students 2ajor assin&ents# suc-

as t-e .inal project# $ill be e6pected to be t"ped or sub&itted in an electronic .or&

What essential +uestions will $e considered,

uestions:

Learners $ill be considerin

; -o$ do % vie$ t-e $orld?; -o$ does t-is $orld vie$ relate to &" understandin o. spiritualit"?

; -o$ does spiritualit" connect to &" overall $ellness?

; -o$ can % learn .ro& Aboriinal $orld vie$s in developin &" o$n understandin o. $ellness?

What understanding is desired,

Understandins:

Learners $ill understand t-at in.or&ation on $ellness# reardin Aboriinal $orld vie$# relates to t-eir lives

t-ere are basic concepts reardin spiritualit" and Aboriinal belie. suc- as

interconnectedness# interdependence# and interactions and $-at t-ese concepts &ean -avin an understandin and appl"in t-e above concepts to t-eir o$n $orld vie$ can

drasticall" c-ane t-eir overall $ellness

it is i&portant to respect Aboriinal $orld vie$s and culture

What understandings- s.ills- and confidences will students ac+uire as a result of this unit,

!no$lede:

Learners $ill 4no$

t-e values and belie.s t-at Aboriinal

roups -ave in relation to spiritualit"

a variet" o. $a"s to increase ones

$ellbein b" ta4in part in traditional and

&odern learnin e6periences suc- ass&udin cere&onies# po$ $o$s#

&edicine $al4s# etc

-o$ to appl" t-ese e6periences to t-eiro$n lives to increase t-eir o$n $ell bein

S4ills:

Learners $ill be able to

.ind in.or&ation on $ellness reardin

Aboriinal $orld vie$

deter&ine i. t-is in.or&ation is in .act

use.ul in developin an understandin o.

t-eir o$n $ellness# develop t-eir o$n understand o.

spiritualit" loo4 at past e6periences and understand it8s

relation to t-eir o$n current belie.s on

spiritualit" appl" all o. t-ese understandins o.

$ellness to t-eir o$n lives


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/ey Criteria

%n eneral % e6pect &" students $or4 to be:

Well orani7ed (-eadins# title# .lo$)

Use appropriate vocabular" and ter&inolo" .or t-eir 8ae roup8 or develop&ental capacit"

=ave ver" .e$ ra&&atical and/or punctuation errors

Well t-ou-t out (ie@ is it evident t-at t-e student -as &ade an e..ort to develop a deeper

understandin o. t-e topic?) epresent t-eir learnin st"le (% $ill o..er options .or eac- assin&ent and $ill incorporate a

variet" o. learnin st"les into &" instruction %t is &" -ope t-at t-ese actions $ill aid students

in c-oosin t-e assin&ent t-at supports t-eir uni5ue st"le o. learnin) Supported $it- researc- and/or t-eir o$n e6periences

%. applicable# t-e" s-ould tie in &aterial .ro& ot-er subjects# classes and e6tra;curricular

activities

Lesson Outcomes0'ndicators and

1oundational O$(ectives

Tas. "valuation0Assessment

Strategies and Criteria

!

*&2

W! "valuate one#s

understanding of wellness

while participating in

various opportunities that

$alance the dimensions of

wellness (i.e., physical,

psychological, social,

spiritual, environmental)%

Unit !& 'dentify and value

the ma(or elements of

A$original worldviews and

understand that

worldviews underlie self&

concept%

Unit !& )espect A$original

cultural

traditions%

c


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3

4

5

personal biases, discuss

alternative perspectives).

a articipate in a variet" o.

learnin e6periences t-at

positivel" in.luence oneBs$ell;bein (e.g., exercising,

smudging, recycling,

gardening).

d. 9o&pare traditional (e.g.,medicine wheel)#

conte&porar" (e.g.,

networked teams of healthproviders)# and evolvin

in.or&ation (e.g.,

technological advances,

ongoing research) about

$ellness

e Anal"7e t-e di&ensions o.$ellness in ter&s o. t-eir

interconnectedness (ie#

connections)# interdependence

(ie# &utual bene.its)# andinteractions (ie# e..ects o.

traditional $orld vie$sreardin $ellness bein

used in toda"8s societ"?

Students $ill present

.indins in a $ritten reportor oral/visual presentation

; % $ill arrane .or students

to participate in a s&udin

cere&on" Student8s $ill$rite or video tape t-eir

re.lections to t-e e6perience

.or -o&e$or4 to be -andedin t-e class a.ter ne6t T-e

.ocus $ill be on $-at t-e"

learned .ro& t-e e6perienceand -o$ it related to t-eir

o$n $ellness

; %n class % $ill present ont-is topic usin oral and

visual instructional

strateies Students $ill t-enbe split into t$o roups

T-e" $ill $or4

collaborativel"# in class# tocreate a -ealt- &odel on a

$ellness c-allene (disease#

inactivit"# etc) o. t-eir

c-oice T-e &odel &ustco&bine traditional and

conte&porar" in.or&ation to

create a ne$ -olisitc &odel

; 9lass discussion on t-eter&s interconnectedness

and interdependence


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6

7&8

one on anot-er)

.


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!2

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presentation# oral/stor"tellin# video# or $ritten

report S-ould include

re.erences to previous

activities (in or out o. class)t-at students -ave

participated in t-at se&ester

; Students $ill bee6pected to interpret

t-eir learnin and

e6press it in a $a"

t-at is &eanin.ul tot-e&

; ubric developed asa class $ill act as anoutline (Assess&ent

.or and o. learnin)

Additional 1eed$ac. 1or 'nstructor

urin t-is unit t-ere $ill be t-ree opportunities .or students to provide additional .eedbac4 to

t-e instructor reardin t-e unit/course T-is .eedbac4 $ill be in t-e .or& o. a one pae

.eedbac4 s-eet $-ic- $ill as4 5uestions reardin $-at students $is- to 4eep or c-ane

reardin: instructional &et-ods# structure/&ediu& o. assin&ents# criteria .or assin&ents#value/percentaes iven to assin&ents# and an" ot-er co&&ents or concerns t-e" &a" -ave

T-ese s-eets $ill be done anon"&ousl" and $ill be iven on speci.ic dates so t-at students

-ave ti&e to prepare t-eir responses in an articulate and use.ul &anner

,lease note t-at t-is is t-e onl" ti&e .or&al .eedbac4 $ill be iven =o$ever# in.or&al .eedbac4 $ill

al$a"s be accepted i. iven respect.ull" and reasonabl"

aterials0"+uipment0Supplies ;eeded

9-al4board

9-al4

W-ite boards


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Lesson C Aboriinal erspectives;

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Lesson 1C 'ield or earb" ar4 (er&ission .or&s i. o..

ca&pus) Wascana La4e

Lesson 1H 1KH and 1K+; List o. otential Activities; FldWellness 10 ocu&ent

Lesson 1K All resources .ro& t-e unit $ill be used to

co&plete t-is assin&ent

Accommodations 1or Learners ay 'nclude:

Fral e6a&s

Fral assin&ents

Separate e6a& roo&s

T-e use o. tec-nolo" suc- as calculators or online dictionaries

T-e use o. prepared notes

Documents

Unit Plan- Wellness 10- Wellness and Worldview