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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
!3
b
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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;
-ttp://$$$Hon.ca/enclasse/doclens/visau/inde6p-p?
&ode*t-e&eIlanuae*enlis-It-e&e*H0JJKI
.il&CM+KIe6cerpt*J1CC0HI=S
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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