Wellness 10 –Understanding Wellness - EDIT

Erika Peterson

University of Saskatchewan

EDCUR 325

Jeff Solheim
Introduction

In completing this unit plan, I sought to challenge myself in creating a unit plan that incorporated both classroom,

gymnasium and possible field trip options to help students gain a holistic understanding of what it means to seek

wellness and/or a healthy living. I believe this type of unit is essential for students as it helps set a tone for the year as

well for respecting and understanding activity, sport and everything associated with being successful in Wellness 10.

This unit provides an opportunity for those students who are not athletically inclined to succeed and participate in

thought provoking discussions on how they can be successful in working towards wellness, and in seeking to gain a

more whole perspective on what it means to lead a healthy lifestyle contributing to their overall wellness. For this unit

to be successful it is essential to have a conversation with students at the beginning about creating and maintaining a

safe space to share personal experiences and opinions relating to wellness, teaching and instigating positive strategies to

share respectfully in this classroom setting. This unit will also highlight the benefits of the differences that student

backgrounds, cultures, life experiences may bring. I would like to utilize some more conversational strategies of

learning throughout this lesson plan as this will allow the students to be fully engaged in conversations rather than

mindlessly writing. I will keep track of patterns, and concepts brought up during these essential conversations and

provide them with fill in notes post discussion.

 Unit Plan

Title of Unit Understanding Wellness Grade Level Ten

Subject Wellness 10 Time Frame two weeks (10 days)

Developed By Erika Peterson

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?

Sense of self, community and place; Lifelong learners; Engaged citizens

I believe that all Physical Education lesson plans need to incorporate the Broad Area of Learning outcome from the
Saskatchewan curriculum of lifelong learning. The goal to create lifelong learners is especially important in physical education
as it will help student lead healthy lifestyles as well as increase quality of life and lessen chance of diseases related to obesity
and being overweight. It is important to incorporate low organized games because I believe it gives otherwise lesser skilled
students and opportunity to practice skills outside of sport. In my first couple weeks in the school I have experienced many
students shutting down when they walk into the gym knowing that we are working through a sport of which they are not
literate. Also giving students the opportunity to develop a better sense of self and others in balancing all aspects of their lives

Developing an understanding of wellness provides students the opportunity to challenge their own understandings of wellness
as well as how it varies from person to. With an end goal to understand how they can apply these concepts of wellness to stay
active and provide all students a sense of self, community and understand that there is always a place to participate.

Through successful participation throughout this unit the students should also be given the opportunity to demonstrate
confidence, and courage within their communities.

Cross curricular Competencies

How will this unit promote the CCC?

Developing thinking, developing identity and interdependence, developing literacies, developing social
responsibility
Utilizing an understanding of wellness will be a great tool to use throughout whole school year. The concept of wellness can
also be used in-between other units as a tool to help increase motivation through competition and furthermore to maximize the
participation and activity levels of students if executed correctly.

These understandings will also seek to develop identity and interdependence by the various elements examined throughout a
comprehensive understanding of wellness.

When understanding all concepts of wellness an apparent application will clear for students to work towards further developing
overall fitness levels and health through participation and application of all of the games, sports, and ways of knowing
presented in class

Students will also learn how to promote social responsibility by not only being responsible for their own motivation and
participation throughout this unit but by also helping their peers and working together to gain a better perspective of what it
means to be healthy and seek wellness. Another huge responsibility in teaching is to be inclusive of all students with
exceptionalities and this can often be addressed in this unit through an understanding of all types of wellness.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

W1 – Understanding of Wellness while participating in various learning opportunities that balance the
dimensions of wellness (physical, psychological, social, spiritual, environmental)

W3 – Plan for and engage in movement activity to increase confidence, competence and sustainability in self-
selected individual and/or partner movement activities from: body management, alternate activities

W4 – Assess the impact of mental health on overall well-being of self, family and community

W5- Assess one’s self awareness and self-management for the purpose of enhancing well-being of self and
others

W6 – Promote sustainable well-being by planning for and engaging in movement activities along and with
others that enhance the health and skill related components of fitness.

W9- Assess challenges related to community well-being and take action to address these challenges
Enduring Understandings Essential Questions
What understandings about the big ideas are desired? (what you What provocative questions will foster inquiry into the
want students to understand & be able to use several years from content? (open-ended questions that stimulate thought and
now) inquiry linked to the content of the enduring
What misunderstandings are predictable? understanding)
Students will understand that... Content specific….

In order to lead a healthy lifestyle, they must prioritize all
dimensions contributing to their overall wellness. As a class and
in small groups students will indicate factors and activities that
contribute to their well-being as well as indicate possible
environmental factors that might be relevant in identifying these
strengths and weaknesses in others/their own lives. Students will
also compare and contrast these understandings and discuss how
their environment/background may have influenced these
differences.
In order to be successful as an individual, students will need to
consider their personal settings, as well students’ must seek to
understand how their personal and community experiences may
impact their perspectives.
In order to feel a part of the community participants must remain
actively engaged throughout this unit, and in every lesson.
Related misconceptions…
Why is it important that you consider your own personal
wellness?
Why is it important that you challenge perspectives of
wellness?
How will your peers understanding of wellness differ from
yours/why?
How will these understandings of wellness impact your
daily life?
How can you improve these understandings of wellness?
FNMI, multicultural, cross-curricular…
Why is it important to introduce understandings from a
wide spectrum of culture’s, and specifically those native to
Canada?

PE in general is a waste of time How will this encourage students to become better
learners, and advocates for positive community change?
PE is only sport based
How will this impact how students see/respond to other
Only athletic students can enjoy PE cultures in real life?

The goal of all activities is to make students better at sports

The student’s mental abilities are not challenged in PE

Knowledge:
What knowledge will student acquire as a result of this unit?
This content knowledge may come from the indicators, or might
also address pre-requisite knowledge that students will need for
this unit.
Skills
What skills will students acquire as a result of this unit?
List the skills and/or behaviors that students will be able to
exhibit as a result of their work in this unit. These will
come from the indicators.

Students will know... Students will be able to…

The activities in PE seek to achieve more than one curricular Move confidently in knowing the contributor’s activity has to
outcome each lesson. health

PE is the same as any classroom subject in that if you would like
to progress and get better you must practice
This unit will seek to further students understanding of wellness
without the use of sport
Try new things
Be challenged to improve individual perspectives
Support one another in their learning

Seeking a holistic understanding of wellness will provide all
students the challenge of learning something new and each
individual will experience a different way of learning and will be
able to apply their current knowledge and perspective to do so
Feel confident in their ability to understand their own
wellness
Not hesitate in applying their knowledge of wellness
through participation in class

Stage 2 – Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?
(describes the learning activity in “story” form. Typically, the P.T. describes a scenario or situation that requires students to
apply knowledge and skills to demonstrate their understanding in a real-life situation. Describe your performance task scenario
below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task = successfully completing unit
G – Goal G – Students will confidently and competently work through the outcomes specified in
What should students accomplish by stage one. Furthermore, students will see to increase their current understandings of
completing this task? wellness in understanding all dimensions of personal wellness. Students should seek to
create attainable goals in improving their overall psychological, psychological, social,
spiritual, and environmental wellness’.
R – The students will be taking on a passive learner perspective throughout the beginning
of the unit through mainly instructional lessons then as we progress students will have the
R – Role
opportunity to move forward as leaders in their own learning with the opportunity to
What role (perspective) will your
students be taking? participate in an inquiry project that will aid in helping students lead themselves and their
A – Audience peers through gaining a more whole understanding of what wellness.
Who is the relevant audience?
 A – The relevant audience is myself as an educator for assessment as well as reflection of
S – Situation the lesson to hopefully adapt the unit so that the experience for students is enhanced and
The context or challenge provided to all participants can retain more of the information presented/learned. Students will be
the student. given the opportunity to help one another, and direct their own inquiry projects, so it is
essential that everyone is on the lookout for those that need help and to react/offer
support appropriately.
P – Product, Performance S – The initial challenge will be set by each individual lesson plan but from there it will be
What product/performance will the up to the student to decide and place themselves in the environment that best suits their
student learning, various options will be provided
create? P – The student will create a product that caters individual understandings as well to
outline growth of understanding throughgaining knowledge/perspective of their
classmates with satisfactory participation in teamwork/community building
S – Standards & Criteria for
Success See Rubric attached for participation for assessment for learning and attached wellness
Create the rubric for the Performance exam for assessment of learning.
Task
Student Self-Assessment
Other Evidence How will students reflect upon or self-assess their learning?
Through what other evidence (work samples, observations,
quizzes, tests, journals or other means) will students
demonstrate achievement of the desired results? Formative
and summative assessments used throughout the unit to arrive
at the outcomes.
Throughout the unit students will be given the opportunity to At the end of the unit students will offer constructive
brainstorm which skills in the curriculum they are utilizing feedback on which wellness activities they felt ran well and
throughout the activities. Also after each lesson as well as at they enjoyed as well as the activities they did not enjoy for
the end of the week students will be given the opportunity to get anything from along with rational as to why– students
reflect and provide constructive feedback. Therefore, also will also be expected to offer possible solutions to these
giving myself the opportunity to adjust the lesson plan for lesser liked activities. Students will have the opportunity to
years to come. Students will complete quizzes, journals and a offer suggestion on how the teacher can modify games and
group project that will demonstrate their overall knowledge and activities to become more inclusive, fun, and encourage more
achievement of this unit. participation as well as indicating why they feel this way.

Stage 3 – Learning Plan

What teaching and learning experiences will you use to:
 achieve the desired results identified in Stage 1?
 equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where
they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained?
Have the learners been part of the pre-planning in any way? What individual needs do you anticipate will need
to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to
enhance learning?
Ideally students are headed towards a type of learning that is inclusive with all their peers as well as in their understanding of a
holistic understanding of wellness as well how they can apply this knowledge to the activities and sport in that they will be
participating in for the class, being able to practically apply how these can contribute to their overall wellness. In general
students will start with a base level of understanding as to what wellness means to them in their individual environments, they
will move towards a more diverse understanding of this through the group work and activities we will work through throughout
this unit. I help students gauge where they are going/what the goals of each unit are by explicitly expressing these goals at the
beginning. As well I will give students the opportunity to identify what concepts they think they will learn as well as why these
understandings are important in everyday life, this strategy will give students the opportunity to be a part of the pre-planning.
As well, trying to always incorporate a wide array of activities that seek to include all cultures represented by the class body, as
well as to incorporate the FNIM ways of knowing that will add to the overall knowledge base of wellness as well this presents an
ideal opportunity to incorporate Canadian history.

Student’s learning will best occur in the throughout an array of different environments including gymnasium, classroom and
possible outside group work – this strategy of differentiated instruction will help keep the lesson fresh, as well keep students
engaged in the different types of learning offered throughout the unit.
How will you engage students at the beginning of the unit? (motivational set)

I will engage students by giving them an overview of expectations before the unit begins outlining most of the activities that
they will be participating in and then discussing the importance of participation each and every day as well as have the students
brainstorm what skills they think they will be learning/improving on throughout the unit – as well as giving students an
opportunity to suggest activities that they would like to participate in and find ways to try to incorporate those activities
appropriately – maybe as they are or maybe through adaptations/modifications. Students will also be given a list of expectations
for this unit, that will include information on how to create a safe learning space sharing and respectful discussion in which
participants can feel comfortable in sharing potentially sensitive information, as well there will be an expectation that potentially
sensitive information is confidential and does not leave the classroom setting.
What events will help students experience and explore the enduring understandings and essential questions in
the unit? How will you equip them with needed skills and knowledge?
# Lesson Title Lesson Activities CCCs Resources

1 Introduction to -Use a post it note brainstorm to Developing

Wellness establish current student understanding thinking
of health(give students 5-10 minutes)
to write on post-it notes and stick on Developing - Physical dimension of wellness- health
the board all the facts they know and Literacies
and outlining the recommended
understand about health – read out the
post-it notes and get students to write Developing guidelines associated student age
down in their notes what their starting Social groups
understanding consists of. Brainstorm Responsibiliti https://www.canada.ca/en/health-
as a group what health is, what it looks es canada/services/canada-food-
like and how it can relate to each
guides.html
individual. Discuss why there might be Developing
differences. identity and
-Complete the Wellness inventory to interdepende - Quick introduction to 5 dimensions of
identify dimensions of wellness each nces wellness – 2-minute content heavy
student may need to work toward video – if used have info fact sheet for
improving or if they seem to have All activities
students to try to fill in and follow up
balance levels of wellness, strategies to should
maintain this high level of wellness. always seek with discussion so that students have
Utilize a quick classroom activity mid- to work a chance to write concepts down.
lesson to get them moving – feel free to in/towards https://www.youtube.com/watch?v=V
incorporate any personal strategies, I these CCC’s QLJ3WP4F00
like getting everyone up to participate
in a freethenumbum activity and then
get back into wrapping up content –
this lesson may need to be spread out - This website has the download for the
over a couple of days as it is very wellness inventory as well as a couple
variant as to how quickly students will follow up options as to how you can
be able to complete the inventory
summarize the information learned
questionnaire – maybe make it
homework if not completed after the throughout this activity
first day and then discuss results next https://www.liveitup4life.com/person
morning and ask students to reflect on al-plan-for-wellness-ppw.html
their results when working through
every subsequent dimension of wellness
 throughout the unit. The wellness
inventory document can be downloaded
from the following website
https://www.liveitup4life.com/personal-
plan-for-wellness-ppw.html. As well a
good short YouTube clip does a great
job of briefly introducing the 5
dimensions in a quick 2 minute video –
use as a possible introduction
https://www.youtube.com/watch?v=VQ
LJ3WP4F00
2 Class Discuss how the wellness inventory
discussion/sum activity went from the previous day, get
mary of students to identify which each
Wellness individual and furthermore the whole
inventory class needs most work on the most.
Furthermore, identify how each
dimension may relate to the student’s
everyday lives, whether that means
walking their dog, working, playing with
siblings, walking to school, going to
school, participating in extracurricular in
also establishing how each of these
activities may contribute to their
wellness and how they might connect
to one/multiple dimensions of overall
wellness. Here we can also discuss if
there are negative activities that might
contribute to a detrimental effect on
some of these dimensions of health and
strategies to overcome some of these
negative indicators. Will have table
hand out of the five dimensions with an
area to define each type and then
space where the students can list
personal activities that might fall under
each category.
-Here students will also be expected to
create a plan and outline how they will
improve on dimensions of wellnesss
that are lower than the healthy range
as well has how they will maintain
arease that are in a good range of
health.
Students can also outline what they feel
may be a barrier in establishing an
equal level of wellness throughout their
days.
3 -This lesson would be best taught in a
Physical weight room, where the teacher can
Wellness outline and hand out a information
sheet outlining the health related
components of fitness as well as how
nutrition and diet are contributors of
overall wellness. This lesson may also
have enough content to split across two
 days focusing on muscle/fitness related
aspects the first day and then exploring
the Canadian food guide and comparing
and contrasting with individual dietary
habits as well as the FNIM food guide
and discuss the possible benefits and
risks of following or not following each
food guide. Also outlining differences of
male/female guidelines as well as
reasons behind why this is true. Food
guides can be found at
https://www.canada.ca/en/health-
canada/services/canada-food-
guides.html
-furthermore, during this lesson we can
outline some of the previous knowledge
of the components and prompt students
to share how they knew that strength,
or endurance might have been a
component of heath, possibly they
learned these terms during sport
participation or maybe their families
participate in marathons, seek ways
that all students can connect to each
health related component of fitness.
4 For this lesson, we will have a guest
Emotional/Spiri speaker coming in to outline some of
tual Wellness the ways the FNIM cultures incorporate
the emotional and spiritual dimensions
of their wellness culturally, as well
students will have the opportunity to
introduce unique factors to their life
and how they believe these can be
indicators/impacts of emotional/spiritual
health.
5 Social/Intellect For this lesson students will have the
ual Wellness opportunity to participate in an activity
that oulines the definition and
understanding of positive an
maladaptive coping mechanisms.
Students will have the opportunity to
create a mental health tool kit in which
students will identify the strategies and
things they use as coping mechanisms.
Students will be asked to come up with
a picture or item that represents each
coping strategy. Students will have to
come up with 8-10 coping strategies,
find something that represents that
coping strategy and then write 2
sentences on each of the coping
strategies(outlining whether it is
positive or maladaptive, as well as why
they go to this activity/thing/person to
cop).
6 Hike, FNIM games and celebration
Field ceremonies, application of culture
Trip/Incorporati and afterwards reflect how it can
ng all
impact all 5 dimensions of wellness,
dimensions of
wellness apply activities of Wanuskewin and
assignment relate to everyday life at home, find
the similarities and explain how you
can relate these activities to your
life.

Assess and Reflect (Stage 4)

Considerations
Required Areas of Study:
Is there alignment between outcomes,
performance assessment and learning
experiences?
Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes),
instructional practices, and/or the learning
environment to meet the learning needs and
diversities of all my students?
Comments
There is alignment between outcomes, performance assessment and
learning experiences and learning experiences. Each lesson plan has
been connected to and related back to all outcomes as well as related
to the indicators of those outcomes. Students have been educated on
the purpose of each lesson in an effort to increase participation and
enjoyment of each activity with hopes to better each individual
learning experiences.
For struggling students:
For all wellness activities, I will create two groups of students who will
be at different levels of understanding – one that the students would
prefer to compete competitively and one in which the students would
prefer to discuss more traditional ideals of wellness, and another group
that would like to take more contemporary understandings to discuss
overall wellness and strategies for this. I will provide students time to
further develop their understandings of the purpose and goals of these
understandings. Struggling students can have the option of join a
master group with myself in which we will discuss both ideals, where I
will make an effort to contribute to all understandings. As a class, we
will join in separate groups where the struggling students will now
have the opportunity to gain more of an understanding through
various groups of their peers. This strategy gives these students the
opportunity to learn through various styles of teaching as well as from
various student teachers, hopefully providing them with the ability to
grasp these concepts of wellness to the best they can.
For students who need a challenge:
For this unit especially I believe that all students will be forced to think
critically about how their overall wellness is impacted although I would
like to create/provide an opportunity for those exceptional students to
exceed expectations and go above and beyond by leading their group
discussion with their peers as well as provide opportunities to engage
on why they believe different cultures, socio-economic backgrounds,
home/family structures can impact wellness – students that need a
challenge will be prompted this way and asked to critically think about
these differing perspectives and if they do so they will receive a grade
to match the effort and thought they put into understanding these
deeper concepts. These students will also have the opportunity to
make a presentation in front of the class outlining growth and
maintenance opportunities to improve health in their communities.

Instructional Approaches: Yes, I initially provide an opportunity for learning through direct
instruction – utilizing visual, and auditory cues. After the main lesson is
 Do I use a variety of teacher directed and
student centered instructional approaches?
Resource Based Learning:
Do the students have access to various
resources on an ongoing basis?
FNMI Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while
honoring each child’s identity?
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-
87120-313-8 (pbk)
received, I will provide an opportunity for feedback and allow the
students to help one another in their learning – students will be
prompted to aid one another in their learning for the betterment of
their overall community.
Students always have access to myself as an educator to ask
questions, as I will always indicate whether students have questions as
well as offer resources for students to gain a further understanding on
any lesson by providing visual aids, secondary resources such as
journal articles as well as possible testimonies from other
students/former students/athletes that I believe may benefit the
students attitude and overall success in my classroom. Furthermore, I
will seek library time so that students can do some research work in
understanding/creating their own plans for wellness.
Throughout this Unit plan, there will be ample opportunities to
incorporate and focus specifically on FNIM ways of knowing as well as
opportunities to engage in conversations of other cultural perspectives
contributing to wellness. I plan on incorporating indigenous worldviews
in this unit and will seek to incorporate some of the other
cultures/backgrounds represented in the class, at the beginning of the
unit there will be an opportunity for students to indicate an culture or
perspective they would like incorporated in this unit, in reflection I
believe a good revision would be to include a guest speaker and/or
possibly have an elder come in to speak to their specific peoples
understanding nd methods of seeking wellness, I feel this is important
as in my understanding through participating in various inclusivity
training sessions as a Resident Assistant at the University it would be
beneficial to incorporate an oral learning lesson and then find time to
reflect on this valuable interaction later on after taking time to think
and reflect on the learning that has occurred. This provides me with a
great opportunity to collaborate with and utilize different elder
connections, I also believe that I should be sensitive to and look
further into what the proper protocols are when approaching elders
and educating the classroom in this way. I do believe that I inherently
am aware of the diversities in the classroom as well as promoting ways
to connect diversities through the lesson goals always seeking to
promote further community. Another thing to keep in mind is that you
can diversify your lesson plans each year in hopes of catering to your
diverse student body.
Lesson Plan Title: Introduction to Wellness
Date:
Subject: Wellness 10 Grade: 10
Topic: Understanding Wellness

Materials:
-informational handouts/fill in the blanks
-whiteout markers

Safety Considerations:
For the activities, today we will need to consider personal safety and privacy, we will need to discuss what it means to
be respectful learners and create a safe space for sharing.

Management Strategies
Throughout the duration of this class we will be sharing as a large group to begin in our discussion in applying which
aspects of our individual lives would fit under each domain, after this group discussion students will fill out a wellness
inventory worksheet on their own.
Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?

 Psychomotor: Will discuss physical domain of wellness as it pertains to an overall understanding of wellness

 Affective: Will discuss emotional, social, and spiritual, domain of wellness as it pertains to overall wellness, as well
student will be able to connect and categorize activities in their lives to these domains as well.

 Cognitive: Will discuss the intellectual domain of wellness and how they pertain to overall wellness, as will be able to
connect and categorize activities in their lives that fit under these domains as well.

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
Throughout large, small and individual analysis of 5 domains of wellness students will discuss their understandings of wellness
as it relates to each domain – there are also a set of questions after their notes in which I will check for completion, this will
help me gauge student interest and knowledge on the dimensions of wellness as I will have the opportunity to see which
students completed these questions/table with ease and which students struggled or left theirs incomplete
Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
At the end of the unit there will be an exam that will test the students overall understanding of wellness. See attached for unit
exam.

Stage 3- Learning Plan

Activity Sequence Time

Motivational Set-YouTube video 2

Warm Up-applying wellness to my life 5
Classroom discussion 15
Small group discussion 10
Wellness inventory 15
Classroom/small group discussion (depending on time left) 5
Closure 2

Motivational/Anticipatory Set
To begin this unit, I will be introducing wellness through the 5 separate contributing domains and we will watch a quick
YouTube clip that will outline the domains quickly so that the students can be confident in their base understanding of this
content. Following the video, we will have a classroom discussion on creating a safe space for sharing and contributing in class
over the next few weeks working through a better understanding of personal, and community wellness.

Main Procedures/Strategies:

Skill or Concept Learning Activities Teaching and Observation Points

YouTube video
Understanding the 5 domains of
wellness

Teacher experience with wellness Remembering to connect all

Personal connections with domains to personal life,
wellness including both positive and
negative contributors to wellness

Group/class discussion After we have set boundaries on

Understanding/Identifying creating an environment for
differing effective sharing I will lead a
perspectives/experiences in classroom discussion in defining
wellness each of the 5 domains in our own
 words on the white board,
students will take notes in their
notebooks for the exam that will
be happening at the end of the
chapter

Wellness Inventory Be able to indicate how your

Identifying own areas of strengths everyday life activities and
and weaknesses in domains of interactions impact your overall
wellness wellness within the five
dimensions of wellness through a
questionnaire

Indicate and acknowledge your See how your results compare to

Discuss results areas of strength and weaknesses your peers, discuss why these
with your peers differences might be indicated

Apply knowledge of wellness to Seek strategies to improve or

Discuss strategies to improve and personal life maintain a high level of overall
maintain strategies of positive wellness throughout the 5
contributors to wellness dimensions

Adaptations/Differentiation:
Students will have the opportunity to work in groups, and those with exceptional understandings of the concepts will have the
opportunity to share with their classmates why they believe so as well as apply different knowledges based on community
wellness to the classroom. Those having a harder time grasping concepts will have the opportunity to work with myself or an
EA with differentiated instruction as it will be easier to work towards a more succinct understanding in small groups

Closing /Summary of lesson:

To close this lesson, we will review the 5 dimensions of wellness and apply them to each domain of learning, if there is time,
we will seek through activities within our Wellness 10 course and reflect on how they apply to each dimension of wellness.
 Unit 1 – Wellness Name:

Dimensions of Wellness
Physical Intellectual Emotional Spiritual Social
Define: Define: Define: Define: Define:

Activities: Activities: Activities: Activities: Activities:

 Critically thinking
(if you can’t complete this on the first day that’s fine– come back to these questions throughout this unit as you gain a better understanding)

How might your wellness differ from others in your class? Why?

Do you think someone’s cultural/religious background can impact their wellness? In which dimensions? How/Why?

Which dimensions of wellness can this class impact? How/Why?

#1 Rubric for participation (from Eberly center for teaching excellence)
 Unit 1 – Wellness EXAM Name:

List the 5 dimensions of Wellness:

Define 2 of the 5 Dimensions of Wellness apply 3 everyday activities that can positively contribute to each dimension.

Outline 2 sports or extra-curricular activities and explain how you believe they contribute to your overall wellness (positively or negatively – good idea to
apply to specific dimensions).
Lesson Plan Title: Spiritual Wellness
Date:
Subject: Wellness 10 Grade: 10
Topic: Understanding how Spiritual wellness contributes to overall Wellness

Materials:
handout
tobacco pack
Safety Considerations:
For the activities, today we will need to consider personal safety and privacy, we will need to discuss what it means to
be respectful learners and create a safe space for sharing.

Management Strategies:
For this class I will first have an essential conversation about being respectful of visitors in our classroom as well,
review some class expectations for when we are sharing information to be respectful and concise when sharing with
the classroom, being sure to make comments that are on topic, relevant, and contribute to the classes learning and
better understanding of the concepts.
Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?

 Psychomotor: Will discuss how the physical nature of certain spiritual ceremonies and activities can impact emotional
and spiritual wellbeing (ie: sweat lodges, Sundance, etc.)

 Affective: Will discuss the relational importance within why it is important to maintain positive relationships within a
community and how this can positively impact wellness

 Cognitive: Students will seek to retain cultural information and facts about our guest speakers background and
cultural knowledge and find ways to connect these activities to their everyday lives – finding parallels between
communities

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
Throughout the lesson today students will be assessed by their willingness to contribute meaningful thoughts throughout our
sharing circle after the guest speaker, as well students will be expected to be attentive throughout the entirety of the guest
lecture. These indicators will show whether or not students feel confident and competent to participate in class
Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
At the end of the unit there will be an exam that will test the students overall understanding of wellness. See attached for unit
exam.

Stage 3- Learning Plan

Activity Sequence (your activity headings and allocate time) Time

Motivational Set – engaging in respectful interactions 3

Warm Up – introduction to guest speaker/background 3
Guest speaker talk 20
Sharing circle 10-15
Questions/comments 5
Reflections 5
Closure 2

Motivational/Anticipatory Set (introducing topic while engaging the students)

 Do I make time for relaxation in my day?

 Do I make time for meditation and/or prayer?

 Do my values guide my decisions and actions?

 Am I accepting of the views of others?

Reflecting on these questions if you answered no to any of these questions – you may need to take time
to value your own personal wellness and betterment.

Today we will be having a guest speaker, remind students on importance of being respectful with their sharing and to be
attentive and take notes throughout the guest speaker’s lecture
Main Procedures/Strategies:
Skill or Concept Learning Activities
Reflect on current knowledge of
spiritual wellness and how it can
Spiritual Wellness impact your overall wellness and
level of health
Anishinaabe guest speaker is
coming in to talk about what
First Nations Wellness wellness, specifically spiritual and
emotional wellness look like
within traditional and
contemporary Anishinaabe
culture through different daily
traditions and ceremonies.
Students will have an opportunity
to fill out a medicine wheel as
well as the speaker works through
maintaining and improving overall
wellness in his/her community –
they can color the wheel in and
add indicators and activities that
would fall under each section
Students will now take the
opportunity to share in a circular
Reflecting formation in which they will apply
concepts and activities introduced
by the speaker to their own lives
Teaching and Observation Points
 Do I make time for
relaxation in my day?
 Do I make time for
meditation and/or
prayer?
 Do my values guide my
decisions and actions?
 Am I accepting of the
views of others?
Ways of knowing, perspectives of
the culture – challenges faced and
using positive coping mechanisms
to contribute positively towards
their overall Spiritual/Emotional
wellness. The relationships within
a community that can impact
overall wellness
Finding connections of first
nations culture within their own
life, talk about which traditions or
ceremonies they are most
interested in, provide information
and opportunities for students to
go out into the community and
experience some of these
traditions on their own time – or
 during our school trip to
Wanuskewin.

Adaptations/Differentiation:
If there are students who do not feel confident taking notes or cannot follow quickly enough I will provide them typed out
written notes after the lecture, as well I will provide those with different needs a more filled out handout depicting the
medicine wheal and four aspects of wellness

Closing /Summary of lesson

To close this lesson, we will review concepts ran through in class as well we will prepare/advise on what concepts and
understandings we will be working on the next day.

Additional Resources
- This website offers succinct descriptions of each dimension of wellness in language that would be easy for students to
understand – would be a good resource if considering making a power point for student note taking
https://clubfnh.wordpress.com/2012/10/13/the-5-dimensions-of-wellness/
- This article offers a more in-depth perspective of how spiritual wellness can impact your overall well-being as well it offers
strategies individuals can utilize to restore spiritual wellness. Wanganeen, R. (2004). Self-Healing and Spiritual
Reconnection: How to Heal & Reconnect to Your Spirituality for Your Own Well Being. Aboriginal and Islander Health
Worker Journal. (18)2, p 9-15. Retrieved from https://search-informit-com-
au.cyber.usask.ca/documentSummary;dn=281953528292248;res=IELIND
 Medicine Wheel – Connecting Concepts NAME:
Colour the quadrats of wheel and
write out activities discussed during
the lecture as they apply: