Unit Title: Wellness and Worldview

Grade Level(s): 10
Subject/Topic Areas: Wellness 10 (Updated Version) and Native Studies 10
Key Words: Spirituality, Wellness, Worldview, Interconnectedness, Interdependence, Interactions
Time Frame: 50 X 15= 750 minutes *Note: This unit uses two outcomes and one foundational
objective. Thus, the time frame is longer to accommodate all learning opportunities.
Designed by: Marissa Knudsen

Brief Summary Of Unit

Both units ask the learner to question the ways in which they view the world. The students will
use the concept of spirituality as an opportunity to explore other world views as a way of opening the
mind and body to new experiences. The main goal of both units is for the learner to develop their own
sense of self/identity and in turn recognize the interconnectedness with those around them.
This unit is a preparatory unit in that it opens the mind to various concepts that will be
discussed in later units. It also develops the basic understanding of wellness and world view that will
be built upon through more experiential learning in the next units. For example, the next unit asks
learners to participate in service learning opportunities to enhance wellbeing and the wellbeing of
those around them. Individuals need to have a grasp of their own understanding of wellness and world
view to choose a service learning opportunity that is 'right' for them.

Connections With Broad Areas of Learning And Cross Curricular Competencies

Broad Areas of Learning:
Sense of Self, Community and Place

- Students will develop a sense of spiritual self

and the spiritual views of others (in particular
Aboriginal Peoples).
- Students will do this through the exploration of
not only themselves but space and place around
them (local supports and outdoor areas).

Lifelong Learners

- By being introduced to the inquiry project

students will have the experience of choice in
what they are learning. They will begin to develop
a sense of not only what they are interested in as
far as content but what ways they can be
successful in portraying their learning.
- The goal of this unit is for students to develop a
passion for learning about themselves and those
around them. Curiosity and inquiry are the key
components that need to be developed in order to
stimulate lifelong learning.

Engaged Citizens

- Students will learn about interconnectedness,

interdependence and interactions within their
community and environment.
- This understanding will stimulate advocacy and

engagement among students in their present and

future life.
- Students will realize that they can make a
difference in the world around them, regardless of
economic status, age, religion, etc.
Cross Curricular Competencies:
Thinking

- Throughout the unit students are asked to

analyze and critique their own understanding and
thought process regarding wellness. They are
asked to creatively express these understandings
through oral, written, video, photo, or collage
presentations throughout the unit.
- This unit pushes the student to think on a small
scale, their own life and wellness, and on a large
scale, that of their community and even society
itself.
- Thinking and reflection are key components of
this unit.

Identity and Interdependence

- Identity and Interdependence are outlined

explicitly in this unit.
- Students will develop their own identities
regarding wellness, understand the identities of
others and explore how these identities are
interdependent.

Goals And Outcomes

W1 Evaluate ones understanding of wellness while participating in various opportunities that
balance the dimensions of wellness (i.e., physical, psychological, social, spiritual, environmental).
Unit 1- Identify and value the major elements of Aboriginal worldviews and understand that
worldviews underlie self-concept.
Unit 1- Respect Aboriginal cultural
traditions.
W12 Investigate the connection to and importance of spirituality on optimal wellness.

Connections To Other Areas Of Study

This unit plan has key connections between Wellness 10 and Native Studies 10. However, there are
other areas of study in which connections can be identified.
English: Students will be expected to express their assignments in a logical format. While the students
have the option to present in different formats, all formats are expected to include proper organization,
grammar and punctuation. Students will also analyze a variety of resources and sources, fictional and
non-fictional, as they complete assignments in this unit. Some of these resources will be offered by the
teacher and others will be found by the student. Thus, research skills including paraphrasing,

summarizing as well as APA format will be a focus for all of the students.
Computers: Computation skills will be developed through the research/inquiry project. Programs
such as word, internet explorer and power point will be used by the students. Major assignments, such
as the final project, will be expected to be typed or submitted in an electronic form.
What essential questions will be considered?
Essential Questions:
Learners will be considering...
- how do I view the world?
- how does this world view relate to my understanding of spirituality?
- how does spirituality connect to my overall wellness?
- how can I learn from Aboriginal world views in developing my own understanding of wellness?

What understanding is desired?

Understandings:
Learners will understand that
information on wellness, regarding Aboriginal world view, relates to their lives.
there are basic concepts regarding spirituality and Aboriginal belief such as
interconnectedness, interdependence, and interactions and what these concepts mean.
having an understanding and applying the above concepts to their own world view can
drastically change their overall wellness.
it is important to respect Aboriginal world views and culture.

What understandings, skills, and confidences will students acquire as a result of this unit?
Knowledge:
Skills:
Learners will know...
Learners will be able to...
the values and beliefs that Aboriginal
find information on wellness regarding
groups have in relation to spirituality.
Aboriginal world view.
a variety of ways to increase ones
determine if this information is in fact
wellbeing by taking part in traditional and
useful in developing an understanding of
modern learning experiences such as
their own wellness,
smudging ceremonies, pow wows,
develop their own understand of
medicine walks, etc.
spirituality.
how to apply these experiences to their
look at past experiences and understand it's
own lives to increase their own well being.
relation to their own current beliefs on
spirituality.
apply all of these understandings of
wellness to their own lives.

Key Criteria
In general I expect my students work to be:
Well organized (headings, title, flow).
Use appropriate vocabulary and terminology for their 'age group' or developmental capacity.
Have very few grammatical and/or punctuation errors.
Well thought out (ie; is it evident that the student has made an effort to develop a deeper
understanding of the topic?).
Represent their learning style (I will offer options for each assignment and will incorporate a
variety of learning styles into my instruction. It is my hope that these actions will aid students
in choosing the assignment that supports their unique style of learning.).
Supported with research and/or their own experiences.
If applicable, they should tie in material from other subjects, classes and extra-curricular
activities.

Lesson

Outcomes/Indicators and
Foundational Objectives

W1 Evaluate ones
understanding of wellness
while participating in
various opportunities that
balance the dimensions of
wellness (i.e., physical,
psychological, social,
spiritual, environmental).
Unit 1- Identify and value
the major elements of
Aboriginal worldviews and
understand that
worldviews underlie selfconcept.
Unit 1- Respect Aboriginal
cultural
traditions.

2-3

c. Employ appropriate and

increasingly sophisticated
strategies (including
technology) to gather,
interpret, and evaluate
wellness information (e.g.,
interview community wellness
experts, evaluate source of
information, reflect on

Task

Evaluation/Assessment
Strategies and Criteria

- Intro to unit, outcomes and

the 'plan' for the unit. Class
brainstorming session about
what they already know
about wellness and
Aboriginal world view in
relation to wellness. Any
misconceptions and
additional information to
provide understanding will
be given at this time.

- Thumbs up, thumbs

down activity in
relation to the various
topics that we will
cover. (Assessment for
learning) Marks given
for participation in
discussion.

- Inquiry project in which

Aboriginal world view on
wellness is the focus. Focus
questions include: What is
the Aboriginal world view
regarding wellness? Are
their differences regarding
world view among
Aboriginal groups? How are

- Due one week after

assigned. Rubric will
be created based on
key criteria listed
above and specific
project based criteria
(focus on the ability to
complete accurate
research and an

personal biases, discuss

alternative perspectives).

traditional world views

regarding wellness being
used in today's society?
Students will present
findings in a written report
or oral/visual presentation.

understanding of
Aboriginal world
view). This project
will be work 2% of
their final mark.
(Assessment for and
of learning)
- A sample and/or
outline will be given
to guide student
learning.

a. Participate in a variety of
learning experiences that
positively influence ones
well-being (e.g., exercising,
smudging, recycling,
gardening).

- I will arrange for students

to participate in a smudging
ceremony. Student's will
write or video tape their
reflections to the experience
for homework to be handed
in the class after next. The
focus will be on what they
learned from the experience
and how it related to their
own wellness.

- Reflections will be
marked based on
completeness. They
will be handed back
with written
descriptive feedback
attached. Feedback
will focus on their
understanding of how
the learning
experience enhanced
their own wellness.
(Assessment for
learning)

d. Compare traditional (e.g.,

medicine wheel),
contemporary (e.g.,
networked teams of health
providers), and evolving
information (e.g.,
technological advances,
ongoing research) about
wellness.

- In class I will present on

this topic using oral and
visual instructional
strategies. Students will then
be split into two groups.
They will work
collaboratively, in class, to
create a health model on a
wellness challenge (disease,
inactivity, etc.) of their
choice. The model must
combine traditional and
contemporary information to
create a new holisitc model.

- A sample will be
provided for students.
Health models will be
handed in for marks
and returned with
written descriptive
feedback attached.
Feedback will focus
on the students
understanding of the
pros and cons of past
and present wellness
strategies.
(Assessment for and
of learning)

e. Analyze the dimensions of

wellness in terms of their
interconnectedness (i.e.,
connections), interdependence
(i.e., mutual benefits), and
interactions (i.e., effects of

- Class discussion on the

terms interconnectedness
and interdependence.
Examples from surrounding
community and school will
be used to further

- Collage will be
handed in for marks, 1
week from end of
lesson. Students will
give themselves a
grade based on effort

one on another)

understanding. Students will

then complete a collage or
scrapbook of the
interconnectedness and
interdependence they see in
their
community/environment.

and understanding of
the concepts.
(Self-assessment for
learning)

f. Examine the consequences

of neglecting or overemphasizing any of the
dimensions of wellness.

- Graffiti activity of each

dimension of wellness.
Students will brainstorm the
consequences of each
dimension in groups of four.
Class will come together as
a group to discuss each
dimension and how they
affect each other.

- Assessment based on
observation and
conversation. No
formal marks
attached. (Assessment
for learning- so that
instructor can make
adjustments)

8-9

k. Examine available supports

(both formal and informal) for
attaining and maintaining
optimal wellness and establish
strategies to effectively access
these supports.

- In pairs, students will

research community
supports for wellness.
Students must include at
least one direct Aboriginal
support in their response.
Pairs will 'pair up' with
another group and report
their findings. A written
outline must be provided.

- Partners will mark

each other
anonymously and
include evidence to
support their
reasoning.
(Assessment for
learning)
- Pairs will mark
another pair
anonymously and
include evidence to
support their
reasoning.
(Assessment for
learning)
- Criteria will be
created with the class
at the beginning of the
lesson.

- Students will participate in

a brainstorming lesson in
which as a class we decide
the definitions of spirit, soul,
spiritual dimensions, and
spiritual development.

- Assessment of
understanding based
on observation and
conversation.
- No formal marks
attached.

10

W12 Investigate the

connection to and
importance of spirituality
on optimal wellness.
a. Investigate various
meanings of the concept of
spirit, soul, spiritual
dimensions, and spiritual
development.

(Assessment of
learning)
11

b. Examine diverse spiritual

beliefs and traditions of
individuals and cultures
(including First Nations and
Metis), past and present.

- Talking circle in which

students share their own
beliefs about spirituality.
-Jigsaw activity where
students examine Aboriginal
spiritual beliefs and relate it
back to their own beliefs.
- Present in talking circle.

- Assessment of
understanding based
on observation and
conversation.
- No formal marks
attached.
(Assessment of
learning)

12

f. Investigate the value of

silence, stillness, solitude, and
an inward focus on ones
overall wellness.

- Solo experience outdoors

(field or park by school).
Self-reflection on experience
in any form (must be
approved by teacher).

- Mark given and

handed back with
descriptive feedback
attached. Feedback
and mark will be
based on the students
understanding and
description of the
experience, rather than
the experience itself.
(Assessment for and
of learning).

13

g. Examine the role individual

activities (e.g., cooking,
travelling, running) may have
in ones spirituality and
wellness.

- In groups of three, students

will participate in one
activity of their choice on
their own time. They must
relate it back to Aboriginal
traditions. Brief response
orally (podcast) or video.

- Mark given based on

rubric. Rubric will
focus on the students
understanding how
certain activities can
enhance spiritual
wellness. (Assessment
for and of learning).
- Sample and/or
outline will be given
to guide student
learning.
- Instructor will
provide contacts and
help to trouble shoot
budget or
transportation
problems.

14

d. Examine personal
experience in relation to the
larger questions of meaning
(e.g., Who am I? What is
human nature?).

- End of semester project in

which students answer these
key questions. They can
complete it through a
visual/slide show

- Worth 5% of final
grade. Based on
created rubric. Handed
back with feedback.
- No sample given.

presentation, oral/story
telling, video, or written
report. Should include
references to previous
activities (in or out of class)
that students have
participated in that semester.

- Students will be
expected to interpret
their learning and
express it in a way
that is meaningful to
them.
- Rubric developed as
a class will act as an
outline. (Assessment
for and of learning)

Additional Feedback For Instructor

During this unit there will be three opportunities for students to provide additional feedback to
the instructor regarding the unit/course. This feedback will be in the form of a one page
feedback sheet which will ask questions regarding what students wish to keep or change
regarding: instructional methods, structure/medium of assignments, criteria for assignments,
value/percentages given to assignments, and any other comments or concerns they may have.
These sheets will be done anonymously and will be given on specific dates so that students
have time to prepare their responses in an articulate and useful manner.

*Please note that this is the only time formal feedback will be given. However, informal feedback will
always be accepted if given respectfully and reasonably.

Materials/Equipment/Supplies Needed

Chalkboard
Chalk
White boards
Erasable markers
Overhead and/or SMARTBoard
Video camera and/or camera
Access to library and/or internet
Paper, stickers, scrap book, magazines, scissors, glue, markers/crayons/pencil crayons
Contacts for individual activities
Website, data disc or memory stick for students to electronically submit their work
Resources

Lesson 1

Aboriginal Women and Traditional Healing Paper

by the Native Women's Association of Canada.
Native American Healing->
http://www.cancer.org/Treatment/TreatmentsandSi
deEffects/ComplementaryandAlternativeMedicine
/MindBodyandSpirit/native-american-healing

Lesson 2

Lesson 3

Aboriginal Perspectives->
http://www3.onf.ca/enclasse/doclens/visau/index.
php?
mode=theme&language=english&theme=30664&
film+52874&excerpt=612203&PHPSESSID=314
a249d67fa3b3f4d2491ad33d050b0
Office of the Treaty Commissioner->
www.otc.ca
Four Directions Teachings->
www.fourdirectionsteachings.com
Residential Schools->
www.wherearethechildren.ca
www.shannonthunderbird.com
Aboriginal Multi- Media Society->
www.ammasa.com
Northern Saskatchewan Heritage Site->
www.kayas.com
Aboriginal People's Television Network->
www.aptn.ca
Saskatchewan Indian Cultural Centre->
www.sicc.sk.ca

Lesson 4

Guest speaker for smudging ceremony

- Contact Aboriginal Student Centre or First
Nations University.
- Elders connected to particular school division
may also be contacted.
- Shauneen Pete may have other contacts as well.

Lesson 5

P. 9-11 -> Old Wellness 10 Document

IWAP 7-> Native Studies 10 Document

Lesson 6

Develop examples from local community. Talk to

other teachers, administration and local
community members to find out the ways in
which they interact and depend on one another.

Lesson 7

Refer back to wellness wheel resources from

lesson 5. References are made to why balance of
the dimensions are crucial in overall wellness.

Lesson 8

Local Aboriginal Supports

http://www.rqhealth.ca/programs/aboriginal/eagle
_moon_hlth_office.shtml
http://www.rqhealth.ca/programs/comm_hlth_serv
ices/nativecounsel_services.shtml

Lesson 9

Lesson 10

P. 8-> Old Wellness 10 Document

Lesson 11

IWAP 18-> Native Studies 10 Document

Lesson 12

Field or Nearby Park (Permission forms if off

campus). Wascana Lake.

Lesson 13

P. 143 and 147-> List of Potential Activities-> Old

Wellness 10 Document

Lesson 14

All resources from the unit will be used to

complete this assignment.
Accommodations For Learners May Include:

Oral exams.
Oral assignments.
Separate exam rooms.
The use of technology such as calculators or online dictionaries.
The use of prepared notes.
Exam questions given in advance.
Shorter or longer exams/adaptations to time given for exam.
Larger print on assignments.
The opportunity to present information in other forms than written (prezi, power point, bristol
board, video, music, etc.).
Different formats on exams/assignment (short answer, long answer, true/false, multiple choice,
matching, labelling).
Provide students with all materials they need or ensure that materials are available through the
surrounding environment.
If students are asked to complete assignments using technology, ensure that they have access
to these pieces during class. If extra time needed, support them in identifying local resources
such as the school computer lab or public library.

Final Notes

This unit was developed using the new Wellness 10 curriculum that has not yet been released.
With that being said, the unit is not organized in a way that follows Goals #1, #2, and #3 as
regular health units have been original established. Thus, this unit incorporates goals #1 and #2
through the various indicators in an integrated fashion.
Goal #3, action planning, is not included in this unit. I chose not to include action planning as I
feel that the way to improve spirituality is not through predetermined goals but through an
openness to new experiences. While some activities of experiential learning are predetermined
through this unit, the main goal is not to force an improvement of the spiritual dimension
through a series of steps. The goal is for students to develop a inner understanding and
motivation for lifelong spiritual wellness.