Introduction for Wellness 10.

This unit plan focuses on the W3 outcome for Wellness 10. This outcome is:

 Plan for and engage in movement activity to increase confidence, competence, and
sustainability in self-selected individual and/or partner activities from each of the follow
categories:
o Body management activities (e.g., dance, yoga, pilates, martial arts, aerobics)
o Alternative environment activities (e.g., cycling, snowshoeing, cross-country
skiing, swimming, hiking, skating, canoeing, trapping, weight lifting/going to a
fitness centre)
o Target game (e.g., bowling, golf, archery, bocce ball)
o Net/Wall games (e.g., tennis, table tennis, racquetball, squash)

We decided to incorporate the first two categories into our unit. This unit consists of lessons on
yoga, snowshoeing, a spin class, and cross-country skiing. We chose these activities because
they can be done outside of school, and some of them are non-traditional in terms of physical
education. Outdoor space in the winter is often underutilized as well, so this will give students a
change in scenery, as well as getting them outside.

Equipment needed:
 Yoga mats
 Yoga Youtube video
 Smartboard or computer, and projector
 Snowshoes
 Winter clothing and boots
 Travel first aid kit
 Sunscreen and sunglasses
 Pylons
 Cross-country skis/poles/boots

Safety guidelines:
 Be aware of medical conditions of students
 Make sure equipment is in good shape (snowshoes and cross-country equipment)
 Check weather conditions for outdoor activities (i.e. snow, temperature, wind chill, sun)
 No jewelry
 Use a buddy system for outdoor activities
 Teach skills in progression
 Inform parents of any off-campus activities
 Clearly outline boundaries
Teaching tips:
 Have an effective stop/start signal that can be heard outside in the winter
 Increase activity time by having equipment organized before class starts
 Give clear instructions on how to put on equipment
 Make sure all equipment is in good shape before class
 Outside activities are weather dependent – adjustments may need to be made to which
activities are which day in the unit
 Organize a fitness session at the closest local fitness centre ahead of time and make all
arrangements necessary
 Remind students of what they need to bring to class for that day (i.e. winter clothes for
being outside)
 Understanding By Design Unit Template

Title of Unit Alternative Environment Grade Level 10

Activities

Subject Wellness 10 Time Frame 6 classes

Developed By Shalane & Hillary

Stage 1 - Identify Desired Results

Broad Areas of Learning

How are the BAL incorporated into this unit?

Building Lifelong Learners:

Students will understand the importance of daily physical activity, and how building personal
action plans aid in developing lifelong learners. An individual’s overall health and wellbeing is
constantly in flux, and can change depending on age and many other factors. Giving students
confidence and competence to understand ways they can remain active as they age will allow them to
be lifelong learners in the subject domain of physical education.

Building a Sense of Self and Community:

Physical activity can be done on an individual basis or socially with others. Individuals who are
active often do so in their own communities. This can help to promote a sense of self within their
community. Students will also have the opportunity to examine barriers to health and wellness in their
own lives.

Building Engaged Citizens:

Students will experience opportunities to demonstrate positive physical activity behaviors to
enhance their own personal wellbeing, and the wellbeing of others. Students will understand the
importance of being physical activity role models, which will help to create citizens who are engaged in
the wellbeing of themselves and their community.
Cross curricular Competencies
How will this unit promote the CCC?

Developing Thinking
How people make sense of the world around them by building on what is already known, and by
initiating and engaging in contextual thinking, creative thinking, and critical reasoning through cultural,
experiential, and inquiry processes. Wellness 10 is inquiry-based and recognizes and builds upon the
knowledge and abilities that students already possess. Students learn to self-reflect and to purposefully
seek, evaluate, and apply historical, contemporary, and evolving information for optimal well-being.
Students will have the opportunity to think contextually about the skillful movements needed to properly
execute a variety of exercises.

Developing Identity and Interdependence

The ability to act autonomously in an interdependent world. It requires the learner to develop an
awareness of the natural environment, of social and cultural expectations, and of the possibilities for
individual and group well-being. Through the creation and implementation of their own fitness plan,
students will be able to demonstrate physical, social, mental, and spiritual growth.

Developing Literacies
This competency addresses a variety of ways, including using movement and technology, to interpret
the world and express understanding of it. Multiple literacies involve the evolution of interrelated
knowledge, skills, and strategies that contribute to the development of an individual’s ability to
participate in attaining and maintaining balance at home, at school, and in the community. Wellness 10
requires students to use different literacies, including health literacy and physical literacy, effectively
and contextually to represent and apply understanding about wellness in multiple flexible ways.
Students will have the opportunity to develop knowledge of their own physical literacy, which will
deepen their understanding of all the holistic aspects of self.

Developing Social Responsibility

This competency addresses how people contribute positively to their physical, social, and cultural
environments. It requires an awareness of unique gifts and challenges among individuals and
communities and the ability to participate with others in wellness opportunities. Wellness 10 supports
students in addressing mutual concerns for well-being and applying decisions for individual, family,
community, and environmental wellness.
Learning Outcomes
What relevant goals will this unit address?
(must come from curriculum; include the designations e.g. IN2.1)

W3 - Plan for and engage in movement activity to increase confidence, competence, and
sustainability in self-selected individual and/or partner movement activities from each of the
following categories:
 Body Management Activities (e.g., dance, yoga, pilates, martial arts, aerobics)
 Alternative Environment Activities (e.g., cycling, snowshoeing, cross-country skiing,
swimming, hiking, skating, canoeing, trapping, weight lifting/going to a fitness centre)
 Target games (e.g., bowling, golf, archery, bocce ball )
 Net/Wall games (e.g., tennis, table tennis, racquetball, squash)

Enduring Understandings Essential Questions

What understandings about the big ideas are What provocative questions will foster inquiry
desired? (what you want students to understand & into the content? (open-ended questions that
be able to use several years from now) stimulate thought and inquiry linked to the
What misunderstandings are predictable? content of the enduring understanding)

Students will understand that… Content specific….

- physical activity increases our confidence, - Why engage in physical activity?
competence and sustainability - How do I choose which activities to do?
- personal strengths and weaknesses are a fact of - How can I get better?
life and they have an impact on the kinds of - What factors impact performance in any given
movement activities we choose to engage in activity?
- in order to improve overall performance, we - Why does my performance vary depending on
sometimes have to examine and work to enhance the day?
individual parts
- that we do what we enjoy and we enjoy what we
are good at
- practice makes perfect
- reflection and planning increase our success

Related misconceptions… FNMI, multicultural, cross-curricular…

- Working out is only important to lose weight
- Only people who are fit go to fitness centers
- How has traditional FNMI culture been
integrated into modern day activity?
- How do cultural norms influence members of
various populations to be active, or not to be
active?
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.
Students will know...
- Vocab
- Body management activities
- Alternative environment activities
- Dimensions of wellness- physical, psychological,
social, spiritual, and environmental
- Four basic physical environments- ground, water,
snow/ice, air
- Ways to reflect on personal strengths and
challenges, confidences and competencies, and
personal understanding of tactics and strategies
- Basic tactics
- Resources and how to access them
- Aspects of health related fitness
- Aspects of skill related fitness
- Strategies for creating and implementing a
personal plan for wellness
Skills
What skills will students acquire as a result of
this unit? List the skills and/or behaviours that
students will be able to exhibit as a result of
their work in this unit. These will come from the
indicators.
Students will be able to…
- Reflect and make conclusions about one’s
own personal preference for participation in
movement activities based on wellness
- Assess own level of confidence and
competence in participating in each of the four
basic environments
- Evaluate perceived and actual personal levels
of confidence and competence when utilizing
the required complex skills needed to
participate in self selected movement activities
- Analyze the impact that current personal
strengths/weaknesses in health related fitness
have on personal performance of complex skills
used in self selected movement activities
- Apply relevant biomechanical principles to
enhance complex skills required for competent
participation in self-selected movement
activities
- Analyze influences that affect optimal personal
performance during participation
- Evaluate, revise, and continue to implement a
personal plan for wellness to increase
competency in complex skills and enhance
participation in individual and/or partner
movement activities that support sustainable
wellness
 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

G – Goal Goal- The students should be confident and

What should students accomplish by completing competent in a variety of activities and environments.
this task?
Role- The students will take on the role of a personal
R – Role
trainer that has been given the task of creating a
What role (perspective) will your students be
taking? monthly fitness/wellness plan for their friend/client.

A – Audience Audience- The students will present their monthly

Who is the relevant audience? schedule to their client/friend, and will find out if it is a
doable plan.

S – Situation Situation- A personal trainer is in charge of creating a

The context or challenge provided to the student.
personal wellness program for their friend who has
asked them to help them live an active, healthy life.
The trainer must take into consideration the things
their friend enjoys doing, their strengths and
weaknesses, and what they’re willing to spend per
month.

P – Product, Performance Product- The students will create a monthly activity

What product/performance will the student plan that includes realistic activities that can be done
create? in the community, and are in their friends budget. It
must include days of the week that are relevant to the
schedules of the community/school and activities they
chose. It must also include a monthly breakdown of
what the activities will cost.

S – Standards & Criteria for Success Attach rubric to Unit Plan

Create the rubric for the Performance Task
Other Evidence Student Self-Assessment
Through what other evidence (work samples, How will students reflect upon or self-assess their
observations, quizzes, tests, journals or other learning?
means) will students demonstrate achievement of
the desired results? Formative and summative
assessments used throughout the unit to arrive at
the outcomes.

- Observations of what activities students are - Pause and Think

excited to try/do.
- Journals on the things they enjoy and did not
enjoy.
- Unit quiz with questions about each activity
- Exit Slips- one thing you’ve learned, one thing
you want to learn
- Goal setting
- Traffic Lights - Green they’re confident in what
they’ve learned, yellow they’re in the middle, red
they’re confused

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?

At the end of this unit, the goal is for students to have experienced activities in alternative environments
and found enjoyment in them that can carry on to lifelong physical activity. The grade 10 students have
likely had minimal experience with the chosen activities prior to this unit. The students will know the
expected activities for this unit, and depending on time, they may be asked for their input on one other
activity to try, or a repeat of one we will have already covered in the unit. I believe that the changing
environments and activities from class to class will keep their interest, as everyday is something new. I
also think they will be interested in learning the things that they can do in the community fitness centres.

This learning best occurs in environments outside a gymnasium, with snowshoeing and cross country
skiing occurring outside in the winter. Learning can be enhanced because many of these activities can
be done in environments that are easily accessible as well, which makes executing them outside of
school easier. Having fitness classes run by fitness experts will enhance their learning because they will
witness other adults living healthy and active lifestyles. I would like my students to complete this unit
with a deeper understanding of how modern technology has influenced the development of traditional
cultures into modern fitness opportunities.
How will you engage students at the beginning of the unit? (motivational set)

I will begin the unit by asking students to brainstorm the various ways, activities, and sports that they
are exposed to in their everyday lives. I will then ask them what different environments they think
activities can be enjoyed in their community. I will ask the students if they have ideas for activities that
they could participate in with their family, to get active. I hope to have students find at least one activity
in the unit that they enjoy doing.

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 Yoga - Explain the benefits of yoga for DI, DT, DL Yoga mats
relaxation Youtube video
- Brief introduction to breathing Smartboard and
techniques computer
- Yoga video on youtube Paper and pens
Comfortable clothing

2 - Give a background on different DI, DL, Snowshoes

Intro to snowshoeing types of snowshoes DSR Winter clothing
- Brief history of snowshoes Winter boots
- How to put on and walk in
snowshoes
- Snowshoe walk

3 - Snowshoe walk DI, DL, Snowshoes

Snowshoeing - Obstacle course DSR Pylons
- Game - predator/prey Winter clothing
Winter boots

4 Fitness centre - Spin - Go to local fitness centre to try a DI, DSR Indoor shoes
class spin class
- Have local instructor lead the
class
- Brief talk about pricing of using a
facility like that

5 Intro to cross country - Brief history of cross country DSR, DI Skis/poles/ boots
skiing skiing Winter clothing
- Safety lesson
- Sizing and lesson on how to take
them on and off
- Quick ski in the school yard

6 Cross country skiing - Refresher on safety and how to DSR, DI Skis /poles/boots
put equipment on/off Winter clothing
- Long ski on community
course/path
 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?
Instructional Approaches:
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?
FNM/I 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
Comments
Yes, students have been provided alternate environment
and body management activities. The lesson plans and
assessment pieces are created to assess the outcomes,
and the learning experiences in this unit will reflect
various indicators from the outcome (W3).
For struggling students:
 Adapt equipment so that everyone can
participate
 All activities chosen are individual activities,
student’s just need to try their best
 Use a microphone for students with hearing
impairments
For students who need a challenge:
 Give them harder skills or mini challenges to try-
example: how fast can you snowshoe to that tree
and back
 Ask students who need a challenge to share their
knowledge with students who may be struggling
Yes, use of videos, other instructors, hands on learning,
student trial and error. Each lesson begins with group
instruction but then branches out into smaller group
activities, or student centered activities.
I will strive to include information that students will need
to be successful in this unit and to understand the various
new terms introduced. A variety of lessons were created
to give a wide range of activity opportunities that take
place outside the gymnasium. I created a lesson that
focuses on FNMI traditions that can give students a
background on indigenous perspectives and traditions.
Resources will be available for students if they want
further information.
My goal is to create an environment that is welcoming
and accepting of all student diversities. FNMI content and
ways of knowing is incorporated and presented within
lessons about snowshoeing.
 ME – missing 1 – limited 2– 3 – meets 4 – exceeds
evidence evidence of progressing expectations of expectations of
progress toward toward grade level grade level
expectation expectation

Participation and
effort in activities

Applies and
demonstrates a
knowledge of
concepts and
principles taught

Demonstrates
competency in a
variety of motor
skills and
movement
patterns

Exhibits
responsible
personal and
social behaviour
that respects self
and others

Recognizes the
value of physical
activity for health,
enjoyment,
challenge, self-
expression and/or
social interaction

TOTAL /20

Resources:
Snowshoeing information:
https://www.edmonton.ca/activities_parks_recreation/documents/PDF/Snowshoeing_Lesson_Pla
n_CurriculumTemplate.pdf
https://www.usask.ca/education/ccstu/pdfs/snowshoes.pdf

Yoga video - https://www.youtube.com/watch?v=OQ6NfFIr2jw