Lesson Plan Title: Medicine Wheel assignment

Date: March 7, 2018 Grade: 9

Subject: Native Studies Essential Question: Are you living a balanced life? What
Topic: Medicine Wheel are your biggest priorities in life? What are you
neglecting?
Materials: - handouts - blank paper - colored paper
Stage 1- Desired Results – you may use student friendly language
What do they need to understand, know, and/or able to do?
Students will be able to determine whether they are properly prioritizing their lives. They will also
discover a more in depth look at their personal worldviews, and be given the opportunity to discover
the worldviews of others. Students will be able to measure their growth at the end of the semester
to measure their quest in living a more balanced life.

Outcome(s):
- Respect Aboriginal cultural traditions.
- Explore the unique ways in which Aboriginal peoples experience spirituality.

PGP Goals:
1.4 – a commitment to service and the capacity to be a reflective, lifelong learner and inquirer
(information being focused on)
3.2 – the ability to use a wide variety of responsive instructional strategies and methodologies to
accommodate learning styles of individual learners and support their growth as social, intellectual,
physical and spiritual beings.
4.1 – knowledge of Saskatchewan curriculum and policy documents and applies this understanding
to plan lessons, units of study and year plans using curriculum outcomes as outlined by the
Saskatchewan Ministry of Education
4.2 – the ability to incorporate First Nations, Metis, and Inuit knowledge, content and perspective
into all teaching areas

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next
steps.
- asking questions to keep students engaged and focused on what they are learning and to
determine if they are ready to move on

Assessment OF Learning (summative)

- having them submit their projects to check their understanding

Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)
- walking around the room asking questions
- giving them time in class to work together and be creative with their project
Main Procedures/Strategies:
First, students will read a blurb from chapter 1 about “getting your life in balance”. They will then be
given a “wheel of life” activity where they will be able to determine if they are focusing too much on
one part of their life and neglecting others. Next, they will fill in a worldview graphic organizer to
discover their own personal worldviews. From here, they will be given the medicine wheel
assignment. They will be required to create a medicine wheel with 4 different colours with each
circle getting bigger the further out you go. Each circle of the wheel will also be broken into 4
sections. The circles of the wheel will be: 1) a compass 2) seasons 3) personal beliefs 4) life stages

Adaptations/Differentiation:
- the written explanations are broken down and are very specific, simple, and concise which helps
the EAL students in the class
- the manipulatives will be beneficial the students who are kinesthetic learners
- the students are allowed to work alongside each other, but will be doing their own project so this
will encourage collaboration and support the diversity within the class
- students with disabilities will have the opportunity to work with me or other students for extra
help if they are struffling

Closing of lesson:
Students will be required to hand in their first 2 assignments before they leave, but will have 2 more
classes to work on the medicine wheel