Unit PlanTargeted Outcome(s):Wellness 10 CurriculumOutcome(s) W8 -Assess challenges related to community well-being and take action to address these challenges.

Assessment(s): Written reflection (journal) Oral Presentation (story telling) Written (newspaper article) Written/oral (written case study

response/in-class discussion/reflection on discussion notes)

Experiential-volunteer service (logs) Visual poster presentation of experiential

learning Personal Plan for Wellness (Contracts)

Big Ideas: Students will be able to identify a wellness

challenge of Aboriginal’s in their community both past and present.

Students will be able to identify various perspectives and solutions for community wellness issues.

Students will be able to create a Personal Program for Wellness that addresses a community wellness issue

Essential Skills:• Develop the understanding, skills, and

confidences necessary to take action to improve health (USC).

• Make informed decisions based on health-related knowledge (DM).

• Apply decisions that will improve personal health and/or the health of others (AP).

Description of Culminating Task:Students will be able to create a Personal Program for Wellness that addresses a community wellness issue of their choice. Then they are to create a goal and action plan to assist with positively impacting community wellness in their PPW.

Assessment TasksTitle/Task:

Community Wellness Challenge Reflection

Resource/Details:Project one:Students will write a short reflection on a wellness challenge within their community that has a direct/indirect impact on their wellbeing. The topic chosen will be used for project two and three.

Curriculum Indicators:h. State a personal challenge concerning community well-being.

Diagnostic/Formative/SummativeTitle/Task:

Interview

Resource/Details:Students will reflect on the wellness challenges of past and present of Aboriginal people within their local community through research. Students are to develop and ask critical questions about a local wellness challenge by conducting an interview with a health care professional or elder in the community. Throughout their research they are to examine the local community norms and practices that affect the well being of self, family, and community and have a direct impact on a local wellness challenge. A 10-15 minute presentation will require them to present, answer, and reflect on the following: What is a wellness challenge in the local

community? When did the wellness challenge begin? How does the wellness challenge impact

the well being of self, family, and community?

What factors (e.g., determinants of health- cultural, economical, social, environmental) have an impact on the well being of self, family, and community? How do they have an impact?

Diagnostic/Formative/Summative

Curriculum Indicators:a. Reflect on past, present, and evolving wellness challenges (e.g., physical inactivity, sexual health issues, bullying, drinking and driving, gambling, transportation, unemployment, suicide) in the local community. b. Examine local community norms and practices that affect the well being of self, family, and community. c. Develop and ask critical questions of particular local wellness challenges while respecting facts, knowledge, and social and cultural contexts.

Title/Task:

Community Wellness Challenge Article

Resource/Details:Project three:Students will further examine how their community is addressing the local wellness challenge they chose for project two. Students will then create a newspaper article that outlines their wellness challenge

Curriculum Indicators:e. Discuss the complexities of wellness issues within one’s community and investigate possible opportunities to address these issues.f. Access resources (e.g., community, provincial, national) and agencies (e.g., Saskatchewan in motion, Public Health Agency of Canada) to support and address community wellness challenges. k. Initiate, in a variety of ways, community awareness and opportunities to address

and further examines the following: How to identify when an individual is

experience this wellness challenge? Why is community awareness important? How to prevent their wellness challenge? How to manage their wellness challenge? What resources are available for the

community to offer support and address their wellness issue?

How does legislation affect wellness in the community?

Diagnostic/Formative/Summative

wellness issues.i. Investigate legislation (i.e., local, provincial, and national) that relates to particular community wellness issues. j. Determine the intent of legislation (see indictor i) and question if the intention is realized in the local community.

Title/Task:

Case Study

Resource/Details:Project four:Provide students with a case study that presents them with a wellness issue within the community. They are expected to write a one-page response to how they would address the wellness issues described in the case study. In their reflection they must include: How they would address the wellness

issue? Why they addressed it in that way? What factors of who they are (e.g., culture,

values, experiences, previous knowledge) had an impact on the way they dealt with the wellness issue?

Students will then get together as a class and discuss how they dealt with the wellness challenge. They will take notes of their peer’s responses to dealing with the issue and then return to write a concluding paragraph that includes the following: Determine what other ways the issue

could have been addressed?

Diagnostic/Formative/Summative

Curriculum Indicators:d. Critique various points of view concerning community wellness to better understand the influence of underlying values or assumptions. g. Conclude that real-life challenges to well-being often have more than one solution.

Title/Task:

Personal Plan for Wellness

Resource/Details:Project five:Student will make necessary changes to their Personal Plan for Wellness with regard to their self-selected community wellness issue. Student will then create a goal and action plan to assist with positively impacting community wellness in their PPW. They are required to dedicate at least ten hours of service to an organization of their choice. Throughout their service they will be required to reflect on how the community’s wellness has an impact on their personal wellness and how they themselves impact their communities wellness. Students will then create a visual representation of their community service experience. In their poster they will include the following: How the community has had an impact on

self? How the student has had an impact on the

community? What this experience has taught them

about self and others?

Diagnostic/Formative/Summative

Curriculum Indicators:l. Evaluate and revise Personal Plan for Wellness to address self-selected community wellness challenge.