Understanding By Design Unit

Alternate Environments 10
Title of Unit Grade Level

Wellness 10 13 Lessons
Subject Time Frame

Connor Jay
Developed By

Stage 1 - Identify Desired Results

Broad Areas of Learning

How are the BAL incorporated into this unit?

Lifelong Learners: Students will gain an understanding of why and how physical activity and physical literacy is important to their long-term health.
Students will have the abilities and understandings to pursue physical activity beyond the scope of the class and by manipulating alternative
environments.

Sense of Self, Community, and Place: Students will be able to generate a stronger connection with the peers and the environment which will enable
them to understand oneself and the advantages of alternate environments. By understanding themselves, the community, and space and place, the
students will be able to look for ways to sustain and enhance the environment which will, in turn, benefit each group.

Building Engaged Citizens: By pursuing knowledge in alternative physical activities, a greater connection and appreciaiton to the environment will be
developed. As a result, the students will gain a responsibility and make decisions based on sustaining the environment.

Cross curricular Competencies

How will this unit promote the CCC?
Developing Thinking
This competency addresses how people make sense of the world around them. Understanding develops 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.

Developing Identity and Interdependence

This competency addresses 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. It assumes the development of a positive
self-concept and the ability to live in harmony with others and with the natural and constructed worlds. Achieving this competency requires
understanding, valuing, and caring for oneself; understanding, valuing, and respecting human diversity, rights, and responsibilities; and understanding
and valuing social and environmental interdependence and sustainability.

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.

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)
W1 Evaluate one’s understanding of wellness while participating in various learning opportunities that balance the dimensions
of wellness (i.e., 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 each of the following categories:
• Alternate Environment Activities (e.g., cycling, snowshoeing, cross-country skiing, swimming, hiking, skating, canoeing,
trapping, weight lifting/going to a fitness centre)

W6 Model and promote a local culture/norm of safety and injury prevention (i.e., physical safety, social safety, psychological safety,
spiritual safety, environmental safety) to optimize well-being of self, family, community, and the environment.

PGP Goals
1.4 a commitment to service and the capacity to be reflective, lifelong learners and inquirers.
- this goal will be achieved by choosing activities that can be done beyond the scope of the class
2.4 ability to use technologies readily, strategically and appropriately
- this goal will be achieved by equipping students with heart rate monitors in each activity so that students can track their heart rate in each activity
4.2 the ability to incorporate First Nations, Metis, and Inuit knowledge, content and perspective into all teaching areas
- this goal will be achieved by immersing the students into nature in specific activities. A discussion of the impact of the environment and history of the
location will be had

Enduring Understandings Essential Questions

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

Students will understand that... Content specific….

- physical activity goes beyond the scope of traditional sports and can occur - Why is physical activity important?
in alternative environments - Why is it important to connect with the environment?
- physical activity can be done at various intensities - How can different environments affect physical activity?
- all aspects of wellness

Related misconceptions… FNMI, multicultural, cross-curricular…

- physical education is correlated with a gym or fitness centre - How can traditional FNMI culture and ideas be integrated into physical
- physical activity can only be done with specialized equipment activity and wellness?
- physical activity is only engaging if there is competition - How do cultural norms influence the activity levels of various
populations?
Knowledge: Skills
What knowledge will student acquire as a result of this unit? This content What skills will students acquire as a result of this unit? List the skills
knowledge may come from the indicators, or might also address pre- and/or behaviours that students will be able to exhibit as a result of their
requisite knowledge that students will need for this unit. work in this unit. These will come from the indicators.

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

- Body management activities
- Alternative environment activities
- Dimensions of wellness (physical, mental, spiritual, emotional)
- Resources and how to access them
- Safety guidelines in each environment
- Understand how to be physically active in alternate environments
- Reflect about their own preference for participation in movement
activities based on wellness
- Analyze and investigate the local culture of safety in the chosen
environment

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 will be confident and competent in their abilities to be physically active in alternate
What should students accomplish by environments. They will also be able to discuss why connecting and sustaining the environment is important in
completing this task? physical education through journal entries.
R – Role
What role (perspective) will your students Role- The students will take on the role as the general population who are looking to pursue physical activity for
be taking? the health benefits

A – Audience Audience- The students will present their understanding of multiple environments to the instructor.
Who is the relevant audience?
S – Situation
The context or challenge provided to the Situation- Students will research and actively participate in each activity. After journaling about each activity,
student.
they will discuss which activities were their favourite. Students will need to justify their answers appropriately.

Product- The students will journal after each activity session about the benefits and costs of each environment.
After their findings and experience from the activity, students will state and report which events they believe are
most beneficial to their future physical activity habits. The summary will need to include what alternate
P – Product, Performance
environment they prefer and what factored into their choice, what kind of population can participate, where the
What product/performance will the
activity can take place, and the benefits and costs of the activity, and how they have connected their research to
student create?
understand the aspects of their wellness (mental, physical, spiritual, emotional. The students will provide a 2-3
page write-up, 5 minute summary video, 15 photo essay, or similar that explains the findings from the activity.
Included will be their measured and recorded heart rate statistics and reasoning behind the consistent or
inconsistent behaviours from each activity.

S – Standards & Criteria for

Success See attached rubric
Create the rubric for the Performance
Task

Other Evidence Student Self-Assessment

Through what other evidence (work samples, observations, quizzes, tests, How will students reflect upon or self-assess their learning?
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.

- observation during activities - journaling after each activity

- journaling after each activity
- summary report on most beneficial activity to them
- Traffic Lights (before and after activity) - Green: Were comfortable going
into and after activity, Yellow: Uncomfortable before but comfortable
after activity, Red: Uncomfortable before and after activity
- Traffic Lights can also be used for knowledge and understanding before
and after activity
 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?

The students will gain the skills and knowledge to pursue and enjoy leisure activities that can be done lifelong. The students will have a knowledge of
movement before participating in this unit. Previous experience in Physical Education is based around games and movement in a gymnasium. This unit
will allow the students to explore alternative environments and activities that can be done with friends and family. An outline of the activities will be
given at the beginning of the unit. At the conclusion of the unit, students will be encouraged to search and explore other alternative activities that we
did not experience in class. Individual needs will be monitored but the end goal is for the students to experiment in different environments. The variety
of activities should allow all students to thrive and be challenged.

How will you engage students at the beginning of the unit? (motivational set)

I will engage the students at the beginning of the unit by probing the students thinking with the question “What other environments beside a gym can
you be physically active?” After brainstorming a few ideas I will layout the plan and what activities we will be doing. I will explain how these activities
can be done solo or with a group, and how all ages can participate.

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 - Discuss wellness aspects (mental, physical, spiritual, emotional) and key points DT, DL
Gymnastics, - Introduce history of gymnastics, wrestling
Wrestling
- discuss how both sports are the foundation to fundamental movement patterns
- give agenda for next two days
- hand out heart rate monitors, which will be measured and recorded in all activities

2 Gymnastics - Discuss importance of being able to complete fundamental movement patterns, body control DT, DL Mats, Padded
- Teach safe landing techniques flooring,
- Let students explore each apparatus in small groups (rotation) balance
beams,
climbing
apparatus

3 Wrestling - Introduction to wrestling history and rules DT, DL Wrestling

- Lead up and breakdown games (Indian Leg wrestling) Mats
- Teach Half-nelson skill

4 Introduction - Discuss importance of obtaining and developing swimming skills DSR, DI

Swimming, - Discuss potential hazards at indoor, outdoor, and open water environments
Hiking - Discuss route that will be walked during hike

5 Swimming - Review importance of obtaining and developing swimming skills DSR, DI Swimming
- Review potential hazards at indoor, outdoor, and open water environments Pool,
- Teach and practice treading water, front stroke, back stroke Swimming
apparel

6 Hiking - Take a nature walk in Donna L. Birkmaier Park DSR, DI Outdoor

- Stop at certain points and discuss landmarks shoes,
- Discuss historical aspects of Saskatoon, environment, area, naturalized area proper
clothing

7 Introduction to - Bring in an Elder to discuss history and process of raising a tipi DI,
Tipi Raising, - discuss treaty history and how positions of power have affected the treaties DSR
Crossfit - Discuss trend of Crossfit
- Cover proper form used in each exercise

8 Tipi Raising - Bring in an Elder to discuss history and process of raising a tipi DI, Elder, Tipi
- Students will participate in raising tipi DSR cover, Poles
9 Crossfit - Travel to local fitness centre to try a crossfit class DI, Indoor
- Have local instructor lead the class DSR shoes,
- Discuss pricing of using facility exercise
clothing

10 Introduction to - Discuss safety rules (helmets) and precautions with students DT, DL
Skating/Broomb - cover rules of broomball DSR, DI
all, - Brief history of cross country skiing
Cross-Country
Skiing/Rollerbla
ding

11 Skating/Broomb - Review safety rules (helmets) and precautions with students DT, DL Skates/broo
all - Divide ice space in half for leisure skate side or games side mball shoes,
sticks,
balls/pucks,
helmets

12 Cross-Country - Safety lesson DSR, DI Skis/poles/

Skiing/Rollerbla - Sizing and lesson on how to take them on and off boots Winter
ding - Ski in the school yard clothing

13 Review - review each activity and how they can be ideas for physical activity at various ages
- discuss project (paper, video, photo essay) requirements and details

Assess and Reflect (Stage 4)

Considerations Comments
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?
Yes
- The discussion and focus on the four aspects of well (W1) will be covered
- The alternate environment and body management activities are covered throughout each
alternate environment as students will need to complete the activity to determine and
justify their chosen activity in their summary (W3).
- Safety and injury prevention (W3) will be a constant focal point before each lesson to
ensure students are safe in the unfamiliar environments/activities
For struggling students:
- encourage students to continue trying and experimenting with the activity
- activities are either already non-competitive (hiking) or have a non-competitive option
(skating/broomball) and can be completed as individuals
- aim to scaffold students out of comfort zone without creating too much discomfort
- use a microphone for hearing impaired students
- use hand and chair implements for students who have physical difficulties
- provide alternate exercises or a reduced speed for students with cognitive challenges
For students who need a challenge:
- place student with student who is struggling with the activity as a guide and teacher
- create goals in appropriate activities (ex. heavier weight or more reps during Crossfit)
- Instruction will take place through discussion of rules and guidelines before each activity
as well as through experiential learning.
- Video and demonstrations can be provided
 Resource Based Learning: Equipment can be available for the students through a signing out through the Phys Ed.
Do the students have access to various resources on an department.
ongoing basis?

FNM/I Content and Perspectives/Gender FNM/I content will be addressed by considering the four aspects of wellness as well as
Equity/Multicultural Education: during the nature activities and tipi raising.
Have I nurtured and promoted diversity while honoring By exploring and focusing on the individual’s wellness as a whole, each student will be seen
each child’s identity? as an individual without labels attached. Less anxiety (social, body) will be placed in this
Physical Education setting because the dress code will be environment-dependent.

From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)
 Fully meeting expectations, with enriched
understanding (EU)
Evaluate You have a well-developed ability to evaluate your
understanding of own understanding of wellness in relation to a
wellness wide variety of wellness information. You support
your evaluation with detailed and highly relevant
examples relating to a number of factors. You can
create a plan for increasing your own and others’
understanding of wellness and its holistic nature.
Participate in learning You enthusiastically participate in learning
opportunities opportunities, seeking detailed information from
various sources and engaging in the Personal Plan
for Wellness in a thorough and detailed fashion.
Plan for and engage in You show a well-developed and confident ability
movement activities to plan for and engage in movement activities
designed to increase your own confidence,
competence and sustainability. You understand
your strengths, challenges and needs and show a
strong motivation to continuously improve. You
show exceptional understanding of strategies you
need to apply to increase your ability and
willingness to engage in movement activities.
Model and promote a You can model and promote multiple
local culture/ norm of culture/norms of safety and injury prevention,
safety and injury showing a strong understanding of the factors that
prevention prevent this norm from being fully realized. You
attend to the ethical and moral aspects of the
prevention and can justify your own decisions and
explain the decisions of others. You promote the
norm with confidence and clarity.
Fully meeting grade level expectations
(FM)
You are able to evaluate your own
understanding of wellness in comparison
to wellness information you have
gathered. You can support your
evaluation with examples relating to your
personal beliefs, factors that impact
beliefs, your motivation, and your civic
responsibility.
You willingly participate in learning
opportunities designed to provide
understanding of and improvement in
wellness.
You can plan for and engage in
movement activities designed to increase
your own confidence, competence and
sustainability. You are able to reflect on
your own strengths, challenges and needs
and formulate a plan to address these
things. You use effective strategies when
planning for and engaging in movement
activities.
You can model and promote a local
culture/ norm of safety and injury
prevention to optimize the well-being of
self, family, community and the
environment. You can identify a chosen
culture or norm, investigate influential
factors, evaluate risks, determine who it
impacts and plan to promote the culture/
norm more widely.
Mostly meeting grade level
expectations (MM)
You are able to analyze how your
wellness connects to your life but are
having trouble evaluating the degree to
which you understand wellness.
Explore all aspects of wellness and
factors relating to your understanding
(personal beliefs, motivation and
responsibilities).
You mostly participate in learning
opportunities designed to provide
understanding of and improvement in
wellness. Be sure you understand how
and why to gather information and give
strong attention to your Personal Plan
for Wellness at each stage.
You can mostly plan for and engage in
movement activities designed to
increase your own confidence,
competence and sustainability. How
can you become more independent and
confident? Carefully plan to use your
strengths, address your challenges and
meet your needs.
You can model and promote aspects of
a local culture/ norm for safety and
injury prevention. Consider what
influences peoples’ ability to stay safe
and prevent injury consistently. How
are people challenged to stay safe?
Who has the greatest challenge? How
can you more fully increase knowledge
and promote safety?
Not yet meeting grade level
expectations (NY)
You are having trouble relating your own
understanding of wellness to
information you have gathered. What
does it mean to be well? How well do
you understand wellness? How do things
like beliefs, motivation and responsibility
affect your understanding and ability to
be well?
You are having trouble participating in
learning opportunities. Why is wellness
important? What do we mean by
wellness? Where can you go for support
and information? How can you plan for
wellness? Look for models to guide your
planning.
You are having trouble planning for and
engaging in movement activities. What
are your strengths? What are your
challenges? Why do we need to engage
in movement activities? How can you
plan to address these things? Consider
ways to increase your confidence,
competence and sustainability. Look at
examples and confer with others.
You are having trouble modeling and
promoting a culture/ norm of safety and
injury prevention. Make sure you
understand the topic before beginning
to plan. What is a norm? What do we
mean by a culture of safety? Why is this
challenging sometimes? How do morals
or ethics come into play? How can we
promote our ideas? What does it mean
to promote something?
 Articulate choice of You have clearly articulated what activity in an
preferred activity alternate environment would be most beneficial
taking place in an to your lifestyle in detail. Thoroughly explained
alternate environment the factors into the choice, what kinds of
population can participate, where the activity can
take place, and the benefits and costs of the
activity.
You are able to articulate aspects of the
advantages to activities in an alternate
environment. The factors into the activity
choice, what kinds of population can
participate, where the activity can take
place, and the benefits and costs of the
activity have been discussed
You have given a description of the
factors into the choice of activity, what
kinds of population can participate,
where the activity can take place, and
the benefits and costs of the activity
but lack depth to adequately support
your choice of activity.
You are having difficulty articulating all
areas in involved in supporting your
choice of activity taking place in an
alternate environment. Why did you
choose the activity? What opportunities
or limitations are involved in your
choice. Who can participate? What
location can the activity take place in?

Bibliography

Down, S., Fast, H. (i2017). Understanding By Design. Alternate Environment Activities. Posted to Usask ECUR 357 2017
Facebook group.

NESD (n.d.). Curriculum Corner. Wellness 10 - Supporting Documents. Retrieved from https://curriculum.nesd.ca/Secondary/
Pages/Wellness10.aspx

Saskatchewan Curriculum (2012). Wellness 10. Retrieved from https:// www.edonline.sk.ca/bbcswebdav/library/curricula/English/

Physical_Education/Wellness_10_2012.pdf