Fireside Chats Teacher's Guide: Volume 1

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Lesson Two: Christine M'Lot 175 Lesson Two: Christine M'Lot Medicine Wheel Goal Setting CURRICULUM CONNECTIONS Alberta, Northwest Territories and Nunavut: •Aboriginal Studies Grades 10-12 •School Health Program, Grade 9 •Career-Life Management British Columbia and Yukon: •Contemporary Indigenous Studies Grade 12 •Physical and Health Education 9 •Physical and Health Education Grade 10 Ontario: •First Nations, Metis, and Inuit Studies Grades 9-12 •Health and Physical Education 9-12 •Health and Physical Education Grades 9-12 •Personal Life Management Grade 12 •Dynamics of Human Relationships Grade 11 •Exploring Family Studies Grades 9-10 DURATION 1-2 Hours OVERVIEW Schools often don't explicitly teach students how to be well. Throughout this lesson, students will learn about Indigenous perspectives of wellness relating to all parts of the self: physical, mental, emotional, and spiritual. Students will learn to use a fusion of strategies from Anishinaabe culture and the field of positive psychology to help them set goals in the categories of physical, spiritual, mental, and emotional that they are more likely to accomplish. Students will also learn the value of self-care while developing an understanding and appreciation of Anishinaabe culture and worldview. MATERIALS •Sticky Notes •Computer/Projector/Internet •Paper, Pencils •"Medicine Wheel Goal Setting" Template •"Medicine Wheel Goal Setting Checklist" Education ACTIVATE: STICKY NOTE ACTIVITY Hand out 3 sticky notes to each student. Pose the question "what are some ways you practice self-care?". Allow students time to write their answers on the notes. Students should write one answer per note. Next, divide students into groups of five. In their groups, students should first share their answers. Once everyone has shared their answers about how they practice self-care, instruct groups to see if they can categorize the responses. Examples of self-care categories might be "exercise" and "distractions". Once groups have categorized all the responses into categories, ask each group to share the categories they came up with, and share the responses in each category. As groups are taking turns sharing their responses, write the categories on the board, leaving space for students to come put their sticky notes in the correct categories. Lesson Plan

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