Life Learning Choices Unit

Cid Padron
Title of Unit and Life Learning Grade Level Grade 7
Subject: Choice/Health and
Life Skills

Teacher: Cid Padron Number of Days 7 Days

Unit Overview and Rationale

This unit focuses on students learning about a variety of subjects that will aid them in making

decisions or choices in their lives. The unit will focus on Mental Health, Stress, Developing

Interests (Strengths), Goal Setting, Patterns of Thinking, Positive Perspective Taking, and

Resilience. Students will use worksheets and exit slips to provide evidence of learning as well

as participate in class or group discussions. The course is designed to lead students through

important topics they may begin to start facing when making life decisions . Material has been

gathered from reliable sources. This health unit is the 3rd of 3 rounds that are run throughout

the year. Students will participate in health for 7 days instead of Physical Education for the

duration of the unit. Students are graded on the 3 stems associated with the health curriculum

and are expected to submit worksheets, and exit slips, as well as participation. Each stem is

marked out of 4
Grade 7 Health and Life Skills

Date/ Lesson Title GLO Assessment Key Questions Learning Activities Equipment/
Day SLO Resources/
Technology
Introduction
Introduction of my self

Mental Health Defined

Presentation
Students will have a better
understanding of what mental
health is by defining the
definition through a variety of
sources. Students will know the
importance of both mental and
physical health and how they
What is Mental Health? can impact each other. Students
will have a better understanding Laptop
Is Physical Health more of mental health by going over
Introduction
important than Mental Health? the mental health literacy https://youtu.be/
Day 1 and Mental W7-1 Discussion
pyramid and going through sgCtfRGLmi8
Health W7-10 (F/S)
Who is your Mental Health scenarios figuring out where
Defined
Ally? they belong in the pyramid. https://youtu.be/
Students will also learn a variety VgYmIsYmUIU
of ways to improve mental
health, while learning about the
benefits. Finally, students will
know the importance of having
an ally and ensuring that they
can be each others ally through
the “I am your ally” activity

I AM YOUR ALLY
Get students to have a partner
and they will stand up and face
each other. They will follow
what the teacher will say.
Day 2 Stress W7-1 Discussion What is stress? Index Cards
W7-8 (F/S) Stress Presentation
W7-10 What is anxiety? Students will have a better https://youtu.be/
R7-3 Stress Index understanding of what stress is sgCtfRGLmi8
Card What situations cause you by defining and watching a
 video about stress. Students will
also learn to differentiate stress
and anxiety, while being able to
know what stressors mean. They
will also be exposed with a
variety of strategies in how to
deal with stress. Then they will
stress?
learn about the types of stress,
and finally they will engage in a
What are the physical
breathing technique that will
symptoms of stress?
help with their stress
(F) https://youtu.be/
What strategies can we use to VgYmIsYmUIU
deal with stress?
Breathing Technique Video
Show the breathing technique
What are the types of stress?
video. Let the students do it.

Stress Index Cards

Students will write down what
stresses them out and write a
strategy where they have to deal
with their stress
Day 3 Developing L7-4 What is Self Awareness? Developing Interests Laptop
Interests Discussion (Strengths)
(Strengths) (F) What is strength? Students will have a better Markers
understanding of what their
Group What is a weakness? strengths and interests are, while Easel Pad
Decision being able to learn how to make
Making What is a value? good decisions. Students will https://youtu.be/
(F) learn and have a better HIhEMk7CZ-A
What is a core value? understanding of what self
awareness is, what their https://
What makes a good decision? strengths and weaknesses are, www.youtube.co
their values and core values, m/watch?
which will in turn teach them v=s_30jf4Zmlc
that these characteristics have
an impact on their decision
making. Students will engage in
an activity that will allow them
to think of a goal, while
following the 5 steps towards
good decision making

5 Step Group Decision

 Making
Students will get into groups
and think of a goal they want to
achieve, then they have to
follow the 5 steps to making a
good decision
What is a goal? Goal Setting Presentation
Students will have a better
Why is this goal important to understanding of goal setting Laptop
you? and will engage in writing their
own goals. Students will learn Individual Goal
Discussion
When do you want to achieve about the definition of what a Setting Sheet
(F)
this? goal is. Learn about types of
Day 4 goals and will be provided tips https://
Goal Setting L7-4 Individual
How will you know you have for goal setting. Teacher will go www.youtube.co
Goal Setting
achieved the goal? over an example to give m/watch?
Worksheet
students a better understanding v=1zLtfzsaP58
(S)
What are the steps to achieve
your goal? Individual Goal Setting https://youtu.be/
Students will work individually i0QfCZjASX8
Who can help achieve your to work on an individual goal
goal? and plan it.
Day 5 Patterns of W7-8 How do you see this glass? Patterns of Thinking Laptop
Thinking W7-10 Discussion Presentation
R7-1 (F) What is Optimism and Students will learn about how Index Cards
L7-2 Pessimism? our patterns of thinking can
Index Cards have an effect on our Playing Cards (To
(F) Does having a specific thought perspectives or thoughts. separate them)
impact your performance or Students will learn through
T-Chart action and how? teacher directed presentation, Chocolate Milk
(F) discussion, and engaging in the and Tomato Juice
How are we going to T Chart activity that allows
challenge these negative them to counter or give a Glass Cups
thoughts? different perspective on a
negative thought. They will Big Paper for the
work together as a group, T Chart
discuss, and learn from each
other. Markers

Challenging Negative https://

Thoughts T Chart www.youtube.co
Students in their groups will m/watch?
work together to battle or find v=36m1o-tM05g
ways to combat their negative
 https://youtu.be/
TBuIGBCF9jc

https://
thoughts docs.google.com/
document/d/
16B4EnaSAbSBx
S9sE3OU6OBoZ
N7DlEw8Ztv2Xa
zVAcHI/edit
Positive Perspective
Presentation
Students will have a better
understanding of what
perspectives mean and show
appreciation of others’
perspectives. Students will learn
about Positive Perspectives and
What do you see in this how it is more than just looking
picture? How does it make at everything in a positive light.
Discussion
you feel? Students will then engage in an Laptop
(F)
activity that allows them to
Positive
W7-8 What does positive reflect on what they think will Life Lesson
Day 6 Perspective Life Lesson
W7-10 perspective mean? help them in their life and share Perspective Sheet
Talking Perspective
them with their classmates,
Sheet
What are Sam’s 3 while taking in other
(F)
Philosophies in life? perspectives

What are the 10 Life Lessons? Life Lesson Activity

Students will write down 2 life
What life lesson impacts you? lessons from the video and they
explain why it is important and
how they are going to
incorporate this in their lives.
Then they will share with a
partner
Day 7 Resilience W7-11 Discussion What is Resilience? Resilience Laptop
(F) Presentation/Resilience
Are certain items resilient? Worksheet Index Cards
Resilience Students will have a better
Worksheet How do humans show understanding of what resilience Resilience
(S) resilience? means through giving them Performance Task
scenarios that they are familiar https://youtu.be/
 with and learning about how
resilient Indigenous people are
or have been. They will learn
about the various ways humans ASDBJXDNqvc
show resilience from physical,
social, and emotional situations.
https://
How are we going to bounce They will engage in a quick
activity that will allow them to docs.google.com/
back? document/d/
find ways to be resilient in
certain situations. Then they 1wVT6TLbiRLA-
will engage in a performance D4ecpnmljSu8rSJ
task that will allow them to 0eFnL/edit
think of a time when a person
showed resilience from a tough
time or experiencing a down in
their life.
 Stage 1: Desired Results
General Outcomes (in full):
● Wellness Choices
o make responsible and informed choices to maintain health and to promote safety for self and
others
● Relationship Choices
o develop effective interpersonal skills that demonstrate responsibility, respect, and caring in order
to establish and maintain healthy interactions
● Life Learning Choices
o use resources effectively to manage and explore life roles and career opportunities and
challenges
Understandings: Essential Questions:
Big picture/ideas after you have unpacked the These address more specifically how you will achieve the
outcomes big picture/ideas
● Students will have a better ● What is Mental Health?
understanding of mental health, know
● Is Physical Health more important than Mental
the importance of both mental and
physical health, and learn about the Health?
importance of having a mental health ● Who is your Mental Health Ally?
ally.
● What is stress?
● Students will have a better
understanding about stress, types of ● What is anxiety?
stress, know the difference between
stress and anxiety, know the physical ● What situations cause you stress?
symptoms of stress, and learn about
strategies that will aid them to combat ● What are the physical symptoms of stress?
stress. ● What strategies can we use to deal with stress?
● Students will learn more about self
● What are the types of stress?
awareness, theri strengths, weaknesses,
values, and understand how all of these ● What is Self Awareness?
factors affect their decision making
● What is strength?
● Students will have a better
understanding of goals, while learning ● What is a weakness?
how to take the proper steps of
achieving their goals ● What is a value?

● Students will have a better ● What is a core value?

understanding of how their minds can
● What makes a good decision?
have an impact with their decisions.
● Students will learn about the importance ● What is a goal?
of looking situations at a different
 perspective and how looking at a
● Why is this goal important to you?
situation in a positive perspective can
help them overcome certain situations ● When do you want to achieve this?
● Students will have a better
● How will you know you have achieved the goal?
understanding of what Resilience is,
while being able to know a variety of ● What are the steps to achieve your goal?
ways they can show resilience
● How do you see this glass?

● What is Optimism and Pessimism?

● Does having a specific thought impact your

performance or action and how?
● How are we going to challenge these negative
thoughts?
● Who can help achieve your goal?

● How do you see this glass?

● What is Optimism and Pessimism?

● Does having a specific thought impact your

performance or action and how?
● How are we going to challenge these negative
thoughts?
● What do you see in this picture? How does it make
you feel?
● What does positive perspective mean?

● What are Sam’s 3 Philosophies in life?

● What are the 10 Life Lessons?

● What life lesson impacts you?

● What is Resilience?

● Are certain items resilient?

● How do humans show resilience?

● How are we going to bounce back?

Specific Outcomes (in full): Prior understanding…
Students will be able to…
● This class will build on health topics discussed in
previous grades with similar topics.
 ● W7-1: Compare personal health choices
to standards for health
● W7-8: Analyze and appreciate differing
personal perspectives on safety
● W7-10: Identify and examine potential
sources of physical/emotional/social
support
● W7-11: Identify characteristics of
resiliency
● L7-2: Practice ways to extend personal
capacity for learning
● L7-4: Revise short and long term goals
and priorities based on knowledge of
interest, aptitudes, and skills
● R7-1: Analyze how thinking patterns
influence feelings
● R7-3: Identify sources of stress in
relationships, and describe positive
methods of dealing with such stressors
Where does this lead? (Future outcomes in the same
course, following grade-level classes, etc.)
● W8-1: Examine the relationship between choices
and resulting consequences; e.g., how choosing to
smoke affects how one looks, feels and performs
● W8-8: Identify potentially unsafe situations in the
community, and begin to develop strategies to
reduce risk; e.g., dark parking lots, lack of
railway crossing lights
● W8-10: develop strategies to effectively access
health information and health services in the
community; e.g., health hot line, family doctor,
public health unit
● W8-11: Identify and develop personal resiliency
skills; e.g., planning skills, social competence
● L8-2: examine learning priorities, and implement
a learning plan
● L8-4: begin to develop goals and priorities related
to learning and future career paths, based on
personal interests, aptitudes and skills
● R8-1: describe characteristics of persistent
negative feeling states; e.g., depression, mood
disorders
● R8-3: evaluate the relationship between risk
management and stress management; e.g.,
managing risks effectively reduces stress,
managing stress can reduce impulsive behaviours

Lea Stage 2: Assessments

rnin Decision
Challenging
g Stress Index Individual Negative Life Lesson
Title Card
Making as a
Goal Setting Thoughts T Perspective
Resilience
Out Group
Chart
com Type Formative Formative Summative Formative Formative Summative
es (Formative/Sum
 mative)
Weighting N/A N/A 50% N/A N/A 50%
W7-1: Compare
personal health choices x
to standards for health
W7-8: Analyze and
appreciate differing
x x x
personal perspectives on
safety
W7-10: Identify and
examine potential
sources of x x x
physical/emotional/socia
l support
W7-11: Identify
characteristics of x
resiliency
L7-2: Practice ways to
extend personal capacity x
for learning
L7-4: Revise short and
long term goals and
priorities based on x x
knowledge of interest,
aptitudes, and skills
R7-1: Analyze how
thinking patterns x
influence feelings
R7-3: Identify sources
of stress in relationships,
and describe positive x
methods of dealing with
such stressors

Assessment
Assessment
Assessment Tool Brief Description FOR
OF Learning
Learning

Students will write down stressors that they are

Stress Index Card experiencing at their life or at school, then they x
will write down ways to combat them.

Students will work in small groups to figure out a

Decision Making
goal and have to follow the 5 steps of making a x
Group
good decision
 Is used to assess students’ understanding goals,
Individual Goal
while assessing them on their planning and what x
Setting
steps to take in order for them to reach their goal.

Students will work together in small groups to

Challenging
write down negative thoughts that they are
Negative x
experiencing and will work together in their group
Thoughts T Chart
to combat these negative thoughts in their T Chart
Students will choose 2 of the life lessons that the
Life Lesson video has given them and they will explain why it
Perspective is important and how they can incorporate it into x
Worksheet their lives. They will find a partner and share one
of their life perspectives
Students will be assessed based on how well they
explain a situation where they had to be resilient
Resilience
and demonstrating their understanding of
Worksheet
resilience by explaining how they bounced back
from a certain situation

Resilience Performance Task

Introduction:
All of us have been through lots of ups and downs in our lives. The downs of our
lives are usually what affects us the most, but being able to bounce back affects us more
in a positive way, which is being resilient. Being Resilient is the ability to bounce back
from the ups and downs of life and it is an important skill to have and be able to do,
which is why we will have a performance task on it.
Performance Task:
 In this performance task, students will demonstrate their knowledge of
RESILIENCY by:

● Choices:
o Demonstrating a scenario/story/experience of a time when a person was
experiencing a down in their life. (Can be made-up or real experience)
o With that scenario/story/experience, students will explain how that
person showed resilience from it and if that person didn’t, what advice
would they give to help them be more RESILIENT?
o You can show your work through a variety of ways:
▪ Writing

▪ Story

▪ Skit

▪ Drawing with explanation

▪ Comic Strip

▪ Newspaper Article

▪ Etc. (If you have a different idea talk to the Teacher for confirmation)

Resilience Rubric

4 Student demonstrated their understanding of resilience through an in-depth representation

3 Student demonstrated their understanding of resilience through an brief representation

2 Student demonstrated their understanding of resilience through an superficial representation

1 Student did not demonstrate their understanding of resilience