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Lesson #1 Unit 6 Wellness Topic Introduction

By Darlene Kelley,2014-05-07 15:38
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Lesson #1 Unit 6 Wellness Topic Introduction

Lesson # 10: Stress Management Unit 8 Mental Health

    Materials: NH Benchmark:

    #1 Incorporate cultural traditions, language, history, and ? „A„ali„i seed or plant

    values in meaningful, holistic processes to nourish the ? Soil

    emotional, physical, mental/intellectual, social and ? pots

    spiritual well being of the learning community that

    promote healthy mauli and mana.

    DOE Standards

    PS: 3,4, BM: 3a, 3b,3c,4a, 4b

    PI: 3aa, 3ab, 3ad, 3ae, 3af, 4aa, 4ab, 4ac, 4ad, 4ae „Ōlelo No„eau: #507 GLO‟s: Ability to. He a„ali‟i ku makani mai au, „a„ohe makani nana e kula„i.

    I am a wind resisting a‘ali‘i; no gale can push me over. ? be responsible for one’s own learning A boast meaning “I can hold my own even in the face of ? be involved in complex thinking and problem solving

    difficulties.” The a„ali„i bush can stand the worst of gales, twisting ? recognize quality performance and produce quality and bending but seldom breaking off or falling over. products

     ? communicate effectively

    ? work well with others

    Health Risk Area:

    #6 Mental and Emotional Health

    #7 Personal and Consumer Health

    ACTIVITY #1 TEACHER NOTES

    1. Verbally share and write the ‘Ōlelo No‘eau for the day on the board.

    Provide time for the students to think about the proverb without sharing.

    Repeat if necessary.

    2. Ask students to visualize the picture in their minds, give options of what

    they might draw or sketch.

    3.Distribute reading on the „A„ali„i plant.

    4. Ask student to bring out their journals.

    5. Provide time for the students to describe a symbol that gives

    them strength, like the „a„ali„i plant and provide an explanation.

    6. Tell studentsto draw a picture of their symbol.

    ACTIVITY #2 TEACHER NOTES

    1. Elicit class discussion about the „Ōlelo No„eau 2. Pose the questions-How does this „ōlelo no„eau relate to stress?How

    can it give you strength to handle life‟s challenges?Why do you think

    this plant has the strength to withstand the elements and be able to start

    over? Can you?

    5. Tell students to write a speech comparing themselves or a person

    they know to the „ōlelo no„eau for a class presentation.

    ACTIVITY #3 TEACHER NOTES

    1. Provide students with pots, soil and seeds from the a‟ali‟i plant

    and have students plant them. Or you may use a plant that is already

    grown as a class symbol. Discuss its image and compare it to a

    person.

    2. Invite a guest speaker from a nursery or a Hawaiian botanist to

    talk about the „a„ali„i. Plan a field trip to a local Hawaiian garden i.e.

    Lili„uokalani gardens, Nani Mau Gardens.

    3. Ask students to use their plants to beautify their campus or

    another area in the community.

     JOURNALING

    Teacher/Student to choose journaling style (refer to journaling section of curriculum):

    Ask students to write and or draw a short response to the following questions:

     1. How might you make personal changes to care for your health better?

    2. How might you educate your family on how to care for their health

    better? Do you think it’s possible to make the family change for the

    betterment of future generations?

    3. Refer to the ‘Ōlelo No‘eau and reflect how it relates to the lesson.

    4. How does this lesson relate to your lōkahi circle?

    5. Apply a variety of personal coping and stress management

    strategies and practices to challenging personal and social

    situations.

    6. Indentify inappropriate responses to risky situations and work

    toward appropriate strategies.

    7. Practice appropriate problem-solving responses to interpersonal

    conflicts and peer pressure situations.

    8. Recognize and develop personal support systems. 9. Identify, develop, and evaluate resiliency skills to overcome

    setbacks and disappointments.

    10. Compare and contrast the effect of relevant influences o personal

    health choices and on public perceptions surrounding health. 11. Analyze how influences impact personal, family, and community

    health practices and behaviors.

    12. Analyze potential negative influences on self and others and plan

    strategies to overcome them.

    13. Evaluate internal and external influences that affect healthy

    decision-making.

     APPRECIATION

    (Optional: go around the room, pass an object around from person-to-person, pass a book of positive daily affirmations, throw a ball with positive affirmations

    on it and do what it asks, etc)

Invite statements of appreciation:

1. I liked it when…….

    2. I am excited about…..

    3. I’m glad we …..

Activity 1

    „a„ali„i

    (Reading)

     The „a„ali„i plant reminds us of what it‟s like to be really tough. It is often the only plant

    growing on some wind-blown, rocky mountainsides in Hawai„i.

     The Hawaiians would look for the straight tall hardwood trunks for posts to frame their

    hale. The younger straight trunks were sought out for spears. They used a stone-boiling process

    to create a dye from the red-brown seed capsules. This beautiful dye decorated their kapa cloth.

     How strong is „a„ali„i? It will hold strong to the steep, rocky cliff sides where it is found.

    If there is a wildfire, the leaves and stem may be destroyed, but this come-back kid will soon

    sprout news plants from its tough underground roots or the seeds. In fact, the „a„ali„i plants

    comes back even stronger after a firesometimes twice as many plants spring up from the roots to take their place. The seeds that are blown by winds from the high mountain peaks can start a

    new colony.

Hawaiian Plant Name: „a„ali„i

    Status: Indigenous Hawaiian Plant (Note: Native here and other locations, not just Hawai`i)

    Scientific Name: Dodonaea viscosa

    Scientific Plant Family: Sapindaceae

    Other Plants in This Family: Lychee, Longan/Dragon‟s Eye, Soapberry (Manele, A„e)

    Uses: Fence posts (trunk), spears (trunk), bait sticks, house posts (trunk), dye (colorful fruit/seed

    capsules), head lei (lei po„o) (leaves, fruit/seed clusters)

     The „a„ali„i is a shrub or small tree with dark heavy wood. If the trunks of the „a„ali„i are

    long and straight, they were used as posts for building the hale frame, fence posts, spears. They

    placed the red-brown seed capsules in wooden or gourd containers, added waterand then, hot

    stones to create a rich dye. This stone-boiling process was used to decorate kapa cloth.

     You will see an „a„ali„i between 1,000 feet to 8,000 feet on mountain trails. The „a„ali„i

    around Kilauea Volcano are low shrubs that hug the ground.

     The „a„ali„i wood is a hard yellow-brown with dark heartwood.

     The „a„ali„i can cling to a steep slope or rocky hillside and hold strong. It will hold fast

    through drought, high winds, and even wildfires. If fire destroys the plant above ground, the

    „a„ali„i will sprout again from both the roots and seeds. Following a wildfire, it comes back

    strongsometimes doubling its numbers.

     A boast of people of Ka„ū on the island of Hawai„i:

    “I am an „a„ali„i shrub; no wind can push me over.”

Assessment question:

    Stress management CS: 3,4,

    1. What is the „a„ali„i? BM: 3a, 3b,3c

    a. A wind 4a, 4b,

    b. A plant PI: 3aa, 3ab, 3ad, 3ae, 3af

    c. A wood 4aa, 4ab, 4ac, 4ad, 4ae

    d. A cloth

    2. “I am an „a„ali„i shrub; no wind can push me over.” The people of what district used this

    as a boast.

    a. Waimea

    b. Kona

    c. Ka„u

    d. Hilo

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