Activity Overview
Students can have a huge impact on the social wellness of their peers, and becoming aware of this is a great way to foster a community and help students recognize low levels of wellness in each other. In this activity, students will create an example of how they can improve someone else's social wellness. This could be done with objects, animals, or mythical creatures instead of people in order to limit any peers from being used as an example.
You may also want to show an example of someone with low social wellness or provide a completed cell in the template for students to continue in order to avoid using peers as an example. Finish the activity with a gallery walk to help promote a socially accepting environment for students.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard visualizing someone reaching out to improve someone else’s wellness.
- Click "Start Assignment".
- In the first cell create a visual of someone having a low level of wellness.
- In the second cell create a visual of someone reaching out to help that person’s wellness.
- Finally create a visual in the last cell showing the positive outcome from someone reaching out.
- Title each cell with each step. Be sure to not create specific examples of persons or peers.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Visual of Levels | The explanation of the three lowest levels used exemplary text to describe the details of each area of wellness. The description effectively informs the reader why the individual has that rating. | The explanation of the three lowest levels used adequate text to describe the details of each area of wellness. The description informs the reader why the individual has that rating. | The description fails to inform the reader why the individual has that rating. |
| Low Levels of Wellness Impaacts | The cell used exemplary school-appropriate scenes, characters, and text to convey three personal impacts of wellness levels being low. | The cell used adequate school-appropriate scenes, characters, and text to convey two personal impacts of wellness levels being low. | The cell used inappropriate scenes, characters, and text to convey personal impacts of wellness levels being low. The student fails to convey more than two impacts. |
| Structure and Grammer | The story includes titles which indicate the areas of wellness. There are few to no grammar or spelling mistakes. | The story includes titles which indicate the areas of wellness. There are some grammar or spelling mistakes. | The story does not include correct titles which indicate the areas of wellness. There are many grammar or spelling mistakes. |
Activity Overview
Students can have a huge impact on the social wellness of their peers, and becoming aware of this is a great way to foster a community and help students recognize low levels of wellness in each other. In this activity, students will create an example of how they can improve someone else's social wellness. This could be done with objects, animals, or mythical creatures instead of people in order to limit any peers from being used as an example.
You may also want to show an example of someone with low social wellness or provide a completed cell in the template for students to continue in order to avoid using peers as an example. Finish the activity with a gallery walk to help promote a socially accepting environment for students.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard visualizing someone reaching out to improve someone else’s wellness.
- Click "Start Assignment".
- In the first cell create a visual of someone having a low level of wellness.
- In the second cell create a visual of someone reaching out to help that person’s wellness.
- Finally create a visual in the last cell showing the positive outcome from someone reaching out.
- Title each cell with each step. Be sure to not create specific examples of persons or peers.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Visual of Levels | The explanation of the three lowest levels used exemplary text to describe the details of each area of wellness. The description effectively informs the reader why the individual has that rating. | The explanation of the three lowest levels used adequate text to describe the details of each area of wellness. The description informs the reader why the individual has that rating. | The description fails to inform the reader why the individual has that rating. |
| Low Levels of Wellness Impaacts | The cell used exemplary school-appropriate scenes, characters, and text to convey three personal impacts of wellness levels being low. | The cell used adequate school-appropriate scenes, characters, and text to convey two personal impacts of wellness levels being low. | The cell used inappropriate scenes, characters, and text to convey personal impacts of wellness levels being low. The student fails to convey more than two impacts. |
| Structure and Grammer | The story includes titles which indicate the areas of wellness. There are few to no grammar or spelling mistakes. | The story includes titles which indicate the areas of wellness. There are some grammar or spelling mistakes. | The story does not include correct titles which indicate the areas of wellness. There are many grammar or spelling mistakes. |
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