A Peak Behind the Lesson Planning Design Scene:

Instructor: Yvonne Carlson

Subject Area: Health, Physical Education, (Wellness, Life Skills)
Lesson Title: Unleashing the Wolves:

Instructional Design Preplanning of this course:

1. The Audience: Women ages 12- 99 Grades 6th to Life Long Learner.
This Course is designed as an online Hybrid to enhance the fitness and wellness experience
of the clients of Get In Shape For Women Studio located in Rosemount, Minnesota. The
participants currently are working on fitness and nutrition goals they have set up with
their personal trainer and studio health coach and will have completed Modules 1-3. Module
4 is a time to explore making life style changes something that endures within the scope of
life events that disrupt our lives and with the flexibility to continue to evolve the plan and
adapt it as seasons in life change. Participants in Module 4 have completed Modules 1 - 3
successfully.
2. Selecting a Focus/Topic-Concept/Title: Building resilience in a
personal life style change plan is important for a system to be sustainable. Regression
after weight loss is a repeated pattern throughout the lives of Americans for which the
diet and health industry make billions of dollars off re-losing those same 10 to 30+ pounds.
The Focus of this unit is to plan for system disruptions and discover what needs to be built
into the plan to make it enduring through life crisis and expected and unexpected life
changing events. Relating human life style to the Biome of Yellowstone is a way to merge
the ideas of sustainability and the power of small forces to transform stubborn landscapes
in our lives. Each person's life is full of potential beauty and power, we need only to
recognize the missing apex predator that will keep all the other components of our life in
check and balance. Unleashing the Wolves is a Metaphor for enduring lifestyle changes and
the glorious purposefulness and meaningfulness that will be revealed in our lives as we
enjoy the benefits of our inner wolves being repopulated in our lives.
3. Teacher's Research Preparation-Content: I have walked in
the shoes of the ladies that are members of this studio through having been a member
myself and experiencing the cycle of weight loss and regression, weight loss and regression
over the decades. I share the journey with the members and continue in my journey along
with all the ladies. My research is to curate key resources that will help ladies to be
successful in meeting and maintaining their goals.
Resources:
http://commons.emich.edu/cgi/viewcontent.cgi?article=1123&context=theses,
http://www.sustainablewellbeing.info/#&panel1-2 ,
http://www.sustainablewellbeing.info/theory-sustainability-wellbeing-happiness.html,
http://link.springer.com/article/10.1007/s10935-015-0398-z,
http://obesitygene.pbrc.edu/training-and-education/pdf/pns/PNS_Weight_loss.pdf,
http://www.nhlbi.nih.gov/files/docs/public/heart/hbp_low.pdf,
http://www.drsharma.ca/obesity-why-diet-and-exercise-is-not-a-treatment-for-
obesity,
http://www.drsharma.ca/why-the-energy-balance-equation-results-in-flawed-
approaches-to-obesity-prevention-and-management,
http://www.omicsgroup.org/journals/exercise-training-and-insulin-resistance-a-
current-review-2165-7904-S5:003.pdf,
4. Curricular Goals:
Goals of Module 4 Unleashing the Wolves, is to explore how burned out
systems are restored through comparing ones lifestyle to the Yellowstone
Biome that was restored through the reintroduction of the wolves. Students
will reflect on their present lifestyle and describe which goals that are being
negatively impacted by their current lifestyle. Then the students will
evaluate what needs to change to create an optimal lifestyle that supports
the goals they have set for themselves. Once students have defined their
optimal lifestyle, they will consider and predict expected obstacles and
uncontrollable disruptions that have in the past or may in the future create a
barrier to achieving their goals or lifestyle changes. Students will then
analyze their unhealthy habits and responses to hurdles and barriers and
create an IF-THEN plan to strategically push through those barriers towards
a resilient and sustainable lifestyle plan. The students will test and revise
their plan through a six-week practicum experience. Through a series of
trials and errors the students will refine, revise or reconstruct their plan to
adapt its ability to be resilient and ultimately sustainable once they
complete their last course at the Studio. By the end of module 4 students
will have practical experience at planning, applying and revising their plan.
They will have an established habit of processing and adapting their journey
towards their goals. Their success will be measured through the changes
they have made towards their own personal SMART goals such as in weight
loss, increased physical strength, endurance and flexibility and change in life
style habits that effectively reduce stress, resist relapse into old habits, and
increased measures towards their other state wellness goals.
Objectives:
The students will further revise their overall fitness, nutrition and wellness
plan through focusing on the long-term goal of sustainability and the short-
term goal of crafting and following a design for resilience that includes
strategies for immediate response to disruptions the create barriers or
obstacles to maintaining their desired lifestyle changes.
The students will do some deep reflection on their personal beliefs, attitudes
and actions that may be sabotaging their goal attainment or triggering their
relapses. Beliefs based on cultural myths that have led to unhealthy
attitudes and actions will be addressed and debunked through group
discussion, self-awareness journaling and producing a multimedia
communication that expresses a healthy mindset base to found their
personal wellness goal upon.
The students will use a metaphormism reflection to explore how
burned out systems are restored by comparing ones lifestyle to the
Yellowstone Biome that was restored through the reintroduction of the
wolves. Students will reflect on their present lifestyle and describe
what their desired goals are that are being negatively impacted by
their current lifestyle. Then the students will evaluate what needs to
change to create an optimal lifestyle that supports the goals they
have set for themselves. Once students have defined their optimal
lifestyle, they will consider and predict expected obstacles and
uncontrollable disruptions that have in the past or may in the future
create a barrier to achieving their goals or lifestyle changes. Students
will then analyze their unhealthy habits and responses to hurdles and
barriers and create an IF-THEN plan to strategically push through
those barriers towards a resilient and sustainable lifestyle plan.
The students will test and revise their plan through a six-week
practicum experience. Through a series of trials and errors the
students will refine, revise or reconstruct their plan to adapt its ability
to be resilient and ultimately sustainable once they complete their
last course at the Studio. By the end of module 4 students will have
practical experience in planning, applying and revising their lifestyle
habits. They will have an established habit of processing and adapting
their journey towards their goals.
The students' success will be measured through the changes they
have made towards their own personal SMART goals (established
during Modules 1-3) such as in weight loss, increased physical
strength, endurance and flexibility and change in life style habits that
effectively reduce stress, relapse into old habits, and increased
measures towards their other state wellness goals.

I have consulted the National Health and Fitness Goals set by the Department of
Education and included the ones that pertain to this unit.
 9. Multicultural Concerns The groups of ladies represent several
multicultural backgrounds. Tasks and activities need to be flexible and sensitive to
differences in cultural norms concerning groupings, vulnerabilities, food restrictions and
clothing restrictions. Resources have been curated from several cultural perspectives
including eastern and western worldviews. Barriers that women face are considered from
multiple viewpoints.
10. Environment Needs - The environment for this course is blended
between the studio, field sites and the online classroom. The Learning Management System
needs to be simple for those with few to low technology/internet skills. Links between the
course material and the Discussion board and Drop Box need to be easy to locate and
navigate. Some students with hearing problems will need closed captioning. I will provide
links between PBworks and ChalkUp where the discussion board, chatroom, resource
library, recipe thread and drop box will be located. To make it easier to get back to
PBworks I have made the links geared to open- up in a new tab.
11. Materials/Technology/Resources - I will deploy the online
portion of the course on a Learning Management System that supports ease of Discussion
Board use and one on one chat and group chat rooms. The resources will be accessible from
personal computers or mobile devices to make it easy to access 24/7. Students will develop
some skills in internet searches and research, using word processing tools and graphical
organizers or infographics. They will also be encouraged to use wearable technology that
will help them track their activity such as a pedometer or Fitbit.
http://hdcs.fullerton.edu/csa/WholePerson/about.htm
http://www.dbsalliance.org/pdfs/healthylife.pdf
http://www.mentalhealthaction.org/wellnessbrrecoverybrnbspactionplan.aspx
http://www.integration.samhsa.gov/health-
wellness/wham/wham_participant_guide.pdf

12. Pedagogy-Teaching Strategies - Project base learning of real

life problems that are personally connected to the student is the focus of this course. The
course will also use interdisciplinary methods combining science, health, physical education,
time management, mental health management, stress management, home management, meal
planning, food handling and cooking, interior design management, and other areas of life
management skills as it pertains to the individual student's needs and focus to create a
plan that works for them.
13. Differentiated Strategies - Students will design a plan based on
their personally developed goals set at their own pace and time table for achievement.
They will apply the SMART planning process or one similar and choose a tracking method
that works with their learning style and personal intelligence preferences. The tracking
system must provide sufficient data to assess progress and make meaningful reflections
and refinements to their system.
14. Interdisciplinary Methods - This course will address the
disciplines of: Sustainability Science, Health, Life Skills, Physical Education specifically
and add other areas as needed to deal with lifestyle barriers that need addressing to
create a sustainable plan. These other disciplines may include personal finances or money
management, interior design and housekeeping, time management and executive decision
making, technology literacy, interpersonal relations management and intrapersonal self-
knowledge.
15. 21st Century Skills - Problem solving, Metacognition, Community
support and sharing, Metaphormism, Resourcefulness, Navigating a Learning Management
System and Online Discussion Group Learning. Overall 21st Century people are looking for
purpose and meaning for their life pursuits. This course is also intended for the students
to dig below the surface of their mere weight loss and fitness goals to life purpose dreams
of which are made possible when the individual is enjoying physical, emotional and mental
wellbeing. One 21st century skill is to connect one's work to relevant meaning and purpose
that provide intrinsic motivation and make a positive impact on self and society both. 21st
century skills are much more than just technology literacy.

III. INSTRUCTIONAL REFLECTIONS & REVISIONS:

1. Student Reflection/Surveys
What did we learn and what procedure helped us get there? How do I (we) feel or think
it went? What would we do differently to improve it? How might this new knowledge be
useful in other areas of life?
Click here for my assessment survey - Sustainable Fitness Three Week
Reflection Assessment
End of Course Assessment Survey: https://docs.google.com/forms/d/1Ugm-
tU1S0Ziwg-ihbYknKMpijp-XU7a9bw8BYqcMJvI/viewform
and https://docs.google.com/forms/d/1bIAVH9RmJK9jskiRll4HWYmckNwmpsa_eQP
fQrgaaHY/viewform

2. Teacher Reflection
How well did the students reach the learning objectives of creating a
 wellness plan that has built in resilience and adaptability?
Did my assessment tools help the student demonstrate transfer knowledge
and understanding? Which ones worked well and which ones need changing?
Did I engage the students in critical and creative thinking processes at every
opportunity?
Would this lesson be a good representation to add to my teaching portfolio?
Link: Teacher Reflection Questions
How consistent is my own life to the values examined and supported in this lesson?
Is my walk and talk aligned?

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