Whole Earth Curriculum WEC

Lesson 07 — Capstone: My Body, My Wellness, My Choice

The unit capstone. Learners retrieve the unit's four ideas, revisit the wonders they wrote in Lesson 1, and assemble a personal wellness-and-movement plan — a stress signal and calm practice, one movement for each quality, and one way to make play welcoming — read through all four lenses.

D03 P2: Physical & Somatic Awareness D03.S1D03.S2 50 minutes Draft

Objectives

Essential question

How do the unit's ideas fit together — sensing, unwinding, moving with purpose, and playing fairly — into the way I care for my body and welcome every body?

synthesiswellness planretrievalroutinefair play

Materials

Standard materials

Low-tech / no-cost

Enriched / lab & device

Works in different contexts

A central circle labeled "my body, my choice" surrounded by four spokes — sense and respond, unwind, move with purpose, and play fair — with arrows meeting in the center
A central circle labeled "my body, my choice" surrounded by four spokes — sense and respond, unwind, move with purpose, and play fair — with arrows meeting in the center

Lesson 7 — Capstone: My Body, My Wellness, My Choice

Summary

The unit capstone brings all four quadrants together. Learners retrieve the unit’s ideas, revisit the wonders they wrote in Lesson 1, and assemble a personal wellness-and-movement plan read through all four lenses — ethics, egalitarianism, global, and technology & environment.

Objectives

  • Synthesize the unit’s four goals — sensing and responding, unwinding, moving with purpose, and playing fairly — into one coherent view of caring for one’s own body and welcoming every body. (D03.S1.08.01, D03.S1.08.02, D03.S2.08.01, D03.S2.08.02 — synthesis)

Connection

For seven days you have looked at one body through four windows: how it senses and responds, how it settles from stress, how it grows stronger and freer through movement, and how it plays fairly with others. Now you bring those windows together. Understanding is not the finish line — it is the starting point for choosing. Today you write down how you will care for your own body and welcome every body around you.

Materials

  • Wellness-and-movement plan
  • Unit map (from Lesson 1)

Preparation

  • Copy the wellness-and-movement plan.
  • Return each learner’s Lesson 1 unit map and wonder slips.
  • Retrieval: this lesson is itself a spaced, interleaved retrieval pass across the whole unit (Dunlosky et al. 2013, S-039) — it works because learners must recall, not re-read.

Facilitator note

This lesson is written to the learner (“you”). The ideas to land: (1) the four quadrants are one thing — sensing, unwinding, moving, and playing all meet in how we care for a body; (2) the four lenses (ethics, egalitarianism, global, technology & environment) are how we check those choices; (3) a plan is a promise to yourself, and it must fit your own body — no body is the wrong body. This is a summative moment, but mastery is personal, not ranked — celebrate growth, never compare learners or bodies. The ethics lens: “what is right in how I treat my body and others’?” The egalitarian lens: “does my way of moving and playing welcome every body, or leave some out?” The global lens: “which practices from many cultures do I draw on, and do I honor them?” The technology & environment lens: “do my screens and my places help or hurt my body, and what will I choose?” Assess by what each learner can now explain and choose, not by a score. Keep hope and agency central — the unit ends on what each learner can do.

Procedure

  1. Recall the whole unit (10 min). With a partner, recall the four ideas: how the nervous system senses and moves between fight, flight, and rest; how stress affects the body over time and how to unwind; what strength, endurance, and flexibility build; and what fair play and inclusion look like. Name them without looking.
  2. Revisit your wonders (8 min). Open your Lesson 1 map and wonder slips. Which wonders can you now answer? Which have grown into new questions? Answer one you can, and mark one to keep wondering about.
  3. Build your plan (20 min). On your plan, write: (1) one stress signal you notice in your body and one calm practice you will use; (2) one movement for each quality — strength, endurance, flexibility; (3) one way you will make a game or movement welcoming to every body; (4) one choice about your screens or your spaces that helps your body.
  4. Run it through the lenses (7 min). Check your plan: Is it right (ethics)? Does it welcome every body (egalitarianism)? Does it draw on and honor practices from more than one culture (global)? Does it account for technology and place (technology & environment)? Adjust one line.
  5. Close (5 min). Share one line you are proud of. Remember: your body is yours to understand and to care for — and so is the choosing.

Differentiation

  • Support: Provide sentence starters for each line (“One calm practice I will use is ___ because ___”).
  • Extension: Add a “what I will check back on in a month” line, naming how you will know if it is helping.

Assessment

  • Summative (portfolio + self): The completed wellness-and-movement plan is the unit’s capstone artifact, kept in the portfolio.
  • Self-assessment: Learners mark one line they feel confident explaining and one line they want to keep learning about — “not yet” is information, never a verdict.

Home connection

Share your plan with someone at home, and invite them to add one line of their own — one choice they will make to care for their body or welcome every body.

Resources