For Teachers


Project Overview:

Students will serve as planners.  They will create a proposal to be given to the school board to try to persuade them to use their plan to build an Outdoor Wellness Space.   Along with the proposal will be a scale drawing blueprint or scale model with a scale key. The students also must show how they met city ordinances and city codes. Students will work within a budget and will show the breakdown of their budget work. Students will be given a specific amount of money for their budget.  Square footage of the outdoor wellness space will be made by students based on the existing space.  Proposals will be presented to the district and could be used to build the next outdoor wellness space.


  • Students will research outdoor wellness spaces
  • Students will collaborate in roles assigned within groups
  • Students will investigate the various uses for outdoor wellness spaces
  • Students will make recommendations for space use
  • Students will consider users of the space and implement their considerations into their overall recommendation
  • Students will work in groups to create a persuassive presentation to promote their wellness space plan to the district


4-Week Cross-Curricular Unit taught across Math, Language Arts, and Health

Key Questions:

How do you consider other users needs?

How do visual elements support your argument or claim?

How does the outdoor wellness space impact your personal wellness?

Why is it important to create a model to calculate measurements, budget, and supplies for a large scale project before you start to build?

Concepts and Standards


CCSS ELA, CCSS Math, Wisconsin State Standards for Health Education, and AASL

Arguing/Making a Claim CCSS ELA:
  • AASL 1.1.3 Develop and refine a range of questions to frame the search for new understanding.
  • AASL 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life.
  • AASL 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context
  • AASL 1.1.4. Find, evaluate, and select appropriate sources to answer questions
  • AASL 1.1.2 Use prior and background knowledge as context for new learning.
  • AASL 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view of bias
  • AASL 1.1.8. Demonstrate master of technology tools for accessing information and pursuing inquiry
  • AASL 1.1.9 Collaborate with others to broaden and deepen understanding
  • AASL 2.1.1-6
  • AASL 3.1.1-6
  • AASL 4.1.5



CCSS Math:

Planning/Mapping Area/Spacial Relations


  • CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.
  • Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving real-world and mathematical problems.
  • CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.
  • CCSS.MATH.PRACTICE.MP7 Look for and make use of structure.
Wellness Wisconsin Standards for Health Education:
  • B. Apply models to analyze sources of information for validity and
  • reliability.
  • 3:3:B1 Analyze the validity of information about health issues, products,
  • and services.

Community Connections


  • CCSS.MATH.CONTENT.6.SP.B.5  Summarize numerical data sets in relation to their context, such as by:
  • CCSS.MATH.CONTENT.6.SP.B.5.A  Reporting the number of observations.
  • CCSS.MATH.CONTENT.6.SP.B.5.B  Describing the nature of the attribute under investigation, including how it was measured and
  • its units of measurement.
  • CCSS.MATH.CONTENT.6.SP.B.5.C  Giving quantitative measures of center (median and/or mean) and variability (interquartile range and/or mean absolute deviation), as well as describing any overall pattern and any striking deviations from the overall pattern with reference to the context in which the data were gathered.
  • AASL 2.3.1 Connect understanding to the real world
  • AASL 2.3.3
  • AASL 2.4.1
  • AASL Standard 3
  • AASL 4.3.1
  • AASL 4.1.5
  • AASL 4.4.1

Concept Map

Student Project Options

  • Budget template 
  • Lucid Charts -  brainstorming, timeline, checklist, layout
  • Presentation - PowerPoint, Google Presentation, Prezi
  • Visual (to-scale) representation - 3D, Sketchup, graph paper

Resources to Provide

  • Local zoning and coding information
  • Budget parameters
  • Local/ regional contacts for possible Vendor Fair Day
  • Space dimensions
  • Safety concerns
  • Special needs considerations
  • Price list of equipment and/or natural features
  • Weekly check in options - Google Form Survey, email, spreadsheet
  • Assessment - rubrics, Google Form Survey, group evaluations, self evaluations

Mini Lessons for Pre-Teaching or Just in Time Learning


  • Calculate area and placement of objects
  • Basic accounting
  • Three dimensional figures

Language Arts:

  • Presentation skills - visual and verbal; formal style
  • Supporting an argument with evidence
  • Organize evidence


  • Pre-teen and teen wellness issues
  • Wellness to learning connection
  • Disabilities

Library Media:

  • Collaborating skills
  • Technology tools
  • Research Skills- keywords/ tags
  • Evaluation of Resources
  • Citing Resources

Possible Reality Checks to Provide:

  • Budget has changed - more or less money available (grants, funding, unforeseen costs, etc.)
  • Special needs to consider (student with disabilities moving to district, etc.)