The Tikkun Project
Lesson
4
Sorting Our Well-being Toolkits
Concept
Caring for a community requires choosing strategies that match the diverse needs of others.
Focus Question
How do we choose a strategy that helps our neighbours feel well? Why does a well-being tool work perfectly for one person but not for someone else?
Knowledge & Understanding Goals
Kindergarten Program (2016), Demonstrating Literacy and Mathematics Behaviours frame -- collecting and organizing data using concrete objects and tallies.
Kindergarten Program (2016), Overall Expectation 2: Demonstrate a willingness to try new experiences and an understanding of a variety of perspectives.
Thinking & Learning Skills
Thinking Skills (Categorization): Using data tallies to sort ideas into logical groups.
Learner Profile Connection (Communicators / Caring): Students listen carefully to peers' unique preferences.
Context
Following the Zones of Regulation (Lesson 1) and practicing reading zones in others (Lesson 2), this lesson uses students' real-world family toolkit data to begin building a master list of interventions.
Lesson Outline
SHARING OUR WELL-BEING TOOLKITS
Invite students to share the "Well-being Toolkits" completed at home. Chart strategies under three pillars connected to Lesson 1's zones: tools for our bodies, tools for our brains, tools for our hearts.
COMPARING WITH A PARTNER USING HULA HOOPS
Pair students to compare their lists. Place two Hula Hoops on the floor as circles of an Euler Diagram; pairs move the hoops closer or farther apart depending how similar their strategies are.
BUILDING A WHOLE-CLASS TALLY
Remind students of the Ve'ahavta gestures. Read each strategy from the board aloud; students raise a hand if it helps them. Use a "Human Tally" (students physically stand) before a dry-erase tally mark.
RANKING STRATEGIES
Sort strategies into four columns by tally count: nobody, 1-2 people, lots of people, everyone. Prioritize the "lots of people"/"everyone" columns; highlight the top 3-5 with a star.
Notes for Teaching and Evaluation
Starting with a single-partner Euler Diagram comparison before the whole-class tally gives every student a concrete first comparison.
The Human Tally before the dry-erase mark makes "how many people agree" visible and immediate.