Wellness Unit Plan

Heather DeLude
Unit Topic: Wellness

Dates of Instruction: 12/4/17-12/8/17
Grade Level: 6th
School Site: Glenbrook Middle School
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Table of Contents:
Unit Outcomes---------------------------------------------------------------------------------------pg. 3-5
Instructional Sequence/Block Plan-------------------------------------------------------------pg. 6-8
Grading Policy------------------------------------------------------------------------------------------pg. 9
Pre/Post Test---------------------------------------------------------------------------------------pg 10-11
Test Study Guide-------------------------------------------------------------------------------------pg. 12
Test Answer Key--------------------------------------------------------------------------------------pg. 13
Exit Slips/ Do Now Journal Questions ----------------------------------------------------pg. 14-15
Wellness Worksheet Day 1--------------------------------------------------------------------pg. 16-17
Personal Stress Buster Worksheet Day 2------------------------------------------------------pg. 18
Storyteller Worksheet Day 3-----------------------------------------------------------------------pg. 19
Wellness Wheel Worksheet Day 5---------------------------------------------------------------pg. 20
Lesson Plan Day 1-------------------------------------------------------------------------------pg. 21-23
Student Completed Assessments------------------------------------------------------------pg. 41-47
References---------------------------------------------------------------------------------------------pg. 48
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Unit Outcomes, State Standards & Assessment Template
Wellness Unit
Grade Level: 6th
Unit Outcomes Reference Assessment

MACF (include rubrics, Quizzes, etc. in
Standards by written materials section)
number
SWBAT explain each of the 5.9, 5.10, 6.7, Students will be introduced to all of the
six domains of wellness, 7.7, 12.6, different components of wellness. Will
identifying between each 12.8, 13.4, be tested by matching the domain to
domain by matching them 13.3 its definition on the post test. Will be
to their definition on the asked to explain each domain as well
post test. as being able to list all 6 on an exit slip
given throughout the unit.
SWBAT Match Emotional 5.9, 5.10 Student will have to match emotional
Health to its definition, why health to its definition as a part of a
it is important and how to kahoot quiz, as well as on their
improve it. As well as pre/post test. They will be expected to
explain the difference discuss why it is important and to
between good (eustress) reflect on their own emotional health.
and bad (distress) stress in They will be asked to explain the
a journal entry. difference between these good
(eustress) and bad (distress) stressors
as a part of their journal.
SWBAT Match Social 6.7, 6.8 Student will have to match social
it is important and explain kahoot quiz, as well as on their
how to improve it. As well pre/post test. Student will be asked to
as explain their opinion on explain their opinion about why it is
why it is important to not important to not compare oneself to
compare themselves to their peers in regards to their social
others. health as well as explain how to
improve it.
SWBAT Match 13.4, 13.3 Student will have to match

Environmental Health to its environmental health to its definition as
definition, and explain why a part of a kahoot quiz, as well as on
it is important and how to their pre/post test. Student will be
improve it. Properly use asked to create a story with their group
important vocabulary in a about environmental health utilizing
3
story about environmental important vocabulary having to do with
health environmental health.
SWBAT Match Physical 12.6, 12.8 Student will have to match physical
it is important and how to kahoot quiz, as well as on their
improve it. SWBAT assess pre/post test. Students will be asked
their own personal physical to assess their own personal physical
health, as well as list 3 health as defined by the dimension
changes they could make definition. They will be asked to list
to their physical health help changes they would make to their own
to increase overall health. personal health to increase their
overall health in the long run.
SWBAT Match Spiritual 7.1, 7.4 Student will have to match spiritual
Health to its definition, and health to its definition as a part of a
explain why it is important kahoot quiz, as well as on their
to overall wellness and pre/post test. Students will be asked to
asked to list three ways on explain why it is important to
how to improve spiritual acknowledge their own spiritual health
health. as it relates to their overall wellness.
Students will also be asked to list three
ways they could improve their spiritual
health.
SWBAT Match Intellectual 5.9, 5.10 Student will have to match intellectual
Health to its definition, and health to its definition as a part of a
explain why it is important kahoot quiz, as well as on their
Health and listing 3 ways pre/post test. Students will be asked to
on how to improve it explain why intellectual health is
important. As well as being asked to
list three ways to improve intellectual
health.
SWBAT Explain why it is 12.6 Students will be asked questions about

important to have a balance the health triangle on the kahoot quiz,
of Spirit, Mind and Body. as well as the pre and post test.
Students will be asked to Students will fill out a journal about
describe how they balance how they personally balance their own
their own personal health personal health triangle and why they
triangle. They will be asked believe it is important that they check
to explain the importance of their triangle often to make sure it is
balance and checking their balanced. As well as being able to
triangle in their own way. explain the importance of it.
4
SWBAT Define important 5.9, 5.10, 6.7, On both the pre/post test as well as
vocabulary related to the 6 7.7, 12.6, the kahoot quiz students will be asked
dimensions of wellness, 12.8, 13.3, to pick the vocabulary word that is
including; values, goals, 13.4 described by the definition in a multiple
peers, community, and choice question. The students are
culture. THey will be asked expected to know the definition of
to properly utilize these values, goals, peers, community, and
vocabulary words in a story culture. The students will be asked to
about health. utilize certain vocabulary terms
properly while creating a story about
environmental health.
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Health/Family & Consumer Sciences
Block Plan/Sequencing of lessons
Wellness Unit 6th Grade
Day 1: Intro to Wellness Day 2: Physical & Day 3: Spiritual &

Intellectual Environmental
Outcomes: Outcomes: Outcomes:

SWBAT explain SWBAT Define SWBAT Define
each of the six Intellectual Health, Environmental
domains of wellness why it is important Health, why it is
SWBAT Explain and how to improve important and how
why it is important to it. to improve it.
have a balance of SWBAT Define SWBAT Define
Spirit, Mind and Physical Health, Spiritual Health, why
Body. why it i s important it is important and
Essential Qs and how to improve how to improve it.
What are our it. Essential Qs
dimensions of Essential Qs Why is i t important
wellness? How much exercise to acknowledge our
What does it mean should an individual spiritual a nd
to balance spirit, get every day? environmental
mind and body? What is important to health?
remember about What are d ifferent
intellectual health? ways we can help
What are the two the environment?
types of stress How should we go
about making sure
we are spiritually
healthy?
Supplies/Materials Supplies/Materials Supplies/Materials

Powerpoint Worksheet Powerpoint
Worksheets Powerpoint Storyteller
Pre-test Journal Paper Exit slip
Learning Activities: Learning Activities: Learning Activities:

Pre-test Do Now: List 3-5 Storyteller Activator
Three wishes different things that Powerpoint about
activator you are stressed out spiritual/
Powerpoint about daily environmental
introducing the 6 Personal Stress health
dimensions of buster Activity Exit slip assessing
wellness Powerpoint about spiritual and
6
Exit Slip stress & Physical environmental
Health Powerpoint health
Journal entry
Assessments: Assessments: Assessments:

Pre-test Personal Stress Completed story
Exit slip Buster Worksheet from storyteller
Completed Do Now Journal worksheet
Worksheet Exit slip
Day 4: Social & Emotional Day 5: Review of all Day 6: Post Test
domains
Outcomes: Outcomes: Outcomes:

SWBAT Define SWBAT understand All Outcomes listed
Social Health, why it and define all 6 throughout the unit.
is important and dimensions o f Essential Qs
how to improve it. wellness All questions listed
SWBAT Define SWBAT explain why on the p
ost-test
Emotional Health, each component is assessment for the
why it is important important as w ell as students
and how to improve list how they c ould
it. improve each
Essential Qs particular domain
What do your SWBAT complete a
friends have to do self-assessment of
with your social their own
health? dimensions on a
What are some wellness wheel
important things to Essential Qs
remember in How would you
regards to mental assess your
health? personal wellness?
Why should you not Why is it important
base your own to know all
mental & social components?
health off others? How can you
improve your 6
components of
wellness?
Supplies/Materials Supplies/Materials Supplies/Materials

Powerpoint Kahoot Quiz Post Tests
7
Music Chromebooks Pencils
Exit Slip Wellness Wheel
Chromebook worksheet
Learning Activities: Learning Activities: Learning Activities:

Left Out Activator Wellness Wheel Post Test
Powerpoint activity
regarding social and Kahoot (50
emotional health. questions)
Worksheet on the
individual's overall
health
Exit slip journal:
Write about
something that
happened to you
today that made you
happy, write about
one thing that made
you sad
Assessments: Assessments: Assessments:

Completed Completed Kahoot Improving their
Worksheet Completed individual scores
Exit Slip Wellness wheel from their Pre to
post test
8
Grading Policy:
Students will receive points for participation, conduct, and correct completion of
all activities, exit slips, homework and performance on post-test. Total (100 pts)
Participation (5 pts):
Students will participate in class and being engaged throughout all of the games and
activities in the unit. (1 pts per day)
Conduct (20 pts):
Students will be given a grade on how their behavior is, they should not be calling out or
speaking out of turn. (4 pts per day)
Completion of activities (50 pts):
All of the students are expected to complete all of the work that goes along with being in
this unit, that includes completing all homework and exit slips. (10 pts per day)
Pre and Post Test (25 points)
Students will be given a grade for completing the pretest (5pts) and, at the end they will
be given a grade on how well they perform on the post test (20pts).
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Name:___________________________ Date:__________________
6th Grade Health
Ms. DeLude
Wellness Unit Quiz
Pre Post
True or False:
1. It is important to have a balance of your spirit mind and body. ___________
2. Being healthy is important to your overall wellness. ____________
3. Wellness is something you do once and never again. ____________
4. As you get older your health and wellness is less important. ___________
Matching:
1. _______ is the ability to connect and relate with other people in our world
2. _______ is the ability to understand ourselves and cope with challenges life may
bring.
3. _______ is the ability to establish peace and harmony in our lives.
4. _______ is the ability to recognize our own responsibility for the quality of the air,
the water and the land that surrounds us.
5. _______ is the ability to open our minds to new ideas and experiences that can
be applied to personal decisions, group interaction and community betterment.
6. _______ is the ability to maintain a healthy quality of life that allows us to get
through our daily activities without undue fatigue or physical stress.
A. Physical Health B. Spiritual Health C. Emotional Health

D. Intellectual Health E. Environmental Health F. Social Health
Fill in the Blank:

1. A person should get ______ minutes of exercise every day.
2. It is important to eat a well _____________ diet.
3. Health is something that is something that can __________ be improved.
4. Health is a combination of Spiritual (Spirit) Mental (_______), and Physical

(______) Well-being.
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Multiple Choice:
1. The people around you that are about the same age and interest levels.
a. Friends
b. Teachers
c. Peers
d. Family
2. The sum of your surroundings, including family, neighborhood, school, job, and
life experiences (physical and social environment)
a. Community
b. Family
c. School
d. Culture
3. Something that you aim for that takes planning and work
a. Plan
b. Goal
c. Risk
d. Finish line
4. Ideas, beliefs, and attitudes about what is important that will help guide the way
you live
a. Goals
b. Community
c. Peers
d. Values
5. Collective beliefs, customs, and behaviors of a group (attitude, behavior, MEDIA,
technology)
a. Culture
b. Community
c. Peers
d. Goals
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Answer Key:
True or False:
1. T
2. T
3. F
4. F
Matching:
1. F
2. C
3. B
4. E
5. D
6. A
Fill in the Blank
1. 60
2. Balanced
3. Always
4. Mind, Body
Multiple Choice
1. C
2. A
3. B
4. D
5. A
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Study Guide:
It is important to balance your spirit mind and body
Being healthy is important to your overall wellness
Wellness is something that is life long
As you get older your health and wellness becomes increasingly more
important
Social Health is the ability to connect and relate with other people in our world
Emotional Health is the ability to understand ourselves and cope with
challenges life may bring.
Spiritual Health is the ability to establish peace and harmony in our lives.
Environmental Health is the ability to recognize our own responsibility for the
quality of the air, the water and the land that surrounds us.
Intellectual Health is the ability to open our minds to new ideas and experiences
that can be applied to personal decisions, group interaction and community
betterment.
Physical Health is the ability to maintain a healthy quality of life that allows us to
get through our daily activities without undue fatigue or physical stress.
A person should get 60 minutes of exercise every day.
It is important to eat a well balanced diet.
Health is something that is something that can always be improved.
Health is a combination of Spiritual (Spirit) Mental (Mind), and Physical (Body)
Well-being.
The people around you that are about the same age and interest levels are your
peers
The sum of your surroundings, including family, neighborhood, school, job, and
life experiences (physical and social environment) is your community
Something that you aim for that takes planning and work is a goal
Ideas, beliefs, and attitudes about what is important that will help guide the way
you live are your values
Collective beliefs, customs, and behaviors of a group (attitude, behavior, MEDIA,
technology) is your culture.
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Exit Slip Day 1:
Name:_____________________________ Date:______________________
1. List 3 out of the 6 dimensions of wellness:

Why should you focus on your overall health and well-being as the most important thing
in your life?
______________________________________________________________________
Day 2 Do Now:
Name:_____________________________ Date:______________________
List 3-5 things in your personal life that cause you stress:
1.
2.
3.
4.
5.
Is all stress bad? Why or why not?
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Day 3 Exit Slip:
Name:_____________________________ Date:______________________
Why is it important to be aware of oneself in relation to the environment around us?
Why is it important to acknowledge our spiritual and environmental health?
How should we go about making sure we are spiritually healthy?
______________________________________________________________________
Day 4 Exit Journal:
Name:_____________________________ Date:______________________
Write about one good thing that happened to you today/this week and made you happy,
write about one not so good thing that happened to you today/this week and made you
sad. Why is it important to acknowledge these different events in our everyday lives?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Wellness Worksheet Day 1:
Name:____________________________________________ Date:_______________
Ms. DeLude
6th Grade Health
Wellness Vocabulary:
Physical Health:
What is it?
How can I improve it?
Why is it important
Social Health:
What is it?
Why is it important
Emotional Health:
What is it?
Why is it important
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Spiritual Health:
What is it?
Why is it important
Intellectual Health:
What is it?
Why is it important
Environmental Health:
What is it?
Why is it important
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Personal Stress Buster Worksheet Day 2
Name:____________________________________________ Date:______________
Ms. DeLude
6th Grade Health
Directions: Fill out this worksheet with things in your own personal life that you find to
be stressful. Use the information that we talked about today in class to help you to
better understand what types of stress are good and bad.
Identify two specific stressors in your life. Write a word or phrase to identify each
stressor on one of the lines below.
_________________________ __________________________
1. Choose one of the stressors you names and answer the following questions.
a. What details help you explain this stressor?________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
b. How do you feel about this stressor?______________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
c. Why do you feel stress in response to this person, thing, event or
situation?___________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
d. What unsuccessful efforts have you made to manage this stressor? _____
___________________________________________________________
___________________________________________________________
___________________________________________________________
2. List three specific strategies you can use to manage or cope with the stressor.
a. ___________________________________________________________
b. ___________________________________________________________
c. ___________________________________________________________
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Storyteller Worksheet Day 3
Names:____________________________________________ Date:______________
Ms. DeLude
6th Grade Health
Directions: in your group you will each be given a word on a piece of paper. You will be
given 3 minutes to begin and write a story involving that word. After those three
minutes are up you pass the paper onto the person to your left and they continue the
story with their word used in their portion of the story. Every three minutes the papers
will rotate and you will be challenged to continue the story from the person before you.
By the end every group will have 5 completely different stories and they will choose the
most creative one to share with the class.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Wellness Wheel Worksheet Day 5:
Name:____________________________________________ Date:______________
Ms. DeLude
6th Grade Health
Directions: Fill in the corresponding pie-shaped section of the wheel to the degree you
are achieving this; For example, question #1 is: I eat a balanced nutritional diet; If you
feel you are doing this 100% of the time, color in all of section 1. If you do this 60% of
the time, color 60% of the section. There will be 6 Statements for each Section of
wellness. By the end, the entire wheel will be filled out.
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SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE
Name: Heather DeLude Date: 12/4/17
School: Glenbrook Middle School Lesson #: 1
Grade: 6 Class size: 21 Class/Time: 47 Minutes
Unit/Theme: Wellness Lesson Focus: Overall Wellness
Objectives (must be measurable, use action verbs and include elements of

success) Cite appropriate standards from MA Comprehensive Health
Curriculum Frameworks
By the end of the lesson, students should be able to:
Explain each of the six domains of wellness, identifying between each domain by
matching them to their definition on the post test.
Explain why it is important to have a balance of Spirit, Mind and Body.
Materials/Supplies/Lesson Preparation
Powerpoint
Worksheets
Pre-test
Essential Qs
What are our dimensions of wellness?
What does it mean to balance spirit, mind and body?
Special Accommodations (How will the special needs of individual students be

met?)
- This is the first day of a new trimester so it is all new students, unsure of what to expect
or how they are going to be behaving. Gives me the chance to set and create ground rules
for the next two weeks that I will be teaching them.
References/Resources (include books, articles, websites, etc.)

Adapted worksheets from Mrs. Siegel
MA Health Curriculum Frameworks
Opening (activator/instant activity)

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Three Wishes Activator: Students will be introduced to health and they will be given a prompt
on the board. They have all been diagnosed with an incurable illness and I am a magical wizard
that has the power to grant them all three wishes. Each of the students will be given a slip of
paper and they will be asked to write down three wishes that they would like to be granted by the
time they pass away. Once the students have written down their wishes I will ask a few of the
students to share their wishes. I will go into discussing how their wishes are either superficial or
not realistic. Then I will talk to them about how their first wish should always be their health
and why if they dont have their health, none of the other stuff really matters because they would
be unable to enjoy it.
Procedures Step by step description of teaching

strategies/methods/pedagogy to be used. (Include time frame for each activity,
transitions, extensions/adaptations, cooperative learning techniques jig saw,
pair/share, etc.)
1. Pre-test: Students will be asked to complete the 20 question pretest. I will inform them
that it is okay if they do not know the answers to any of the questions, this is just a survey
to see what they know about wellness before learning any of it. They should not know a
lot about it because they have not had health yet in elementary school.
a. This should take about 15-20 minutes of the class period.
2. Three Wishes Activator: Students will be introduced to health and they will be given a
prompt on the board. They have all been diagnosed with an incurable illness and I am a
magical wizard that has the power to grant them all three wishes. Each of the students
will be given a slip of paper and they will be asked to write down three wishes that they
would like to be granted by the time they pass away. Once the students have written
down their wishes I will ask a few of the students to share their wishes. I will go into
discussing how their wishes are either superficial or not realistic. Then I will talk to them
about how their first wish should always be their health and why if they dont have their
health, none of the other stuff really matters because they would be unable to enjoy it.
a. This should take about 15-20 minutes of the class.
3. Powerpoint introducing the 6 dimensions of wellness: Students will be introduced into
the six dimensions of wellness. The powerpoint will discuss the 6 dimensions definitions
and give a broad overview of the unit and different things they will be learning
throughout the trimester.
a. Next 10 minutes of class
4. Exit Slip: Students will fill out an exit slip listing three of the six dimensions of wellness
as well as asking why overall health should be one of the most important aspects in your
life.
a. Should take the last five minutes of class.
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List Assessment(s) informal or formal how do you know they have learned
the desired content and you have achieved your objectives?
Students will be introduced to all of the different components of wellness.
Will be tested by matching the domain to its definition on the post test.
Will be asked t o explain why each domain is important as well as being able to list at
least 3 out of the 6 on an exit slip given throughout the unit.
Closure/Summarizer
Exit Slip: Students will fill out an exit slip listing three of the six dimensions of wellness as well
as asking why overall health should be one of the most important aspects in your life. Should
take the last five minutes of class.
Notes/Reflection (to be completed right after you finish teaching a particular

lesson) What did you accomplish? How much did the students learn? What
would you leave the same and what might you change in the future to improve
this lesson?
B: There was an assembly during this class so all they were able to get through was the pretest.
Which is both a good and a bad thing. It will be interesting to see how this class lines up with
the G block class
G: This class is EXTREMELY talkative. Need to shut that down right away need to be aware of
Sami and how she is acting because she seems to believe that she can just take over and run the
show. This should not and will not ever be the case.
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Unit/Theme: Wellness Lesson Focus: Physical/Intellectual

Match Intellectual Health to its definition, and explain three reasons why it is important
and one way to improve it.
Match Physical Health to its definition, and explain three reasons why it is important and
how to improve it.
Worksheet
Powerpoint
Journal Paper
Essential Qs
How much exercise should an individual get every day?
What is important to remember about intellectual health?
What a re the two types of stress

met?)
- We are discussing stress so it is important that all of the students are given proper
instructions and told properly how to deal with stress.
- Need to make sure to encourage the fact that stress is normal and there are good stress
and bad stress, need to know the difference.

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Glencoe Tools for Teaching Health

Do Now: List 3-5 different things that you are stressed out about daily. When the students walk
in there will be a slide on the board that says List 3-5 different things that stress you out daily. I
will encourage them to write more if they feel like that is necessary and at the end they will have
the opportunity to share them. I will offer up a few different situations or things that stress me
out as well to get them started. Should be the first 10 minutes of class. For the students to fill it
out and discuss about it.

pair/share, etc.)
1. Do Now: List 3-5 different things that you are stressed out about daily. When the
students walk in there will be a slide on the board that says List 3-5 different things that
stress you out daily. I will encourage them to write more if they feel like that is necessary
and at the end they will have the opportunity to share them. I will offer up a few different
situations or things that stress me out as well to get them started.
a. Should be the first 10 minutes of class.
2. Personal Stress buster Activity: Students will be given a worksheet (in written
materials section) and I will go over the directions with the students. Importance of
identifying specific stressors will be emphasized. Example: math test tomorrow is a more
specific stressor than schoolwork. Students will work on their own worksheets privately.
At the end of the time that it takes them to fill out the worksheet the students will be
given the opportunity to share their work with the class, but they will not have to.
a. This should take about 20 minutes of class and the students will be given the
opportunity to share like always.
3. Powerpoint about Intellectual & Physical Health Powerpoint: The students will begin
their Wellness dimensions powerpoint. This will be the powerpoint we will be looking at
over the next three days and it will go over all of the different dimensions of wellness,
talking about they can improve their wellness in each of these domains and different
ways that they could be able to define each of the dimensions and why they should be
healthy in each dimension. It will give a much more clear demonstration about wellness
and why it is important.
a. This will take about 15 minutes of class to get through the physical and
intellectual portions of wellness.
4. Journal Entry: Students will be asked to journal for the last five minutes of class. They
25
will be asked to journal about whatever they feel like they really need to write down or
say. We will talk about how journaling is a good way to get your stress out and it can
help you clear your mind of thoughts, and all together just make you feel better.
a. Last 5 minutes of class.
Formal: Student will have to match physical health to its definition as a part of a kahoot
quiz, as well as on their pre/post test.
Informal: Students will be asked to assess their own personal physical health as defined
by the dimension definition.
Informal: Students will be asked to journal about why they believe physical health is just
as important as any other dimension of wellness, not just the most important one.
Formal:Student will have to match intellectual health to its definition as a part of a kahoot
Informal:Students will be asked to discuss the two different types of stress and how stress
can be both good and bad for a person depending on different situations.
Formal: Students will also be asked to journal about why it is important to not compare
ones intellectual health with another person or classmates.
Closure/Summarizer
Journal Entry: Students will be asked to journal for the last five minutes of class. They will be
asked to journal about whatever they feel like they really need to write down or say. We will
talk about how journaling is a good way to get your stress out and it can help you clear your
mind of thoughts, and all together just make you feel better. Last 5 minutes of class.

this lesson?
G: The students were a bit more calm today, seeing as it was first thing in the morning. Changed
the activity so that I would hand out their worksheet answering the questions after the fact that
we had talked about and gone over them in class. This worked a lot better, because it was much
more clear the fact that they were learning the information.
B: There are a few students in this class who come from different elementary schools so they
already have a slight basis of a health background, so loosing class time yesterday was not too
much of a problem, because they were able to catch up
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Unit/Theme: Wellness Lesson Focus: Spiritual/Environmental

Match Environmental Health to its definition, and explain why it is important to overall
and how to improve it.
Match Spiritual Health to its definition, and explain why it is important to overall health
and how to improve it.
Powerpoint
Storyteller
Exit slip
Essential Questions:
Why is it important to acknowledge our spiritual and environmental health?
What a re different ways we can help the environment?
How should we go about making sure we are spiritually healthy?

met?)
- Students may have some trouble understanding the concept of environmental health as
well as spiritual health.
- This will probably be the most challenging topic for the students to understand about
wellness.
- Be prepared to answer a lot of questions about why and be able to explain how important
it is to learn about how to have a healthy spiritual and environmental health dimensions.
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Activator Applied from Dr. Patricia McDiarmid

Storyteller: Students will be in randomly assigned groups of five with one index card for each
member of the group. When the instructor plays the music, students will write down one word on
each of the index cards given to them. The students must choose a word that is related to
Spiritual/Environmental topics. Examples of this would be Climate, Recycling, meditation, etc..
Students will write clearly so that others will be able to read them. Students will also not show
anyone else what they have written. When completed, each group will have ten pieces of paper
with ten different words. When completed the instructor will face the papers randomly down on
the table or the floor in the middle of the group. To begin, one group member will select one of
the pieces of paper, the first person that chose a piece of paper will start telling a make believe
story on a piece of paper. As the student tell their story, they must at some point use the word
they have on their card in the story. Even after the student uses their word on the card, they must
continue with the story until the instructor calls out that it is time to change. After it is time to
change, the person to the left of the storyteller immediately picks up the story where they left off
and continues it. Same as the first person, the new storyteller must use the word that they drew.
As each person finishes their turn, they must put the word back in the middle face up to ensure
they have used the word on the card. Continue this until all students have written on each of the
stories. The group will pick their most creative story to share with the class.

pair/share, etc.)
1. Storyteller: Students will be in randomly assigned groups of five with one index card for
each member of the group. When the instructor plays the music, students will write down
one word on each of the index cards given to them. The students must choose a word that
is related to Spiritual/Environmental topics. Examples of this would be Climate,
Recycling, meditation, etc.. Students will write clearly so that others will be able to read
them. Students will also not show anyone else what they have written. When completed,
each group will have ten pieces of paper with ten different words. When completed the
instructor will face the papers randomly down on the table or the floor in the middle of
the group. To begin, one group member will select one of the pieces of paper, the first
person that chose a piece of paper will start telling a make believe story on a piece of
28
paper. As the student tell their story, they must at some point use the word they have on
their card in the story. Even after the student uses their word on the card, they must
continue with the story until the instructor calls out that it is time to change. After it is
time to change, the person to the left of the storyteller immediately picks up the story
where they left off and continues it. Same as the first person, the new storyteller must use
the word that they drew. As each person finishes their turn, they must put the word back
in the middle face up to ensure they have used the word on the card. Continue this until
all students have written on each of the stories. The group will pick their most creative
story to share with the class.
a. This should take about the first 20-15 minutes of class.
2. Powerpoint about Spiritual/Environmental Health: The students will continue their
Wellness dimensions powerpoint. This will be the powerpoint we will be looking at over
the next three days and it will go over all of the different dimensions of wellness, talking
about they can improve their wellness in each of these domains and different ways that
they could be able to define each of the dimensions and why they should be healthy in
each dimension. It will give a much more clear demonstration about wellness and why it
is important.
a. This will take about 20-15 minutes of class to get through the Spiritual and
Environmental portions of wellness.
3. Exit Slip: Students will be asked to respond to the following questions on an exit slip,
they will have the last five minutes of class to do so:
a. Why is it important to be aware of oneself in relation to the environment around
us?
b. Why is it important to acknowledge our spiritual and environmental health?
c. How should we go about making sure we are spiritually healthy?
Formal: Student will have to match spiritual health to its definition as a part of a kahoot
Formal: Students will be asked to define why it is important to acknowledge their own
spiritual health as it relates to their overall wellness and how it is related to a persons
overall well-being.
Informal: Students will also be involved in class discussions regarding different meanings
of spiritual health and how there are many different ways to see it and improve it, as well
as talk about it.
Formal: Student will have to match environmental health to its definition as a part of a
kahoot quiz, as well as on their pre/post test.
29
Formal: Student will be asked to create a story with their group about environmental
health, and why it is important to not forget about the environment in regards to ones
health.
Closure/Summarizer
Exit Slip: Students will be asked to respond to the following questions on an exit slip, they will
have the last five minutes of class to do so: Why is it important to be aware of oneself in relation
to the environment around us?, Why is it important to acknowledge our spiritual and
environmental health?, How should we go about making sure we are spiritually healthy?

this lesson?
G: This class absolutely loved the Storyteller activator. It did take a bit longer than I had
originally planned for, so when I do this again I need to make sure that I leave a bit more time for
the actual powerpoint with the information in it. Other than that the activity was a really good
idea and all of the students were engaged and actually learning.
B: Again this class took a bit longer with the storyteller activity than I had hoped, but they were
still able to complete it and be creative and they got some pretty good stories out of it. I would
definitely use this again in a classroom, they were all so focused and on task it was really good to
see.
30
Unit/Theme: Wellness Lesson Focus: Social/Emotional

Match Social Health to its definition, and explain at least three examples as to why it is
important and how to improve it.
Match Emotional Health to its definition, and explain at least three examples as to why it
is important and how to improve it.
Powerpoint
Music
Exit Slip
Chromebook
Essential Qs
What do your friends have to do with your social health?
What a re some important things to remember in regards to mental health?
Why should you not base your own mental & social health off others?

met?)
- This is the last day of explaining the different components of wellness, have to make
sure that all of my students are understanding what is presented to them.
- If by this point they are unaware of how they are to be taking notes or what they should
be getting out of this unit of study it needs to be cleared up today.

31

Left Out: This activity is made to create an atmosphere in which students go from being a part
of the in crowd and having people around them to suddenly being left out and forgotten about.
This shows what it is like to be left out and to not be a part of the in-crowd. Students will walk
around the room dancing and walking along to the song that is playing. When the music stops the
teacher will yell out a small number from about 3-5 and the students will then make groups of
that many students. They only have a few seconds to make these groups and should do so in a
timely fashion. Any of the students who do not make it into a group and are considered the
leftovers will be taken out of the activity and either be completely ignored or they will come
stand by the teacher and wait for their next opportunity to get back into the classroom and join
back in the group. The teacher will then after the lesson is over ask the students what it felt like
to not be a part of the group when they got left out and ignored or made to feel special by the
teacher. This then leads into the types of feelings that most students occur throughout school
settings in many different ways and situations.

pair/share, etc.)
1. Left Out: This activity is made to create an atmosphere in which students go from being
a part of the in crowd and having people around them to suddenly being left out and
forgotten about. This shows what it is like to be left out and to not be a part of the
in-crowd. Students will walk around the room dancing and walking along to the song
that is playing. When the music stops the teacher will yell out a small number from about
3-5 and the students will then make groups of that many students. They only have a few
seconds to make these groups and should do so in a timely fashion. Any of the students
who do not make it into a group and are considered the leftovers will be taken out of
the activity and either be completely ignored or they will come stand by the teacher and
wait for their next opportunity to get back into the classroom and join
back in the group. The teacher will then after the lesson is over ask the students what it
felt like to not be a part of the group when they got left out and ignored or made to feel
special by the teacher. This then leads into the types of feelings that most students occur
throughout school settings in many different ways and situations.
a. This should take the first 10 minutes of the class for the actual activity and the
discussion questions about it.
32
2. Social and Emotional Health PowerPoint: The students will finish their Wellness
dimensions powerpoint. This will be the powerpoint we will be looking at over the next
three days and it will go over all of the different dimensions of wellness, talking about
they can improve their wellness in each of these domains and different ways that they
could be able to define each of the dimensions and why they should be healthy in each
dimension. It will give a much more clear demonstration about wellness and why it is
important.
a. This will take about 25 minutes of class to get through the Social and Emotional
portions of wellness.
3. Exit slip journal: Students will be given the last five minutes of class to journal. As we
talked about journaling in the earlier portion of the unit we know how important it is to
make sure we are journaling about our lives. Write about something that happened to
you today that made you happy, write about one thing that made you sad.
a. They will have the last ten minutes of class to journal.
Formal: Student will have to match spiritual health to its definition as a part of a kahoot
Formal: Students will be asked to define why it is important to acknowledge their own
spiritual health as it relates to their overall wellness and how it is related to a persons
overall well-being.
Informal: Students will also be involved in class discussions regarding different meanings
of spiritual health and how there are many different ways to see it and improve it, as well
as talk about it.
Formal: Student will have to match emotional health to its definition as a part of a kahoot
Formal:Student will be asked to journal about something that made them happy that day
as well as something that made them sad.
Closure/Summarizer
Exit slip journal: Students will be given the last five minutes of class to journal. As we talked
about journaling in the earlier portion of the unit we know how important it is to make sure we
are journaling about our lives. Write about something that happened to you today that made you
happy, write about one thing that made you sad. They will have the last ten minutes of class to
journal.
33
this lesson?
G: Stress worksheet was a bit confusing for the students so it needed to be explained a lot better
than it had been in the way that I was using it. Could have done a better job of making sure that
when I am talking they are not, students were extremely chatty today more so than normal.
B: They were extremely well behaved today and they had a lot of good answers to all of the
different questions that I asked them. They are a bit apprehensive about the fact that they have to
take a quiz though. I do have have a study guide for them and we are reviewing all class
tomorrow so I think they will be okay.
34
Unit/Theme: Wellness Lesson Focus: Review for Test

Explain each of the six domains of wellness, identifying between each domain by
matching them to their definition on the kahoot.
Define important vocabulary related to the 6 dimensions of wellness by answering kahoot
questions correctly.
Explain why it is important to have a balance of Spirit, Mind and Body in a group
discussion lead by teacher.
Wellness Wheel Worksheet
Chromebooks
Kahoots
Crayons
Essential Qs
How would you assess your personal wellness?
Why i s it important to know all components?
How c an you improve your 6 components of wellness?

met?)
- This is the students last day to review all of the material that we have gone over the past 5
days, making sure that all students are aware and making sense of the different questions
they will be asked on their posttest tomorrow.
35
- Making sure the students recognize that this kahoot is the exact same questions as there
are on the posttest for tomorrow.

Kahoot

Wellness Wheel Activity: Students will all be given a wellness wheel worksheet. I will read off
a list of different things for each category. The students are to color in that section of the wheel
as much as they believe it applies to them. For example one of the statements is I make healthy
eating choices if they think they only do this half of the time then they will only color in half of
that wedge. The statements will be listed below. This should take about the first 15 minutes of
class.

pair/share, etc.)
1. Wellness Wheel Activity: Students will all be given a wellness wheel worksheet. I will
read off a list of different things for each category. The students are to color in that
section of the wheel as much as they believe it applies to them. For example one of the
statements is I make healthy eating choices if they think they only do this half of the
time then they will only color in half of that wedge. The statements will be listed below.
This should take about the first 15 minutes of class.
a. The Physical Section: Orange
i. 1. I eat a balanced nutritional diet. 2. I exercise at least 3 times per week.
3. I choose to play outside as opposed to video games. 4. I do not use
alcohol or use in moderation, am a non-smoker and avoid street drugs. 5.
I am generally free from illness. 6. I am a reasonable weight for my
height.
b. The Environmental Section: Yellow
i. 7. I recycle all of my plastic and glass containers. 8. I do not litter. 9. I try
to reuse plastic bags or any containers that I can as many times as
possible. 10. I attempt to always leave fields or places I have been cleaner
than I found them. 11. I understand what climate change is. 12. I do not
waste any materials I use.
36
c. The Intellectual Section: Blue
i. 13. I have specific intellectual goals, e.g., learning a new skill, a specific
major. 14. I pursue mentally stimulating interests or hobbies. 15. I am
generally satisfied with my education plan/vocation. 16. I have positive
thoughts (a low degree of negativity and cynicism). 17. I would describe
myself as a lifelong learner. 18. I commit time and energy to
self-development.
d. The Emotional Section: Red
i. 19. I have a sense of fun and laughter. 20. I am able to feel and label my
feelings. 21. I express my feelings appropriately. 22. I have a sense of
control in my life and I am able to adapt to change. 23. I am able to
comfort or console myself when I am troubled. 24. Others would describe
me as emotionally stable.
e. The Social Section: Green.
i. 25. I am able to resolve conflicts in all areas of my life. 26. I am aware of
the feelings of others and can respond appropriately. 27. I have at least
three people with whom I have a close trusting relationship. 28. I am
aware of and able to set and respect my own and others boundaries. 29. I
have satisfying social interaction with others. 30. I have a sense of
belonging/not being isolated
f. The Spiritual Section: Purple
i. 31. I practice meditation, pray or engage in some type of growth practice.
32. I have a general sense of serenity. 33. I have faith in a higher power.
34. I have a sense of meaning and purpose in my life. 35. I trust others
and am able to forgive others and myself and let go. 36. Principles/ethics
& morals provide guides for my life
2. Kahoot: Students will be taking a 50 question Kahoot quiz that will include every single
question on the pre and post test that is going to be given to them in the next class, the
students will also be given a study guide that has every single answer to the test on it as
well. The students are being set up for a lot of success.
a. Rest of the class time that we have.
Formal: Students will be asked questions about the health triangle on the kahoot quiz, as
well as the pre and post test.
Informal: Students will be expected to participate in conversations about their opinions
on the health triangle.
37
Formal: Students will fill out a journal about how they personally balance their health
triangle and why they believe it is important that they check their triangle often to make
sure it is balanced.
Formal:On both the pre/post test as well as the kahoot quiz students will be asked to pick
the vocabulary word that is described by the definition in a multiple choice question.
Closure/Summarizer
Kahoot: Students will be taking a 50 question Kahoot quiz that will include every single
question on the pre and post test that is going to be given to them in the next class, the students
will also be given a study guide that has every single answer to the test on it as well. The
students are being set up for a lot of success. Rest of the class time that we have.

this lesson?
B: This class did very well with all activities today. They seem as though they will all do
exceptional on the post-test tomorrow. They were all interested and excited to see their wheels
and how different everyones wheels were from each other. I was glad to see the students
realizing they all had different things they could improve on.
G: Took an extremely long time with the filling out of the wheel. Could have decided to use
colored pencils for each section as well, would have made the wheel look more interesting, was
just trying to get through the statements so that we could move on to the Kahoot.
38
Unit/Theme: Wellness Lesson Focus: Post Test

Complete the Post Test for the Wellness Unit with 80% accuracy and at least 3 points
improvement from the Pretest
Post Test

met?)
- This is the last day of the unit. Want to make sure that all of my students understand the
different topics that were covered throughout the lessons.


Nothing, they are just completing the post test today.

pair/share, etc.)
39
1. Post Test: Students will be taking the post test, in hopes of improved scores from the pretest.
Formal: Post test
Closure/Summarizer
None, just taking the test.

this lesson?
G: Students did a lot better on the posttest than they had done on the pretest. I was glad to see
how much growth and what a difference there truly was with the students from one test to the
next. It was really good to see that they actually did understand what I was teaching them.
B: This class did extremely well on the posttest with 15 out of the 20 students who took it getting
perfect scores. They also finished a bit earlier than I was planning on them finishing so we
ended up getting through a lot more information in the next topic than we had in the class before
it.
40
Student Completed Assessment:
Pre Test:
41
42
Storyteller Worksheet
43
Stress Buster Worksheet
44
Post Test:
45
46
47
References:
1. Glencoe Hands on Health: Creative Teaching Strategies By:Deborah L
Tackmann, B.S., M.E.P.D
2. Tools for Teaching Health: Lessons and Activities to Promote Health Literacy and
Reduce Health Risks By: Shannon Whalen, Dominick Splendorio, Sal Chiariello
3. MA State Health Curriculum Frameworks (1999)
4. Balancing your Wellness Wheel By: Jennifer Kennymore, MPH,CHES
5. Activators Adapted from Dr. Patricia McDiarmid, PHD in PE/Health Ed
6. Adapted Worksheets from Ms. Sigel M. ED
48

Wellness Unit Plan

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Wellness Unit Plan

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Heather DeLude

Unit Topic: Wellness

Unit Outcomes Reference Assessment

SWBAT Match 13.4, 13.3 Student will have to match

SWBAT Explain why it is 12.6 Students will be asked questions about

Day 1: Intro to Wellness Day 2: Physical & Day 3: Spiritual &

Outcomes: Outcomes: Outcomes:

Supplies/Materials Supplies/Materials Supplies/Materials

Learning Activities: Learning Activities: Learning Activities:

Assessments: Assessments: Assessments:

Outcomes: Outcomes: Outcomes:

Supplies/Materials Supplies/Materials Supplies/Materials

Learning Activities: Learning Activities: Learning Activities:

Assessments: Assessments: Assessments:

A. Physical Health B. Spiritual Health C. Emotional Health

Fill in the Blank:

2. It is important to eat a well _____________ diet.

3. Health is something that is something that can __________ be improved.

4. Health is a combination of Spiritual (Spirit) Mental (_______), and Physical

Why is it important to acknowledge our spiritual and environmental health?

How should we go about making sure we are spiritually healthy?

How can I improve it?

How can I improve it?

How can I improve it?

How can I improve it?

How can I improve it?

How can I improve it?

Name: Heather DeLude Date: 12/4/17

School: Glenbrook Middle School Lesson #: 1

Grade: 6 Class size: 21 Class/Time: 47 Minutes

Unit/Theme: Wellness Lesson Focus: Overall Wellness

Objectives (must be measurable, use action verbs and include elements of

Special Accommodations (How will the special needs of individual students be

References/Resources (include books, articles, websites, etc.)

Opening (activator/instant activity)

Procedures Step by step description of teaching

Notes/Reflection (to be completed right after you finish teaching a particular

Name: Heather DeLude Date: 12/5/17

School: Glenbrook Middle School Lesson #: 2

Grade: 6 Class size: 21 Class/Time: 47 Minutes

Unit/Theme: Wellness Lesson Focus: Physical/Intellectual

Objectives (must be measurable, use action verbs and include elements of

Special Accommodations (How will the special needs of individual students be

References/Resources (include books, articles, websites, etc.)

Opening (activator/instant activity)

Procedures Step by step description of teaching

Notes/Reflection (to be completed right after you finish teaching a particular

Name: Heather DeLude Date: 12/6/17

School: Glenbrook Middle School Lesson #: 3

Grade: 6 Class size: 21 Class/Time: 47 Minutes

Unit/Theme: Wellness Lesson Focus: Spiritual/Environmental

Objectives (must be measurable, use action verbs and include elements of

Special Accommodations (How will the special needs of individual students be

Opening (activator/instant activity)

Procedures Step by step description of teaching

Notes/Reflection (to be completed right after you finish teaching a particular

Name: Heather DeLude Date: 12/7/17

School: Glenbrook Middle School Lesson #: 4

Grade: 6 Class size: 21 Class/Time: 47 Minutes

Unit/Theme: Wellness Lesson Focus: Social/Emotional

Objectives (must be measurable, use action verbs and include elements of

Special Accommodations (How will the special needs of individual students be

References/Resources (include books, articles, websites, etc.)