Personal Wellness Focus

Curriculum Area

Subject: Health Education
Grade: Year 6, Grade 5 Students (aligns to Saskatchewan curriculum)
Theme: Personal Health and Well-Being
Specific Outcomes Addressed:

• USC5.1: Determine factors affecting personal habits around nutrition, physical activity, and sleep.
• USC5.4: Assess the importance of self-regulation skills for mental well-being, including stress management.
• DM5.8: Apply decision-making strategies to improve personal health choices.

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Lesson Objectives

By the end of this 60-minute lesson, students will:

1. Identify three major factors that contribute to personal well-being: nutrition, physical activity, and sleep hygiene.
2. Discuss and reflect on the importance of self-regulation and stress management strategies.
3. Practice decision-making skills by creating a personalised wellness plan based on daily habits.
4. Learn through interactive activities to engage body, brain, and practical thinking skills.

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Materials Needed:

• Whiteboard/flipchart and markers.
• Chart paper (one sheet per group).
• Coloured markers/crayons.
• Pre-made wellness habit cards (examples provided below).
• Large printed “Daily Habits Wheel” template (one per group).
• Individual reflection journals (or paper).
• Timer or stopwatch.

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Lesson Outline (60 Minutes)

Engage – Setting the Tone (10 minutes)

1. Opening Question: Start by asking, "What does being healthy mean to you?" Encourage 3-4 students to share their answers, emphasizing that health is not just about eating vegetables but includes how we sleep, think and move.
2. Interactive Icebreaker ("Body Check-In"): Lead students in a quick check on how their bodies feel at the moment—do they feel tired, energised, hungry, calm, etc.? Write a few of their words on the board. Connect this to how everyday habits shape how we feel.

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Explore – Building Knowledge (15 minutes)

Mini-Lecture (5 minutes):

Explain the “Three Pillars of Personal Health”:

1. Nutrition (e.g. fuel for energy, balanced meals).
2. Physical Activity (e.g. movement and exercise to stay strong).
3. Rest & Sleep (e.g. how sleep restores our mind and body).
   Briefly discuss how stress and emotions also influence choices in each area (introducing self-regulation).

Activity – Wellness Habit Sorting (10 minutes):

• Divide students into 5 small groups. Provide each group with a set of pre-made cards featuring examples of habits (e.g. “eating chips during lunch,” “skipping breakfast,” “taking a walk after school,” “staying up late on a device”).
• Students sort the cards into the three categories: Nutrition, Physical Activity, Rest & Sleep.
• After a few minutes, groups will discuss one habit they think is “strong” and one they think could improve with a better decision.

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Do – Learning Through Play (20 minutes)

Interactive Group Activity – Build Your Daily Habits Wheel

1. Provide each group with a large printed “Daily Habits Wheel” template divided into three sections (Nutrition, Activity, Rest).
2. Challenge groups to:
   • Brainstorm one healthy habit for each section.
   • Draw or write ideas on the wheel using coloured markers.
   • Bonus: Add an “emotion zone” to discuss how habits impact feelings (e.g. happy, sleepy, focused).
3. Each group briefly presents their final wheel to the class, emphasizing why they chose their habits.

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Reflect – Applying and Connecting (15 minutes)

Individual Wellness Plan (10 minutes)

1. Ask students to reflect in their journals or on a sheet of paper: “What is one small change you can make in your daily habits to feel better?”
2. Guide them to write a goal using the format: “I will [specific change] because [reason it’s important]. For example:
   • "I will sleep 8 hours because it helps me focus in school."
   • "I will eat fruit instead of chips at snack because it gives me energy for gym."
3. Allow students to decorate or illustrate their personal goal plans.

Closing Group Discussion (5 minutes)

• End with a group share-out: “What new habit do you want to try tomorrow?”
• Thank students for sharing and encourage them to track their habits for the rest of the week.

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Assessment

Formative assessments will be based on:

• Participation during group discussions and activities.
• Teamwork in building the Daily Habits Wheel.
• Reflection Quality in personal wellness plan creation.

Encourage ongoing discussions in later lessons to create a culture of self-responsibility for health.

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Differentiation Strategies

• For students needing support: Pair them with a buddy for sorting activities and provide additional examples of habits.
• For advanced learners: Offer an extension to add a discussion about the impact of screen time on rest and mental focus.
• English language learners: Use visuals (pictures of habits) on wellness habit cards to ensure comprehension.

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Teacher Notes

• Set expectations for respectful sharing during discussions (health is personal!).
• Offer examples from your own life to model vulnerability and openness.
• Consider sending a brief newsletter to families to encourage at-home tracking of personal health goals.