Creating Wellness Plans

Curriculum Context

Curriculum Area: Health and Physical Education
Sub-strand: Personal Growth and Development
Level: Curriculum Level 4 (Year 9)
Whakataukī: He oranga ngākau, he pikinga waiora - Positive feelings in your heart will raise your sense of self-worth.

This lesson will contribute to the overarching aim of Health Education as outlined in the New Zealand Curriculum: to promote the physical, mental, emotional, and social well-being of students.

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Lesson Overview

Unit Title: Brain Power and Wellness
Lesson Title: Creating a Personal Wellness Plan
Duration: 60 minutes
Learning Outcomes:
By the end of this lesson, students will:

1. Reflect on their learning about brain health, nutrition, stress management, and well-being.
2. Identify their own challenges or areas of improvement for maintaining brain and emotional health.
3. Create a personal wellness plan that outlines achievable and sustainable goals.

Key Competencies:

• Thinking: Reflecting on their own well-being and creating realistic solutions.
• Participating and Contributing: Sharing ideas within small groups.
• Self-management: Setting personal goals for well-being.

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Lesson Flow

1. Karakia + Whakawhanaungatanga (5 minutes)

Objective: Establish a safe and calm environment while connecting with students.

• Begin with a culturally inclusive karakia (prayer or reflection). This can be a moment of mindfulness for secular contexts.
• Revisit the whakataukī: He oranga ngākau, he pikinga waiora. Briefly discuss its relevance to the lesson, particularly the need to look after one's heart and well-being.
• Facilitate a 1-minute mindfulness breathing exercise to set the tone for learning.

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2. Recap and Discussion (10 minutes)

Objective: Ensure students recall key concepts from the unit.

• Prompt: "Over the last five lessons, we have talked about what our brain needs to thrive. What are some of the key takeaways you remember?"
• Write down key ideas on the whiteboard. Encourage students to mention:
  • Brain Function: Neuroplasticity and how learning strengthens the brain.
  • Stress Management: Strategies like mindfulness, exercise, and sleep.
  • Nutrition: Foods that fuel brain health (e.g., omega-3s, vegetables, water).
  • Well-being Practices: Reflecting on what makes us feel good inside and out.

Facilitate a light conversation about how these areas connect, helping students consider their brain as part of their overall wellness.

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3. Big Idea: Setting Goals (5 minutes)

Objective: Introduce the concept of goal-setting for personal wellness improvement.

Explain:

• Goals need to be SMART – Specific, Measurable, Achievable, Relevant, and Time-bound.
• Give an example: "If my goal is to reduce screen time before bed to improve sleep, a SMART goal could look like this: 'I will stop using my phone 30 minutes before sleep for the next 7 days.'"

Ask for one or two examples from the class and briefly discuss.

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4. Create Your Personal Wellness Plan (30 minutes)

Objective: Students create their wellness plans and begin to take ownership of their well-being.

1. Distribute Templates (5 minutes):
   Hand out a Wellness Plan Template that includes sections for:

   • Reflection: What is one thing I am currently doing well for my brain health?
   • Challenge: What is one area I would like to improve?
   • Brain & Well-being Goals (2-3 SMART goals): Healthy eating, stress management, emotional resiliency, physical activity, etc.
   • Practical Steps: List practical actions or habits that will support each goal.

2. Individual Time (15 minutes):

   • Teachers move around the room and provide one-on-one feedback to students to ensure goals are realistic and achievable.
   • Encourage students to think holistically, using what they’ve learned in previous lessons.

3. Co-operative Sharing (10 minutes):

   • Pair students into small groups. Each student shares one goal and one practical step from their plan.
   • Groups provide encouraging, constructive feedback to one another.
   • End the activity by reminding students their plans are personal—they should focus on what they need, rather than comparing themselves to others.

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5. Wrap-Up: Introducing Accountability (10 minutes)

Objective: Add a sense of commitment and a support structure for students' plans.

• Commitment Statement: Students write one specific part of their wellness plan on a sticky note, then place it on a class "Wellness Wall" (or a private envelope if confidentiality is important).
• Ask: "What support might help you succeed? From friends, family, teachers?" Invite students to think about asking for help or involving others.

Conclude the session with an affirming closing circle, where students state one positive feeling they have about creating their plans.
Example prompt: "I feel excited/inspired/confident because..."

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Resources Required

• Whiteboard and markers
• Pre-prepared "Wellness Plan Template" (1-page outline for student plans)
• Sticky notes
• Enlarged SMART Goals visual to display

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Teacher Reflection and Notes

Assessment for Learning:

• Observe levels of engagement during individual and group activities.
• Review sticky notes or wellness plans for realistic, actionable goals.

Next Steps for Students:

• Track progress on one wellness goal over the next month (follow-up opportunity).

This lesson demonstrates holistic learning while engaging students to apply their knowledge in practical, meaningful ways. By incorporating reflection, peer discussion, and goal-setting, students are empowered to take ownership of their brain and emotional health.