Glenbrook Health Unit Plan

Wellness Unit Plan
6th Grade
12/6/16 - 12/14/16.
Glenbrook Middle School

Emily Morris
Unit Outcomes, State Standards & Assessment Template

Grade Level__6__
Unit Outcomes
MACF Standards
by number
Lesson #1:
Cognitive:
-SWBAT identify the three categories of their personal health
inventory and health triangle when asked by the teacher during the
closure.(1,3)
- SWBAT name at least 1 behavior that fits in each of the three
health categories when asked by the teacher when reviewing their
wellness inventory. (1,2)
Behavioral:
-SWBAT evaluate their personal wellness inventory by checking
yes or no next to each statement on their inventory sheet during part
1 of the lesson. (1)
Affective:
-SWBAT show consideration and respect towards classmates when
sharing their wellness inventory and changes they could make
during part 2 of the lesson. (1)
Assessments
1.
MACF:
7.5
5.10
2.16
NHES:
7.8.1
8.8.3
2.
3.
Personal Wellness Inventory: At the

beginning students will complete their
inventory which will show their
understanding of healthy vs. nonhealthy behaviors for physical, social,
and mental/emotional health.
My Wellness Triangle worksheet:
Students will take the next step, and list
ways they are physically, socially, and
mentally/emotionally healthy.
Closure: Journal Response Question:
Identify one area of health you scored
low on and one change you could make
to improve your health in that area.
Lesson #2:
1.
Behavioral:
-SWBAT construct a unique postcard representing
experiences that have helped develop their self-esteem and
concept. (3)
Cognitive:
-SWBAT identify what self-esteem and self-concept are by
answering the teachers question when asked during the
lesson closure. (2, 4)
MACF:
7.5
5.10
2.
NHES:
1.8.2
8.8.3
3.
Affective:
-SWBAT adopt an attitude towards using positivity to help
others and themselves have better self-esteem and selfconcept. (2)
4.
Lesson #3:
Behavioral:
- SWBAT compose a written story about their postcard that
helps define their image of their unique self.
Cognitive:
-SWBAT name at least 2 different ways they can help boost
their own and others self-esteem when asked by the teacher
in their journal response.
MACF:
7.5
5.10
Review of last classes content by Q &

A about health triangle, and 3
categories.
Self-Concept Worksheet: students will
define self-concept and esteem, will
identify and list people who can have a
positive influence on their self-concept,
and identify 3 ways to develop a
positive self-concept using their health
textbook and kids health information
on the projector.
Students receive postcard project
rubric, and begin creating their own
postcard based on their unique life and
what has shaped their self-esteem &
concept.
Closure Q & A:
What are self-esteem and concept?
What are 2 ways to help boost your
self-esteem?
1.
Teacher Q & A to review content of

self-esteem an concept.
2.
Creation of postcard and written story

based on their unique self / life
experiences that have shaped them and
self-esteem/ concept.
3.
Journal response: 2 different ways you
NHES:
1.8.2
8.8.3
could help boost your own and

anothers self-esteem and who can help
support you.
Affective:
-SWBAT show thoughtfulness when creating their story by
putting serious thought into the assignment and not
distracting others work.
Lesson #4:
Behavioral:
-SWBAT present their own postcard, its meanings of their
experience and the questions answered to the class to help
show classmates their unique self.
Cognitive:
-SWBAT complete their Three Legged Stool activity sheet
by the end of class by writing 3 things they do well, are
responsible for and are appreciated for.
Affective:
-Show respectful listening skills to their classmates when
listening to postcard presentations by facing forward and not
talking to others.
1.
MACF:
7.5
NHES:
2.8.3
2.
3.
4.
Complete the final steps of their

postcard creation.
Verbally present postcards to
classmates about their experiences.
Completion of the 3 Legged Stool
worksheet.
Turn & Talk Closure discussion with a
classmate. : Giving a classmate 2
sincere complements. This complement
should be based on the inside vs.
outside.
And : Discussing how a support system
and peers can positively impact ones
self-esteem? (ideas from postcards,
compliments, talking to them when
feeling sad, showing them
appreciation)
Lesson #5:
Behavioral:
-SWBAT describe others by writing a one-word compliment
(inside not outside) on a note card with their name on it
during the activity at the end of class.
Cognitive:
-SWBAT describe how it felt to read the compliments their
classmates wrote about them and how it can boost their selfesteem when writing their journal entry.
Affective:
-SWBAT show compassion towards other classmates when
by writing complements on their note cards.
MACF:
7.5
NEHS:
2.8.3
1. Discussion / Q&A on how Emilys Story.

How others can gain confidence in themselves,
and how this can build their self- esteem and
concept.
2. Compliment index card activity- practicing
positive self-talk / thinking in order to build selfconcept in self and others.
3. Written Journal Entry students will write in
their journal entry about how it felt to read the
compliments and kind words about them. They
will answer How can you use these
compliments to improve your self-esteem?
4. Unit Post-Test: Students will complete their
Wellness Unit Post test to assess their learning
on the topics discussed in the wellness unit.
Block Plan/Sequencing of Lessons
Day: __One__
Day: __Two__
Day: __Three_____
Focus: Learn about their own Wellness

inventory & reflect on it.
Focus: Self Concept & Self Esteem.
Focus: Finishing unique self-postcard

& writing their story.
OutcomesCognitive:
-SWBAT identify the three categories of their
personal health inventory and health triangle
when asked by the teacher during the closure.
- SWBAT name at least 1 behavior that fits in
each of the three health categories when asked
by the teacher when reviewing their wellness
inventory.
Behavioral:
-SWBAT evaluate their personal wellness
inventory by checking yes or no next to each
statement on their inventory sheet during part 1
of the lesson.
Affective:
-SWBAT show consideration and respect
towards classmates when sharing their wellness
inventory and changes they could make during
part 2 of the lesson.
Essential Questions:
-What health enhancing practices help me
become and stay physically healthy?
- What factors, actions, or decisions in my life
affect my mental and emotional health?
- How can goal setting impact my overall health?
(Physical, Mental/emotional/ Social)
Supplies/Materials/Technology:
- Computer and Projector
- Personal Inventory Worksheet
- My Wellness Triangle worksheet
- Wellness & Health Triangle Video Clip
- Glencoe Health Textbook
- Blank pieces of paper.
Learning activities including
pedagogical strategies:
-Personal Wellness Inventory short lecture.
-Wellness Inventory: yes, or no worksheet.
(Guided self-seatwork)
- Partner wellness brainstorm. Students will help
each other brainstorm healthy ways to improve
their inventory.
-Video clip about wellness and the health
OutcomesBehavioral:
-SWBAT construct a unique postcard
representing experiences that have helped
develop their self-esteem and concept.
Cognitive:
-SWBAT identify what self-esteem and selfconcept are by answering the teachers question
when asked during the lesson closure.
Affective:
-SWBAT adopt an attitude towards using
positivity to help others and themselves have
better self-esteem and self-concept.
-How does my self-esteem impact my
relationships with others?
- What strategies and practices can I use to help
support my own self-concept and self-esteem?
- The Story on Self-esteem Kids Health
- Self Concept worksheet
- Postcard The inside me worksheet
- Large Index cards
- Crayons, Markers, colored pencils
- Computer & projector
- Self- Concept worksheet seatwork. (What are
they, how they affect you, how to boost selfesteem, people who have a positive influence)
- Class brainstorm of ways to improve selfesteem.
- Self Esteem, Self-Concept lecture, & class
discussion.
- Postcard- The inside me. Creative
seatwork activity on their unique self.
- Closure Teacher Q & A: review of selfconcept, and esteem.
Assessment(s):
- In class discussions, Q&A.
- Closure questions on self-esteem and concept.
- Class brainstorm & sharing.
OutcomesBehavioral:
- SWBAT compose a written story
about their postcard that helps define
their image of their unique self.
Cognitive:
-SWBAT name at least 2 different ways
they can help boost their own and
others self-esteem when asked by the
teacher in their journal response.
Affective:
-SWBAT show thoughtfulness when
creating their story by putting serious
thought into the assignment and not
distracting others work.
- How can I help others improve their
self-esteem or self-concept?
- What resources are there at school and
in the community to help people
improve their mental/emotional health?
(guidance counselor, teachers,

therapy)
- Postcards
- Blank sheets of paper
- Self- concept & Self-esteem Q & A
review. (what are they, how to boost
them, how do they affect health
triangle/wellness inventory, what
resources do students have to get help.)
- Finish their Unique Self postcard.
Seatwork (Questions and drawings)
- Create their written story about their
postcard that helps define their image of
their unique self. (positive self-image
seatwork)
- Closure: Written Journal response:
2 ways you can boost self-esteem,
resources for help.
Assessment(s):
triangle.
- My Wellness Triangle worksheet. (Seatwork)
Using their wellness inventory, student will list
ways they are mentally, physically, and socially
healthy.
- How can you improve your health / wellness
triangle & inventory?
-Closure Written Journal response question:
Identify on one area of health you scored low
on and one change you could make to improve
your health in that area.
Assessment(s):
- My Wellness Triangle worksheet
- Personal Wellness Inventory
- Closure review questions.
- Journal Response on how to improve their
wellness inventory over time.
Resources:
- Driscoll, D.P (1999) Comprehensive Health
Curriculum Framework. Retrieved:
http://www.doe.mass.edu/frameworks/health
/1999/1099.pdf
- American Cancer Society (1995) National

Health Education Standards (NHES). Retrieved:
http://www.cdc.gov/healthyschools/sher/standards
/index.htm
-PE Central (My Wellness Triangle)
- Mrs. Siegel files Personal Inventory
- Self-Concept Worksheet
Resources:
- Lions-Quest: Skills For Adolescence Third
Edition.
- Driscoll, D.P (1999) Comprehensive Health
Curriculum Framework. Retrieved:
- Journal formal written response.

- Self-image postcard (questions and
drawings)
- In class discussions / Q & A.
/1999/1099.pdf
Resources:
-Driscoll, D.P (1999) Comprehensive
Health Curriculum Framework.
Retrieved:
- American Cancer Society (1995) National

Health Education Standards (NHES).
Retrieved:
http://www.cdc.gov/healthyschools/sher/standards
/index.htm
- Kids Health. Retrieved:

http://kidshealth.org/en/kids/self
esteem.html?ref=search
/1999/1099.pdf
- American Cancer Society (1995)

National Health Education Standards
(NHES). Retrieved:
http://www.cdc.gov/healthyschools/sher/
standards/index.htm
Day: __Four__
Day: __Five__
Focus: Self Esteem Oral Presentations:

Sharing of unique postcard, Self-esteem activity.
Focus: Emilys Story on Self-esteem & how she built hers.
OutcomesBehavioral:
SWBAT present their own postcard, its meanings of their
experience and the questions answered to the class to help
show classmates their unique self.
Cognitive:
-SWBAT complete their Three Legged Stool activity sheet by
the end of class by writing 3 things they do well, are
responsible for and are appreciated for.
Affective:
Show respectful listening skills to their classmates when
listening to postcard presentations by facing forward and not
talking to others.
- What values will affect my personal health practices?
- What practices can I use to help improve others selfconcept and self-esteem?
- Completed Post Cards & Story
- Computer & ELMO Projector
- Three Legged Stool Worksheet
Learning activities including pedagogical strategies:
- Students will present their postcards, and their story.
- Seatwork: Students will continue to learn about selfconcept by completing the Three-Legged Stool worksheet.
This emphasizes that a stool cant stand if 1 or 2 of its sides
arent balanced or there. This relates to the students having to
do their best to have a good self-concept.
- Closure turn and talk: students turn to a partner and give
them 2 sincere complements. Ms. Morris will explain that
giving someone a complement each day can make a huge
difference in their self-esteem.
Resources:
- Lions-Quest: Skills For Adolescence Third Edition.
- Driscoll, D.P (1999) Comprehensive Health Curriculum
Framework. Retrieved:
OutcomesBehavioral:
SWBAT describe others by writing a one-word compliment
(inside not outside) on a note card with their name on it
during the activity at the end of class.
Cognitive:
SWBAT describe how it felt to read the compliments their
classmates wrote about them and how it can boost their selfesteem when writing their journal entry.
Affective:
SWBAT show compassion towards other classmates when
by writing complements on their note cards.
- How can I show kindness to others that can help them
boost their self-esteem/concept?
- Blank Index cards & paper
- Emilys Story video clip
- Markers
- Computers & ELMO Projector
Learning activities including pedagogical strategies:
- Students will watch a video clip on a girl named Emily
who has a physical disability. It will talk about how she has
overcome her challenges and still has a good self-esteem.
- Class Discussion / Q&A on how Emily and others can gain
confidence in themselves, and how this can build their selfesteem and concept.
- Compliment card activity. Students write their name in the
middle of a piece of paper. Students will move around the
room to everyones card and write one word that describes
that person or a compliment. These words should be positive
and something that could make another person happy.
- Closure: Written Journal Entry students will write in
their journal entry about how it felt to read the compliments
and kind words about them. They will answer How can you
use these compliments to improve your self-esteem?
/1999/1099.pdf
Resources:
- Driscoll, D.P (1999) Comprehensive Health Curriculum
Framework. Retrieved:
- American Cancer Society (1995) National Health Education

Standards (NHES). Retrieved:
/1999/1099.pdf
standards/index.htm
- American Cancer Society (1995) National Health

Education Standards (NHES). Retrieved:
standards/index.htm
Results of Assessment
Grade 6: Data
-
On the pre and post test, there were 5 different questions which are listed below. In the
boxes below, are the numbers of correct answers for each question in the pre & post test.
There were a total of 17 students in the class.
Pre-Test:
1
9
Post-Test:
17
12
15
17
13
Questions:
1. Self-esteem is defined as what?
2. How can someone develop a positive self-concept?
3. What are the three categories of the Health Triangle?
4. List 3 people who have had a positive influence on your self-concept.
5. Explain how setting goals can impact all areas of health in a positive way.
Analysis:
According to my data, students knowledge improved on the Wellness Unit subject matter.
When analyzing my data, one question I saw the least amount of improvement in was number
two which asked, How can someone develop a positive self-concept?. Many students
answered with general answers such as think more positively about themselves. Although
this is what would help improve ones self-concept, a more in-depth answer with specific
actions or examples would have been a more suitable answer. If the answers werent more
specific, I didnt count the answer as correct. This shows me that I could have been more
specific when explaining or showing examples that would be been appropriate for answering
this question.
Summary:
Throughout the unit, the 6th grade learned what self-esteem and self-concept were, and how
someone can develop or improve their concept. This was very important because many
students didnt know that this subject was important to their health. When students learned
about the health triangle, they began to understand why these two concepts were crucial to
their overall health and wellness. When learning how one can improve their self- concept and
esteem, we discussed that they didnt need to do this all on their own. We discussed different
people or groups that could help or influence ones view of themselves. Through the unit,
students were able to actively participate in lesson lectures, Q & A discussions, and activities
that helped them practice important behaviors. Through all of this, students knowledge of the
Wellness topics improved.
Examples of Student Work:
Examples of student work are on the following pages.
Journal Entry questions are included in the lesson plans. They were completed on blank
lined pieces of paper that were graded and handed back.
My Wellness Triangle
Personal Wellness Inventory
Three Legged Stool Worksheet
Self-Concept Worksheet
Post Card Project Assignment Rubric
Grading Policy
Grading is based on a point system with students receiving credit for the following
areas:
-
Tests / Quizzes
Projects and Class Assignments
Health in The News Assignments
Notebooks
Journals
Class Participation and Preparedness
Not all assignments are worth the same amount of points within the grading
system. Class points depending on the assignment are as follows:
- In class assignments including notebooks, journals, class participation and
preparedness are 10 points each.
- Class projects and health in the news assignments are between 15 25
points.
- Lastly, tests and quizzes are the most amount of points ranging between 30 40 points each depending on length and difficulty.
SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE
Name: Emily Morris___
Date: __12/7/16 ____ School: Glenbrook School___
Lesson #: _1__ Grade_6__ Class size_15-20_ Class/Time_10:15-11:02__

Unit/Theme _Wellness__ Lesson Focus __What is 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:
MACF: 7.5 Apply attentive listening, feedback and assertiveness skills to enhance positive
interpersonal communication.
5.10 Describe the contribution of a personal support system to good mental health
2.16 Describe the purpose and benefits of sports, games, and dance in modern society
NHES: 7.8.1 Explain the importance of assuming responsibility for personal health behaviors.
8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools
Behavioral: SWBAT evaluate their personal health and wellness when completing their
wellness inventory by scoring their paper and then brainstorming changes they can make.
Cognitive: SWBAT identify the three categories of the health triangle when completing their
written journal response at the end of the lesson closure.
SWBAT identify different ways they can improve their health and wellness inventory in each
category by completing the written journal response during the lesson closure.
Affective: SWBAT cooperatively share their personal wellness inventory with a classmate by
communicating actions they healthily practice during part 2 of the lesson.
Materials/Supplies/Lesson Preparation:
- Wellness Inventory Worksheet
- My Wellness Triangle Worksheet
- Blank Pieces of Paper
Special Accommodations (How will the special needs of individual students be met?)
- Be sure to announce that students are always welcome to ask questions about the class
topic whether they dont understand something, or if they want to know more.
- If any ELL students, have them work with a responsible partner that is able to help read
and understand reading.
References/Resources (include books, articles, websites, etc.)
Driscoll, D. P (1999) Comprehensive Health Curriculum Framework. Retrieved:

http://www.doe.mass.edu/frameworks/health/1999/1099.pdf
American Cancer Society (1995) National Health Education Standards (NHES).
Retrieved: http://www.cdc.gov/healthyschools/sher/standards/index.htm
Glencoe Health Textbook
Activities That Teach. (1993, Jackson., T. )
Procedures
1. What is Wellness?: 2 minutes
- Ms. Morris will begin by explaining that wellness is a proactive pursuit of continued
growth and balance in Physical, Mental/Emotional, and Social health.
- Each of the categories contributes to our own sense of wellness or quality of life, and
each one affects and overlaps the others.
- This will smoothly transition over to the completion of the students personal wellness
inventory.
Transition: Ms. Morris will hand out the personal wellness inventory to the students.
2. Personal Wellness Inventory: 15 minutes
Lecture, Individual & Partner seatwork
- Before starting the inventory sheet, Ms. Morris will point out the three categories of
physical, mental/emotional, and social health.
- Ms. Morris will ask students if they think they know what each are, and then go over
what each category means.
- Next, students will individually read through the statement of each of the three categories
and write yes if the statement pertains to them or no if it doesnt.
- Once students finish writing yes or no, they will give themselves 1 point for each yes. In
any area, a score of 6-7 is very good, 3-5 is good, and 0-2 needs work in that area.
- Next, students will turn to the person next to them and discuss their inventory. They will
recognize areas they scored well on. (They will identify what needs work at the end of
the lesson journal entry)
3. Wellness and Health Triangle Video Clip: 10 minutes
- Ms. Morris will show the class a video on overall wellness and the health triangle.
- This video will help tie students wellness inventory and what wellness is together as well
as lead them into the next activity of making their own wellness triangle.
Transition: Ms. Morris will hand out students personal health triangle worksheet.
4. My Health Triangle Worksheet: 10 minutes

(Seatwork)
- Students will get a worksheet with a triangle on it, which on each side is labeled Mental
Health, Social Health, and Physical Health.
- Students will list ways they are physically, mentally and socially healthy. They will be
able to use their health textbook, and their personal wellness inventory to complete this.
- After they fill in the triangle, they will answer the review questions on the back of the
paper. They may use knowledge gained from the video, class discussion and from their
textbook.
Closure Written Journal Response: 5 minutes
- Ms. Morris will write the following questions on the board: What are the 3 categories of
the health triangle?
How can you improve your health / wellness triangle & inventory in each category?
List Assessment(s) informal or formal how do you know they have learned the desired - Journal Response & Personal Health Triangle / questions. - Formal.
- Class discussions, and Q&A - Informal
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?
This lesson went very well. It was very important to introduce what wellness is at the beginning of class.
All of the lesson contents were well fitting for the first lesson of the unit. One thing that could be
adjusted would be showing the video before the wellness inventory. This could have aided the
instruction given of what wellness was as well as given the students more of an understanding of the
three categories on the wellness inventory. In this lesson I accomplished giving the students an
introduction of the concept of wellness and that it doesnt only mean physical wellness. Students were
able identify different areas where they could improve their health and wellness as well as why the
three categories are important.

Unit/Theme _Wellness__ Lesson Focus __Self-concept & Esteem __
NHES: 1.8.2 Describe the interrelationships of emotional, intellectual, physical, and social
health in adolescence.
8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools
Behavioral: SWBAT construct a unique postcard representing experiences that have helped
develop their self-esteem and concept.
Cognitive: SWBAT identify what self-esteem and self-concept are by answering the teachers
question when asked during the lesson closure.
Affective: SWBAT adopt an attitude towards using positivity to help others and themselves have
better self-esteem and self-concept.
- My Wellness Triangle Worksheet & Self-Concept sheet
- Blank Pieces of Paper
- Postcards
- If any ELL students, have them work with a responsible partner that is able to help read
and understand reading.
- Driscoll, D. P (1999) Comprehensive Health Curriculum Framework. Retrieved:

Procedures
5. My Health Triangle Worksheet & Journal Entry: 10 minutes
(Seatwork)
- Students will get take out their Health Triangle worksheet which we will go over as a
class.
- Students will give examples of ways they are physically, mentally and socially healthy.
- Next we will review the questions on the back of the paper.
- Lastly, students will write their journal entry that we didnt get to last class. They will
answer the question: What different ways can you improve your health in the physical,
social and mental/emotional categories based on your personal health inventory?
6. What is Self-Concept & Self-Esteem Worksheet? 10 minutes
(Lecture & Seatwork)
- Self-esteem means having a good opinion of yourself and feeling good about yourself as
a person.
- Ms. Morris will have Kids Health on the screen which will tell what Self- esteem is, what
good self-esteem looks like compared to poor self-esteem.
- Self-concept is a mental picture of who you are as a person. For example, beliefs such as
"I am a good friend" or "I am a kind person" are part of an overall self-concept.
- Ms. Morris will help students make comparisons between the two and think about their
own self-concept and esteem.
- Students will use their textbook and what is on the board from kids health to help them
complete their worksheet.
- Students will list ways develop a positive self-concept, people who have had a positive
influence on their self-concept and why a positive self-concept is important for overall
help.
7. Postcard Activity: 18 minutes
- Students will create their own postcard that that represents experiences in their life that
have helped develop their self-concept and self-esteem.
- Students could be creative in drawing pictures that help represent how they think of
themselves, their personality, and experiences that have had the most impact on them.
- Students will use a pencil first to draw out their design on one side of the postcard, once
they are finished, they will use colors or pictures from magazines.
Closure: 4 minutes
- Ms. Morris will ask students: What are self-esteem and concept?
- What are 2 ways to help boost your self esteem?
List Assessment(s) informal or formal how do you know they have learned the desired - Self-Concept worksheet. - Formal.
Class discussions, and Q&A - Informal
lesson?
This lesson went well and reviewing what we talked about was very important for a smooth transition
into the new content. To focus a little more on mental/emotional health we talked about self-concept
and esteem. One thing I would change when going over self-esteem and self-concept would be to give
clearer differentiation. The definitions in the book were similar, because they are similar things. But
because they are similar but not the same, I need to find a way to differentiate clearer between the two
in order to help the students understand. I was giving some examples of them, but they werent clear
cut where they 100% could tell the difference. Next time I teach this, I can look up examples or find a
way to separate the two for the students better understanding.

Unit/Theme _Wellness__ Lesson Focus __Self-concept & Esteem Postcard__
NHES: 1.8.2 Describe the interrelationships of emotional, intellectual, physical, and social
health in adolescence.
8.8.3 Work cooperatively to advocate for healthy individuals, families, and schools.
Behavioral:
- SWBAT compose a written story about their postcard that helps define their image of their
unique self.
Cognitive:
-SWBAT name at least 2 different ways they can help boost their own self-esteem when asked
by the teacher in their journal response.
Affective:
-SWBAT show thoughtfulness when creating their story by putting serious thought into the
assignment and not distracting others work.
- Markers, colored pencils.
- Postcards
- If any ELL students, go through the rubric with them separately to explain more in depth.

Mrs. Siegel Original Rubric
Procedures
8. Review of Self-Concept & Self-Esteem 10 minutes
(Q & A)
- Self-concept is simply the informational side of things, where you know facts about what
you are like. (short, brown hair, kind)
- Self-esteem is how you feel about those things you know, like whether you enjoy the fact
that you are talkative.
- Ms. Morris will ask students to remind her why these two are important to someones
health, and how one can build a positive self-concept or esteem.
- She will ask students to remind her of people who can help support them and help build
their self esteem, as well as 2 ways to help build their own.
9. Postcard Activity: 25 minutes
- Students will create their own postcard that represents experiences in their life that have
helped develop their self-concept and self-esteem.
- Students should be creative in drawing pictures that help represent how they think of
- On the back, students will write the story of how their experiences (a special place,
tradition/experience) have shaped who they are and have impacted their self-esteem and
concept.
Closure Journal response: 4 minutes
- Journal question: Name 2 different ways you can help boost your own self-esteem and
who can help support you.
List Assessment(s) informal or formal how do you know they have learned the desired - Postcard, Journal - Formal.
lesson?
Explaining and going over self-esteem and concept again was very important. I described it using a
different example than last time which was more clear to the students which helped them separate the
two. Today students made great progress on their postcards in which they will be able to complete next
class, and share. The students were able to reinforce what was learned last class, they were able to learn
more about how self-concept and self-esteem were similar but not the same. Students were also able to
think of themselves, and an experience, place or tradition has shaped them and their self-concept. I
really like this postcard project, it is different than a worksheet, or a lecture in that they are really able
to think of their life and the experiences they have had that have shaped who they are. I would be sure
to tell the students that they only get 1 post card so they MUST use a pencil to draw first, and then color
in after. I had two students that messed up their drawing and have to start over.

Unit/Theme _Wellness__ Lesson Focus __Self-concept & Esteem Postcard__
NHES: 2.8.3 Describe how peers influence healthy and unhealthy behaviors.
Behavioral:
SWBAT present their own postcard, its meanings of their experience and the questions answered
to the class to help show classmates their unique self.
Cognitive:
-SWBAT complete their Three Legged Stool activity sheet by the end of class by writing 3
things they do well, are responsible for and are appreciated for.
-SWBAT to describe how support systems and peers can positively impact ones self-esteem
when completing the 3 legged stool worksheet and when asked in the lesson closure.
Affective:
Show respectful listening skills to their classmates when listening to postcard presentations by
facing forward and not talking to others.
- Markers, colored pencils.
- Postcards
- 3 legged stool worksheet
- If any ELL students, go through the rubric with them separately to explain more in depth.

Mrs. Siegel Original Rubric for Postcard project
Procedures
10. Seatwork: Postcard Activity: 17 minutes
Directions:
- Students will finish creating their own postcard that represents experiences in their life
that have helped them develop their self-concept and self-esteem.
- Students should be creative in drawing pictures that help represent how they think of
- On the back, students will write the story of how their experiences (a special place,
tradition/experience) have shaped who they are and have impacted their self-esteem and
concept.
11. Student Presentations: Sharing of Post Card: 10 minutes
- Once students finish their Postcards, they can choose to share their card, its meaning and
their story with the class.
- They will describe their drawings, and how this place/tradition impacted them.
- While students are presenting, the others in the class will listen quietly and be respectful
by not talking to others during the presentation, or by making inappropriate comments.
Transition: Students will hand Ms. Morris their post cards, and she will have students take out
their self-concept worksheet and flip to the back.
12. 3 Legged Stool Worksheet: 9 minutes
- In this activity, Ms. Morris will have students complete a worksheet that helps them
identify different abilities they have which can help build their self concept.
- Students will name 3 things they do well, 3 things others appreciate about them, and 3
things they are responsible for.
- Ms. Morris will explain that if our self confidence, responsibility, and appreciation are
low we will be unbalanced. (If one leg of the stool isnt as strong, we will be off balance)
Closure: Turn and Talk: 4 minutes
- Ms. Morris will have students turn to a partner and give them 2 sincere complements.
This complement should be based on the inside no outside.
- Ms. Morris will ask how a support system and peers can positively impact ones selfesteem? (by bringing them up when they are sad and feeling bad, by showing them
appreciation)
List Assessment(s) informal or formal how do you know they have learned the desired - Postcard, 3 Legged Stool - Formal.
lesson?
Today Students still needed to do a lot of work on their post card. Most of the class was spent on
finishing their drawings, coloring them, and then completing their story based on the experience they
were drawing. If some students were done their postcard before the others, they had to read the
chapter in their textbook about self-esteem and concept. By the end of class most all students were
finishing their story and next class we will share the postcards.

Unit/Theme _Wellness__ Lesson Focus _Emilys Story on Self-esteem & how she built hers.
NHES: 2.8.3 Describe how peers influence healthy and unhealthy behaviors.
Behavioral:
SWBAT describe others by writing a one-word compliment (inside not outside) on a note card
with their name on it during the activity at the end of class.
Cognitive:
SWBAT describe how it felt to read the compliments their classmates wrote about them and how
it can boost their self-esteem when writing their journal entry.
Affective:
SWBAT show compassion towards other classmates when by writing complements on their note
cards.
- Blank Index cards & paper
- Emilys Story video clip
- Markers
- Computers & ELMO Projector
- Give demonstration of index card activity for the class to better understand.
- American Cancer Society (1995) National Health Education Standards (NHES).
Kids Health - Emilys story video
Procedures
13. Student Presentations: Sharing of Post Card: 10 minutes
- To start the class, students will present their postcards.
- They will have the option to stand in front of their class and explain their drawing and
read their story, or put their post card on the EMLO and describe their card.
- They will describe their drawings, and how this place/tradition impacted them.
- While students are presenting, the others in the class will listen quietly and be respectful
by not talking to others during the presentation, or by making inappropriate comments.
Transition: Students will hand Ms. Morris their post cards, and she will have students take out
their self-concept worksheet and flip to the back.
14. 3 Legged Stool Worksheet: 8 minutes
(Interactive Seatwork)
- In this activity, Ms. Morris will have students complete a worksheet that helps them
identify different abilities they have which can help build their self concept.
- Students will name 3 things they do well, 3 things others appreciate about them, and 3
things they are responsible for.
- Ms. Morris will explain that if our self confidence, responsibility, and appreciation are
low we will be unbalanced. (If one leg of the stool isnt as strong, we will be off balance)
15. Emilys Story Video: 7 minutes
- Students will watch a video about Emily.
- Emily was adopted from Russia, where she was born with a condition called Diastrophic
Dysplasia.
- In the video Emily will talk about what its like to be smaller than other people in
everyday life and how she stays positive and true to herself.
- After watching the video, Ms. Morris will hold a short class discussion about all people
being different some way or another. Even though we have differences doesnt mean that
we should think less of ourselves, just like Emily was describing.
Transition: Ms. Morris will give each student an index card
16. Index Card Activity: 5 Minutes
(Interactive moving activity)
- Once students have their card, Ms. Morris will show them how to number them 1 5
vertically on the left side of both sides.
- On one side, next to each number, students will write 1 word to describe themselves.
- For example, funny, kind, compassionate, friendly etc.
Once students have written their 5 words, Ms. Morris will have students name 5 words
that describe her. She will write them on one side of her card, opposite from the words
she used to describe herself.
After this, she will explain that students will tape their card to their back with the 5 words
they wrote against their back.
They will walk around the room and have 5 people write 1 word they think describes that
person.
These should be nice things about that persons personality or inner self, not physical
complements.
Once students have 5 words written on their card, they will take it off, sit at their desk
and read what the people wrote, and then compare it to what the said about themselves.
Closure: Post Test : 7 minutes

- Ms. Morris will hand out the Post test of the unit. Students will read the directions right
away and start answering the questions.
- If students have question about a question, they may raise their hand for help.
List Assessment(s) informal or formal how do you know they have learned the desired - Postcard, 3 Legged Stool, Post-test - Formal.
lesson?
This index card activity was a really interesting way to help students understand that their self concept
and esteem are different of how other see them. Some people write some more negative things about
themselves and were surprised when people write 5 kind things. This really reinforced how others can
help you build a self concept and esteem, as well as help them stay positive about themselves. I would
have kept all of the same activities but I would have been more specific on the 3 legged stool activity. I
would have asked students their opinion of the balance idea and what it meant to them.
Resources / References:
Driscoll, D.P (1999) Comprehensive Health Curriculum Framework. Retrieved:


Kids Health. Retrieved: http://kidshealth.org/en/kids/selfesteem.html?ref=search

Self-esteem information.
PE Central (pecentral.org) My Health Triangle
Lions-Quest: Skills For Adolescence Third Edition.
Mrs. Siegel files Personal Inventory

Glencoe Health Textbook
Activities That Teach. (1993, Jackson., T.)

Glenbrook Health Unit Plan

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Glenbrook Health Unit Plan

Uploaded by

Copyright:

Available Formats

Wellness Unit Plan

Glenbrook Middle School

Unit Outcomes, State Standards & Assessment Template

Personal Wellness Inventory: At the

Review of last classes content by Q &

Teacher Q & A to review content of

Creation of postcard and written story

Journal response: 2 different ways you

could help boost your own and

Complete the final steps of their

1. Discussion / Q&A on how Emilys Story.

Block Plan/Sequencing of Lessons

Focus: Learn about their own Wellness

Focus: Self Concept & Self Esteem.

Focus: Finishing unique self-postcard

(guidance counselor, teachers,

- American Cancer Society (1995) National

-PE Central (My Wellness Triangle)

- Mrs. Siegel files Personal Inventory

- Journal formal written response.

- American Cancer Society (1995) National

- Kids Health. Retrieved:

- American Cancer Society (1995)

Focus: Self Esteem Oral Presentations:

Focus: Emilys Story on Self-esteem & how she built hers.

- American Cancer Society (1995) National Health Education

- American Cancer Society (1995) National Health

Examples of Student Work:

Examples of student work are on the following pages.

Personal Wellness Inventory

Three Legged Stool Worksheet

Post Card Project Assignment Rubric

SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE

Name: Emily Morris___

Date: __12/7/16 ____ School: Glenbrook School___

Lesson #: _1__ Grade_6__ Class size_15-20_ Class/Time_10:15-11:02__

Driscoll, D. P (1999) Comprehensive Health Curriculum Framework. Retrieved:

4. My Health Triangle Worksheet: 10 minutes

SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE

Name: Emily Morris___

Date: __12/8/16 ____ School: Glenbrook School___

Lesson #: _2__ Grade_6__ Class size_15-20_ Class/Time_9:26-10:13__

American Cancer Society (1995) National Health Education Standards (NHES).

Class discussions, and Q&A - Informal

SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE

Name: Emily Morris___

Date: __12/12/16 ____ School: Glenbrook School___

Lesson #: _3__ Grade_6__ Class size_15-20_ Class/Time_8:37-9:24__

American Cancer Society (1995) National Health Education Standards (NHES).

SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE

Name: Emily Morris___

Date: __12/13/16 ____ School: Glenbrook School___

Lesson #: _4__ Grade_6__ Class size_15-20_ Class/Time_1:34-2:18__

American Cancer Society (1995) National Health Education Standards (NHES).

SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE

Name: Emily Morris___

Date: __12/13/16 ____ School: Glenbrook School___

Lesson #: _5__ Grade_6__ Class size_15-20_ Class/Time_8:37-9:24__

Kids Health - Emilys story video

Closure: Post Test : 7 minutes

Driscoll, D.P (1999) Comprehensive Health Curriculum Framework. Retrieved:

American Cancer Society (1995) National Health Education Standards (NHES).

Kids Health. Retrieved: http://kidshealth.org/en/kids/selfesteem.html?ref=search

Date: 12/7/16 School: Glenbrook School_

Date: 12/8/16 School: Glenbrook School_

Date: 12/12/16 School: Glenbrook School_

Date: 12/13/16 School: Glenbrook School_

Date: 12/13/16 School: Glenbrook School_