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Wellness Lesson Plan
Transcript of Wellness Lesson Plan
Lesson Plan Sample
The key point ideas and organization of Jean Mulligan's (n.d.) example plan found on the Scholastic website was used as an outline for this lesson plan.
In class worksheet: 5%
Quizzes (10 questions each): 20%
Final exam (30 questions): 30%
Wellness plan (3-5 pages): 20%
Journal entries: 15%
Attendance and Class Participation: 10%
Wellness Lesson Plan
Target audience: Undergraduates
There are many online resources available for improving one's overall physical fitness. Their basic and non-intimidating nature are applicable to college students with a wide range of literacy skills and who may not have had in depth health education during their grade school years.
By Tom Worthington
Personal wellness and physical fitness has been correlated with academic success (London & Castrechini, 2011, pp. 4001-401). Obesity in young people has increased drastically over the last forty years. Unhealthy eating and inactivity has been linked to overall stress levels. Stress has also been linked to unplanned alcohol consumption and poorer academic performance (LaFountaine, Neisen, & Parsons, 2006, p. 214). Over half of all college students have experienced high amounts of stress. Further, less than half of all college students have exercised on a regular basis (LaFountaine 214).
While the college environment may possibly have played a role in these finds, similar problems of wellness management have been reported by nontraditional students as well. With an access to and proper understanding of available resources, college students will have the capability of managing and improving their personal wellness.
Objective and Materials
Develop skills needed to discern the nutritional value of food
Develop skills to incorporate physical activity with existing resources
Develop skills to find online resources for wellness
Be able to create a personal wellness plan
An Invitation to Health: 2009-2010 Edition by Dianne Hales (2009)
Physical or electronic journal. Students will record food consumption and physical activity daily.
Class 1: Course Overview: Distribute and go through syllabus. Briefly cover the basic categories of personal wellness, while emphasizing that this course will focus more on physical health than the other categories. Introduce MyPlate, which has succeeded the Food Pyramid. Assign chapters 1 and 6 in the textbook. Assign students to calculate their BMI on the NIH National Heart, Lung and Blood Institute website, and record it in their first journal entry.
Class 2: Nutrition basics: Quiz 1 based on chapters 1 and 6 of the textbook. Lecture on strategies for incorporating healthier foods into your diet. Source material can come from textbook and from easy to understand PDFs from choosemyplate.gov. Break students up into groups to discuss and take notes on individual worksheets for real strategies for improving their personal nutrition. This will shift into a full class discussion based on group discussions. Collect worksheets. Assign students to read chapter 3 in the textbook.
NIH BMI Calculator
Class 3: Stress management and Physical Activity: Lecture based on textbook chapters that were assigned. Hand out and go over 101 Wellness tips provided by Rutgers’ Student Health Services. Discuss tradition exercise activities with students, and have them come up with some physical activities not normally associated with exercise (e.g. walking to the store, taking the stairs, mowing the lawn, etc...). The WebMD Calorie Counter is a good way to show calories burned through such activities. Assign chapter 5 from the textbook.
Class 4: Tour of Campus fitness center: Quiz based on chapters 3 and 5 from the textbook. Quiz is followed by a guided tour of the available physical fitness activities of the college including the fitness center, intramural sports, fitness classes, and fitness clubs.
Rutgers' Student Health
WebMD Calorie Counter (Martin, 2013)
Wellness Plan Assignment
A handout will be given out the first day of class, due to the short nature of the course. This handout will explain that the assignment will be a personal wellness plan based on improving or maintaining one's wellness.
Class 5: Drug use, Tobacco Products, and Health Risks: Lecture and discussion from textbook on the dangers of illegal drug use and tobacco products. Online sources are incorporated for additional information. TTAC has a section on tobacco risks and information for the university environment. Assign chapter 13.
Class 6: Alcohol, Abuse, and Responsible Drinking: Lecture and discussion on alcohol abuse, related problems, and the responsibility of moderate alcohol use. CollegeDrinkingPrevention.gov offers several PDFs that contain advice on how to drink in moderation and even eliminate alcohol use in your life. Collect wellness plans and journals.
ttac.org's College Tobacco Facts
CollegDrinkingPrevention.gov's Tips on Alchohol Consumption
Class 7: Review: Quiz on chapters 11, 12, and 13 from textbook. In-class review for the final exam. Games can be incorporated into the review, such as those presented by Deb Peterson (n.d.).
Class 8: Final Exam: Cumulative exam based on textbook and supplemental information presented during the course.
Deb Peterson's (n.d.) Game Ideas for Exam Review
References and Highlighted Resources
Hales, D. (2009). An invitation to health:2009-2010 edition. Belmont, CA: Wadsworth Cengage Learning.
LaFountaine, J., Neisen, M., & Parsons, R. (2006). Wellness factors in first year college students.
American Journal Of Health Studies, 21(3/4), 214-218.
London, R., A., & Castrechini, S. (2011). A longitudinal examination of the link between youth physical
fitness and academic achievement. Journal Of School Health, 81(7), 400-408. doi:10.1111/
Martin, L., J. (2013, January 09). Fit-o-meter. Retrieved from http://www.webmd.com/diet/healthtool-
Mulligan, J. (n.d.). Sample lesson plan for new teachers.
Retrieved from http://www.scholastic.com/teachers/lesson-plan/sample-lesson-plan-new-
National Heart, Lung, and Blood Institute. (2013, August 14). Calculate your BMI: Standard BMI
calculator. Retrieved from http://www.nhlbi.nih.gov/guidelines/obesity/BMI/bmicalc.htm
References and Highlighted Resources Continued...
National Institute on Alcohol Abuse and Alcoholism. (2007, July 07). College drinking: Tips for cutting down on drinking.
Retrieved from http://www.collegedrinkingprevention.gov/otheralcoholinformation/
Peterson, D. (n.d.). 5 games for test review: Lighten up your classroom with a game that helps students study and
remember. Retrieved from http://adulted.about.com/od/classroommanagement/tp/5-Games-For-Test-Review.htm
Student Health Services. (2011). 101 health and wellness tips for college students. Retrieved from http://
Tobacco Technical Assistance Consortium. (2013, August 08). College tobacco facts. Retrieved from http://www.ttac.org/
United States Department of Agriculture (2011, June). Choose myplate. Retrieved from http://www.choosemyplate.gov/
United States Department of Agriculture. (n.d.). Choosemyplate.gov. Retrieved from http://choosemyplate.gov
University of Washington's YouTube video on Wellness. This is an example of a video that can be used in the first week of the course to give students an overview of wellness and the university environment.
Consider using QR codes on flyers about your course. These can take potential students to an online copy of your syllabus, a course website, a podcast lecture from a previous semester, or a video you record about your course. You could also include these on handouts to link to supplemental information. The QR code in this slide leads to a Bay Path College YouTube video on
eating healthy in college. There are several free QR code generators online, such as: