Well Being Blueprint

3. What health behavior do you think your quote is talking about? (Physical, Emotional, Social, or Intellectual Health) Explain:

4. Class Debrief: Write down interesting ideas or interpretations that you hear from other groups:

Idea A:

Idea B:

LifeSkills Course • Lesson 1 Worksheet Page 2 of 5

Well-Being Blueprint Lesson 1: Activity B (What is Good Health?)

Section 4: Activity B: What is Good Health?

Read what these seven teenagers have to say. For each scenario, check the dominant health dimension(s) involved, circle whether the habit represents a positive (+) or negative (-) loop, and suggest a fast action they could take to Take Care.

Teenager & Statement

Dimensions

Loop

Take Care Advice

1. Marcus

"I skip breakfast to sleep in, but by 3rd period my head hurts & I can't focus."

P M E S

-

2. Elena

"When I'm stressed, I write in my journal. It helps me calm down."

P M E S

3. Jayden

"I vape with older kids to feel cool, even though my lungs hurt."

P M E S

-

4. Chloe

"I get so nervous before soccer matches that I skip the game entirely."

P M E S

-

5. Taylor

"My friends and I turn off our group chats at 9 PM to sleep well."

P M E S

6. Sam

"Whenever I make a mistake, I tell myself I'll never be good at anything."

P M E S

-

7. Jordan

"I felt lonely, so I joined the art club to find like-minded peers."

P M E S

LifeSkills Course • Lesson 1 Worksheet Page 3 of 5

Well-Being Blueprint Lesson 1: Goal Mapping

Section 5: The Compound Effect (The Split Path)

Tiny adjustments in daily patterns compound over 5 or 10 years to produce radically different futures.

Path of Decline

Habitual poor sleep, high processed food intake, isolating during stress, ignoring boundaries.

Where does this person stand in 10 years?

Path of Thriving

Getting 8 hours of sleep, drinking water, expressing boundaries, seeking helpful support.

Where does this person stand in 10 years?

Section 6: Activity C: Set a Health Goal

Tips on Achieving a Goal

1. 1. Decide on your goal.
2. 2. Break goal into measurable steps.
3. 3. Write steps, when & how.
4. 4. Keep track of your progress.
5. 5. Evaluate, adapt & make changes.

Health Goal

Measurable steps to the goal

When do I start?

Resources Needed

Did I achieve it?

Yes

No

In Progress

Why not? (Obstacles faced)

LifeSkills Course • Lesson 1 Worksheet Page 4 of 5

Well-Being Blueprint Lesson 1: Reflection & Influence

Section 7: Activity D: Healthy, Healthier, Healthiest

Reflect on how the actions, habits, and mindsets of the people in your circle—both adults and peers—influence your personal blueprint.

1

Adult Health Role Models

• What adult do I know who takes care of his or her health?
• How does this person protect his or her health?
• What could this person do to be even healthier?
• How do this person's beliefs influence me?

2

Peer Connections & Support

• What healthy behaviors do I have in common with my friends?
• What would I suggest to a friend we could work on together to be more healthy?
• How would this goal help us?
• Am I likely to be more successful if I do this by myself or with my friend?

LifeSkills Course • Lesson 1 Worksheet Page 5 of 5

Discussion Prompt: Ask, "Is health simply not having a fever, or is it something bigger?" Direct students to look at the World Health Organization (WHO) definition.

Teacher Script: "The World Health Organization tells us that health is a complete state of physical, mental, and social well-being. It is NOT just the absence of sickness! This means being healthy is an active, positive way of thriving. Let's look at your spectrum..."

Slide 3 & 4: Pillars & Activity A: Choose a Quote Duration: 12 Min

Discussion Prompt: Divide students into groups of 3 or 4. Direct them to choose ONE of the 7 famous quotes listed on Page 3 of their worksheet (and Slide 4).

Teacher Script: "Now, look at Slide 4. We have 7 quotes from artists, leaders, and athletes. Choose one quote in your group. I want you to read between the lines—what is the 'subtext'? Do you agree with it? Fill out Section 4 on Page 3 of your handout. Be ready to present!"

Slide 5-7: Mind-Body Connection & Activity B Duration: 15 Min

Core Takeaway: Map how physical stress (e.g. sleep deprivation, skipped meals) creates immediate emotional instability (irritability, brain fog). Explain that hormones like cortisol and dopamine bridge these two worlds.

Teacher Script: "Your brain lives inside your physical body. If you treat your body poorly, your brain fog acts as a lock. Let's look at Slide 7. We have 7 different teens in Activity B. Marcus skips breakfast; Elena journals. For each person, mark the loop (+ or -) and give them quick advice on how to 'Take Care'!"

Donna Sherfield-Nelson • Phoenix House Texas Guide Page 2 of 3

Well-Being Blueprint Teacher Guide Student Activity Keys & Rubrics

Section 4: Answer Keys & Exemplar Answers

Use the keys below to verify student work and guide reflective feedback during class debriefs.

Activity B: "What is Good Health?" Teenager Scenarios Key (Page 3)

1. Marcus: Physical (P) & Mental (M) • Loop: Negative (-) • Exemplar Advice: Pack a simple breakfast bar or fruit the night before so you don't skip eating.

3. Jayden: Physical (P) & Social (S) • Loop: Negative (-) • Advice: Identify peers who respect your health values; practice saying "No, I'm trying to protect my lungs."

4. Chloe: Emotional (E) & Social (S) • Loop: Negative (-) • Advice: Take deep, slow breaths before matches. Talk to your coach about pre-game jitters instead of hiding.

5. Taylor: Physical (P), Emotional (E) & Social (S) • Loop: Positive (+) • Advice: Congratulate group on boundary setting. Set phone timers together.

Activity C: Set a Health Goal Evaluation Rubric (Page 4)

Health Goal Must specify a target habit rather than vague text (e.g. "Sleep 8 hrs" instead of "Be healthy").

Measurable Steps Must include a numerical check (e.g., "Use phone bed-timer", "Track with journal 5/7 days").

When & Resources Must define a precise start date (e.g. "Monday") and name 1 supportive person or tracking app.

Section 7: "Healthy, Healthier, Healthiest" Discussion Guidance

Debrief Goal: Bring students' focus to the power of peer modeling. Highlight that peer pressure doesn't always have to be negative! Peer reinforcement (like Taylor's Slide 6 group boundary) is one of the single most successful ways to maintain life goals. Challenge them to share at least one thing they can work on collaboratively with friends this week.

Donna Sherfield-Nelson • Phoenix House Texas Guide • Lesson Complete Page 3 of 3