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Students will describe how they care for their mental
health. |
Primary Learning Outcomes
What things make me feel good? What things keep me
healthy?
Additional Learning Outcomes
Assessed QCC Standards:
Grade: 3
Guidance
A. Self Knowledge
1
Topic: Knowledge
of the importance of self-concept.
Standard: Describe positive characteristics about self as seen by self and
others. Identify how behaviors affect school and family situations. Describe how
behavior influences the feelings and actions of others. Demonstrate a positive
attitude about self. Identify personal interests, abilities, strengths, and
weaknesses. Describe ways to meet personal needs through work.
3
Topic: Awareness
of the importance of growth and change.
Standard:
Identify personal feelings. Identify ways to express
feelings. Identify causes of stress. Identify and select appropriate behavior to
deal with specific emotional situations. Demonstrate healthy ways of dealing
with conflicts, stress, and emotions in self and others. Demonstrate knowledge
of good health habits.
Grade: 3
Health
Nutrition
15
Topic: Calories
Standard: Explains relationships among food, energy, and health.
Procedures/Activities
Step:
1 Duration: 10 min.
Review with the class the meaning of mental health, for
example, feeling good about oneself, feeling happy or content, not worrying
about things all the time. After the class has formed a definition, write this
definition on the poster paper and mount it on the bulletin board.
Step: 2 Duration: 5 min.
Brainstorm with students things that help them feel good about
themselves, feel happy or content, etc. Group these ideas into at least four
categories: Taking Care of My Body, Doing Things With or For Other People,
Relaxing, and Leisure Time. Some ideas may go under more than one category; list
them under both.
Step:
3 Duration: several class periods
During other class periods, have students draw pictures of how
they take care of their mental health through each of the four categories.
Discuss how nutrition, exercise, safety, and sleep affect their mental health.
Then allow students to draw themselves doing these things. When finished, post
the drawings around the definition of mental health on the bulletin board.
Repeat this procedure with the remaining categories. Save each student’s
drawings and let them staple their pictures together to create a mental health
booklet.
Step: 4 Duration: 30
min.
Distribute copies of the “Feeling Good” activity sheet and
have students write a story and draw a picture about a time when they felt good
about themselves. Distribute copies of the “Not Feeling Good” activity sheet and
have students write a story and draw a picture about a time when they did not
feel good about themselves.
Attachments for Step 4
Title: FileName: Feeling Good.doc
Description: Print and copy for each
student.
Title: FileName: Not Feeling Good.doc
Description: Print and copy for
each student.
Materials and Equipment
“Feeling Good” and “Not Feeling Good” activity pages, Poster
paper and markers, Drawing paper, crayons, Stapler
Standards (Local and/or National)
Total Duration
several class periods
Technology Connection
Assessment
Students participation and answers to the activities will be
evaluated.
Extension
Have a health professional come into your class and explain
how good physical health is important to good mental health.
Remediation
Have students share their booklets with classmates and discuss
what makes them feel good.
Accommodation
Modification
For students with significant disabilities, what changes can
be made in instruction and teaching delivery to allow students to participate in
classroom instruction while working on IEP objectives and off grade level QCC
standards. Below are suggested modifications correlated to the procedures of
this lesson plan.
