Standards-aligned learning objectives focused on building health skill proficiency and strengthening students’ health literacy through real-world application.

✅ Students can identify healthy habits and routines that help them feel good and stay well (e.g., brushing teeth, eating breakfast, moving their body, getting enough sleep).

✅ Students can describe simple ways they take care of themselves physically and emotionally.

✅ Students can begin recognizing when they need help.

Hands-on, engaging teaching activities that give students opportunities to practice each health skill in realistic, relevant ways.

🔎 Healthy Habit Matching: Students match healthy habits (e.g., brushing teeth, talking to a friend, stretching) to elements of the B.E.S.T. model (Body, Environment, Self, and Social Ties).

🔎 How I Take Care of Me Stations: Set up learning stations featuring different healthy habits (hydration, sleep, movement, asking for help). Students rotate through and reflect on which habits they already do and which they want to try.

🔎 When I Feel ___, I Can ___ Sorting Activity: Students are given emotion cards and action cards, and practice matching feelings (e.g., sad, tired, frustrated) to healthy responses (e.g., talk to a grown-up, drink water, take deep breaths).

Standards-based assessment measures students' health literacy and their ability to apply the health skills in a real-life scenario, demonstrating both their understanding of the health skill and their capacity to use it to manage their health.

📚 “Taking Care of Me” Booklet:
Students create a personalized health guide that shows how they take care of themselves in different areas of the B.E.S.T. model. Each page can focus on one element (Body, Environment, Self, Social Ties) and include drawings or short sentences about their healthy habits and strategies. This showcases their understanding of self-care and personal responsibility in a developmentally appropriate way.

Learning Objectives

Standards-aligned learning objectives focused on building health skill proficiency and strengthening students’ health literacy through real-world application.

✅ Students can explore and describe personal habits that support or harm their well-being.

✅ Students can use the “Pause, Reflect, Act” skill cue to manage their health.

✅ Students can recognize when they’re off track and take small, intentional steps to get back on course.

✅ Students can build personalized routines to support daily self-management (e.g., movement, nutrition, screen time, emotional regulation).

Hands-on, engaging teaching activities that give students opportunities to practice each health skill in realistic, relevant ways.

🔎 Habit Mapping: Students list their daily/weekly habits and categorize them as helpful, neutral, or harmful to their well-being. Then they reflect on which areas of the B.E.S.T. model are most supported or neglected.

🔎 Skill Cue Matching: Introduce the Pause, Reflect, and Act skill cue. Students match each step with descriptions and actions that show understanding.

🔎 Pause, Reflect, and Act Walk: Set up scenario stations around the room. At each station, students read a scenario (e.g., feeling overwhelmed, dealing with friend drama), then write or discuss how they would use each step of the skill cue to respond.

Standards-based assessment measures students' health literacy and their ability to apply the health skills in a real-life scenario, demonstrating both their understanding of the health skill and their capacity to use it to manage their health.

📚 Pause, Reflect, and Act Artifact: Students design a real-life self-check tool they could use when they feel overwhelmed, upset, or off track. This could be a reflection card, visual tracker, mini-booklet, mantra poster, or another creative format. The artifact must clearly walk through the Pause, Reflect, and Act skill cue and include personalized strategies the student would actually use. It should be functional, student-friendly, and rooted in real-world relevance.

Learning Objectives

Standards-aligned learning objectives focused on building health skill proficiency and strengthening students’ health literacy through real-world application.

✅ Students can independently assess their well-being and determine when they need to adjust their habits or routines.

✅ Students can use “Pause, Reflect, Act” to manage their well-being and integrate other skill cues (like accessing information, analyzing influences, or goal setting) during the reflection stage.

✅ Students can explain and demonstrate the specific practices and actions they need to care for themselves across multiple dimensions of health.

✅ Students can create sustainable self-management systems for navigating stress, managing time, supporting mental health, and maintaining physical well-being.

Hands-on, engaging teaching activities that give students opportunities to practice each health skill in realistic, relevant ways.

🔎 B.E.S.T. Self-Check Practice: Students do a full check-in using the B.E.S.T. model and identify which area needs the most attention. They reflect on how they’ve been supporting or neglecting that area and what small changes could help.

🔎 Reflect Cue Deep Dive: Students explore how other skill cues (e.g., PROVE It, SCAN, GROW) can support the “Reflect” step in self-management. They match common situations to skill cues that could help guide their thinking.

🔎 Routine Reset Planner: Students create or revise their weekly routine to support their well-being, using intentional time blocks, self-check prompts, and personal goals connected to their current needs and values.

Standards-based assessment measures students' health literacy and their ability to apply the health skills in a real-life scenario, demonstrating both their understanding of the health skill and their capacity to use it to manage their health.

📚 Health Coaching:
Students analyze a scenario (from a written case, video, book, or real-life example) and take on the role of a health coach. Their task is to assess what’s going on, identify the area of well-being that’s out of balance, and recommend which health skill(s) could support the person’s self-management. Students should explain how the skill cue (e.g., SCAN, GROW, PROVE It, NOPE) could be used to “Reflect” and act in a way that supports well-being.