Lesson Plan
Self-Care Quest Session 1
Students will learn the definition of self-care and differentiate between physical and mental health through guided discussion and hands-on activities, then identify one self-care practice in each category.
Understanding self-care and distinguishing its physical and mental aspects helps students build foundational wellness habits, reduces stress, and supports lifelong health.
Audience
6th Grade Middle School Students
Time
30 minutes
Approach
Interactive discussion and stations-based activities
Materials
Prep
Teacher Preparation
10 minutes
- Review the Session 1 Slide Deck to familiarize yourself with definitions and visuals.
- Print copies of the Physical vs Mental Health Definitions Worksheet for each student.
- Print and cut out Self-Care Charades Game Cards.
- Prepare materials for two stations using the Self-Care Stations Activity Guide.
- Print Group Cooling Reflection Cards and have them ready for the closing.
- Arrange the room into two activity areas and ensure the projector is set up.
Step 1
Introduction
5 minutes
- Display the first slides defining “Self-Care,” “Physical Health,” and “Mental Health.”
- Use simple, clear visuals and read aloud definitions slowly, allowing processing time.
- Ask students for examples of each and list responses on the board.
- Support autistic learners with visual icons and a quiet signal if they need a moment.
Step 2
Self-Care Stations Activity
10 minutes
- Divide students into two groups; assign one to the Physical Health station and one to the Mental Health station.
- Physical station: demonstrate a quick stretch, proper hydration break, and simple posture check.
- Mental station: guide a 1-minute deep breathing exercise, emotion check-in, and positive doodling prompt.
- Students complete the corresponding section of the Physical vs Mental Health Definitions Worksheet.
- Rotate groups after 5 minutes.
Step 3
Game: Self-Care Charades
10 minutes
- In small mixed-ability groups, students draw a card from the Self-Care Charades Game Cards.
- Without speaking, one student acts out the habit; peers guess the action and decide if it’s Physical or Mental Health.
- After each round, have the student who guessed correctly place the card in the matching category bin.
- Encourage use of visuals and allow movement breaks as needed.
Step 4
Cool Down and Reflection
5 minutes
- Distribute Group Cooling Reflection Cards to pairs.
- Each student shares one new self-care habit they learned and one they’ll try this week.
- Collect reflections and summarize key takeaways on the board.
- Provide positive feedback and remind students that self-care supports both mind and body.
Slide Deck
Self-Care Quest – Session 1
Welcome to Self-Care Quest!
• Define Self-Care
• Differentiate Physical vs Mental Health
• Do Stations Activity
• Play Self-Care Charades
• Reflect and Cool Down
Welcome students to the first session of Self-Care Quest. Introduce yourself and invite students to share excitement. Point out the agenda on the slide, explain we will define self-care, explore physical vs mental health, do stations, a game, and finish with reflection.
Learning Objectives
By the end of today, you will be able to:
- Explain what self-care means
- Identify one physical health habit
- Identify one mental health habit
Read each objective slowly, allow a 3-second pause after each. Ask if any terms are unfamiliar. Provide clarifications as needed.
What Is Self-Care?
Self-care is anything you do to take care of your body, mind, and emotions so you stay healthy and happy.
Display visual icons: a heart for health and a brain for mind. Read the definition slowly. Remind students to use the quiet signal if they need processing time.
Physical Health vs Mental Health
Physical Health:
- Activities that keep your body strong and safe
- Examples: exercise, hydration, good posture
Mental Health:
- Practices that support your feelings and thoughts
- Examples: breathing exercises, positive self-talk, relaxation
Point to each column. Ask for examples. Write student ideas on the board beside the slide if possible.
Examples of Self-Care Habits
Physical Health Habits:
- Stretching or light exercise
- Drinking water regularly
- Checking your posture
Mental Health Habits:
- Deep breathing for 1 minute
- Checking in on your emotions
- Doodling or positive journaling
Invite students to suggest more examples and add them to each list. Highlight that some habits help both body and mind.
Station Activity Instructions
- Split into two groups:
• Physical Health Station: quick stretch, hydration break, posture check
• Mental Health Station: 1-minute breathing, emotion check-in, positive doodle - Complete your worksheet section
- Rotate after 5 minutes
Explain station setup. Tell students they will work in two groups. Show how long each rotation lasts. Remind autistic learners they can use a quiet corner if they need a break.
Game: Self-Care Charades
• In small groups, draw a charade card
• Act out the habit silently
• Peers guess the habit and whether it’s Physical or Mental
• Place the card in the correct bin
Outline the game rules step by step. Model one round if time allows. Emphasize movement breaks and visual supports.
Reflection & Cool Down
• Pair up and use your Reflection Cards
• Share one new self-care habit you learned
• Share one habit you will try this week
• Return cards when you finish
Hand out reflection cards. Pair students deliberately, mixing strengths. Listen in on pairs and offer positive feedback.
Worksheet
Physical vs Mental Health Definitions Worksheet
1. What Is Self-Care?
In your own words, write a definition of self-care based on what we discussed and saw in the Session 1 Slide Deck.
2. Define Physical Health and Mental Health
Using the slide showing “Physical Health vs Mental Health,” write your own definitions below.
a. Physical Health:
b. Mental Health:
3. Station Activity Observations
Complete these questions after you rotate through both stations.
a. Physical Health Station
- List the activities you did at this station:
- Identify one physical health habit you practiced:
b. Mental Health Station
- List the activities you did at this station:
- Identify one mental health habit you practiced:
4. Examples of Self-Care Habits
From today’s session, list two physical health habits and two mental health habits you learned.
Physical Health Habits:
Mental Health Habits:
5. Reflection and Goal Setting
Choose one habit (either physical or mental) that you will try to do at least once every day this week. Describe your plan: when, where, and how you will practice it.
Activity
Stations Activity Guide
Overview: In this activity, students rotate through two hands-on stations—Physical Health and Mental Health—to practice brief self-care habits and record observations.
Total Time: 10 minutes (2 rotations of 5 minutes each)
Materials
- Station signs: “Physical Health” and “Mental Health”
- Yoga mats or floor spots (Physical station)
- Small water bottles or cups (Physical station)
- Posture checklist cards (Physical station)
- Deep-breathing prompt cards (Mental station)
- Emotion check-in emoji cards (Mental station)
- Mini sketchpads or doodle pages and crayons (Mental station)
- Timer or stopwatch
- Clipboards or flat surfaces for student worksheets
- Physical vs Mental Health Definitions Worksheet
Setup
- Label two areas in the room: “Physical Health Station” and “Mental Health Station.”
- Place required materials at each station.
- Prepare a visible timer or share a countdown on the projector.
- Review station rules and visual supports for students (quiet corner, hand-signal for breaks).
Station Descriptions
1. Physical Health Station
Steps:
- Lead students in a 1-minute guided stretch (reach, twist, bend).
- Demonstrate proper posture: stand or sit tall, shoulders back for 30 seconds.
- Guide a quick hydration break—drink a small cup of water mindfully.
- Students complete the “Physical Health Station” section on their worksheet.
2. Mental Health Station
Steps:
- Guide a 1-minute deep breathing exercise: inhale for 4 seconds, exhale for 4 seconds.
- Distribute emotion check-in emoji cards; students choose one and name how they feel.
- Provide mini sketchpads/crayons: prompt a positive doodle (draw something that makes you happy).
- Students complete the “Mental Health Station” section on their worksheet.
Procedure
- Introduce both stations and review expectations (quiet voice, taking turns, following the timer).
- Divide students into two equal groups; assign one to each station.
- Start first 5-minute rotation. Give a 30-second warning before the timer ends.
- Rotate groups and repeat at the second station.
- After rotations, gather whole group for transition to charades game.
Supports for Autistic Learners
- Provide a visual schedule or checklist for each step at both stations.
- Offer noise-canceling headphones or a quiet corner for students needing a break.
- Use clear, concise language and repeat or rephrase instructions as needed.
- Pair students with familiar peers or adult buddies if helpful.
- Allow flexible seating (standing mat, cushion) to support sensory needs.
Teacher Tips
- Model one station activity quickly before students begin.
- Circulate and offer positive feedback or gentle prompts.
- Adjust pacing: pause the timer if multiple students need extra processing time.
- Celebrate completion of both stations and connect habits to daily routines.
Game
Self-Care Charades Game Cards and Instructions
How to Play
- Split into small groups of 4–5 students.
- Place two bins in the center labeled Physical Health and Mental Health.
- Shuffle the charade cards and place them face down.
- One student at a time draws a card and silently acts out the self-care habit on it.
- Peers guess the habit and decide if it falls under Physical Health or Mental Health.
- The student who guesses correctly places the card in the matching bin and briefly explains their choice.
- Rotate until all students have had a turn or time runs out.
Supports for Autistic Learners
- Offer visual cue cards showing “Physical” vs “Mental.”
- Allow students to pass if they feel uncomfortable acting out; they can describe the habit instead.
- Provide a quiet area or noise-canceling headphones for students needing sensory breaks.
- Use simple, clear prompts and model one round if helpful.
Charade Cards
Below are 12 prompts. Print and cut these cards for the game.
| Prompt | Category |
|---|---|
| Jumping jacks | Physical Health |
| Stretching your arms overhead | Physical Health |
| Drinking a glass of water | Physical Health |
| Checking your posture | Physical Health |
| Washing your hands | Physical Health |
| Taking a quick walk in place | Physical Health |
| Deep breathing for 1 minute | Mental Health |
| Positive doodling | Mental Health |
| Saying a positive affirmation | Mental Health |
| Emotion check-in (show a feeling face) | Mental Health |
| Writing in a journal | Mental Health |
| Visualizing a calm place | Mental Health |
Cool Down
Group Reflection Cards
Use these cards to guide your reflection and cool down.
Pair Reflection
- Share one new self-care habit you learned today and why it is important.
- Describe one way you will practice this habit this week (when, where, and how).
Listener Task
- Repeat your partner’s habit and plan back to them to show you listened.
Supports for All Learners
- Sentence starter prompts printed on the back of each card
- Illustrated icon cues for each prompt
- Option to write or draw your responses
- Quiet corner available if needed
Collect your cards when finished and return to the teacher for a final group share!