Lesson Plan
The Energy Balance Check-In
Students will recognize their personal energy levels throughout the day and learn strategies for balancing high and low energy states. They will develop self-awareness regarding physical and mental energy, identify what depletes and replenishes them, and apply techniques to maintain a healthy energy balance.
Understanding and managing personal energy levels is crucial for academic success, emotional well-being, and overall health. This lesson empowers students with practical strategies for sustainable well-being.
Audience
6th, 7th, and 8th Grade Students
Time
60 minutes
Approach
Through a guided 'energy map' activity and discussion, students will discover personalized methods.
Materials
"Energy Balance" Slide Deck, "My Energy Map" Worksheet, "Energy Boosters & Drainers" Activity Cards, Pens/Pencils, and Whiteboard or projector
Prep
Teacher Preparation
15 minutes
- Review the "Energy Balance" Lesson Plan and all generated materials.
- Print copies of the "My Energy Map" Worksheet for each student.
- Prepare the "Energy Boosters & Drainers" Activity Cards by cutting them out or having students do so.
- Set up the projector/whiteboard for the "Energy Balance" Slide Deck.
Step 1
Warm-Up: How Are You Feeling?
5 minutes
- Begin by asking students to think about their current energy levels.
- Use a quick show of hands or a thumbs-up/down to gauge the class's general energy state.
- Introduce the concept of energy balance and why it's important (refer to "Energy Balance" Slide Deck Slide 1-2).
Step 2
Introduction to Energy Balance
10 minutes
- Present the "Energy Balance" Slide Deck (Slides 3-5) explaining what energy balance is.
- Discuss how different activities and feelings can affect energy levels.
- Ask students for initial thoughts or examples of things that give them energy or drain it.
Step 3
Activity: My Energy Map
20 minutes
- Distribute the "My Energy Map" Worksheet.
- Guide students through the worksheet, encouraging them to reflect on their own energy patterns throughout a typical day.
- Encourage them to identify specific activities, people, or environments that boost or drain their energy.
- Circulate to provide support and answer questions.
Step 4
Group Share & Discussion
15 minutes
- Facilitate a class discussion based on the "My Energy Map" Worksheet (refer to "Energy Balance" Slide Deck Slide 6).
- Ask students to share one
use Lenny to create lessons.
No credit card needed
Slide Deck
Welcome! How's Your Energy Today?
Quick Check-In!
- Thumbs Up: Feeling energetic and focused!
- Thumbs Sideways: Feeling okay, maybe a little tired or distracted.
- Thumbs Down: Feeling really low on energy, tired, or unfocused.
No right or wrong answers, just a check-in!
Welcome students and ask them to reflect on their current energy levels. This is a quick check-in to activate prior knowledge and set the stage for the lesson.
What is Energy Balance?
It's like a seesaw!
- Energy In: What gives you energy?
- Food, sleep, positive thoughts, fun activities
- Energy Out: What takes your energy away?
- Stress, lack of sleep, difficult tasks, negative feelings
The Goal: Keep your energy seesaw balanced for a happy, healthy you!
Introduce the main concept of the lesson. Explain that energy isn't just about being awake, but also about mental and emotional states. Emphasize the importance of balance.
Your Unique Energy Story
Everyone's energy is different!
- What makes you feel supercharged?
- What makes you feel totally drained?
It's not always the same for everyone, and it can change day-to-day!
Explain that energy isn't constant and that different things affect us all uniquely. Give some general examples to get them thinking.
Mapping Your Energy
Let's create your personal "Energy Map"!
- Think about a typical day.
- What activities give you energy? (Energy Boosters)
- What activities drain your energy? (Energy Drainers)
- When do you feel highest or lowest in energy?
Introduce the 'My Energy Map' worksheet. Explain that this activity will help them visually track and understand their own energy patterns. Emphasize honest self-reflection.
Your Energy Map: Questions to Consider
On your worksheet, think about:
- Morning, Afternoon, Evening: What are you usually doing?
- People: Who do you spend time with? How do they affect your energy?
- Places: Where do you feel most/least energized?
- Feelings: What emotions come with high or low energy moments?
- Strategies: What could you do to boost low energy or calm high energy?
Provide guiding questions for the worksheet activity to help students fill it out. Encourage them to be specific.
Sharing Our Energy Insights
Let's hear what you discovered!
- What was one surprising thing you learned about your energy?
- What's one small change you could make to better balance your energy?
- How can understanding your energy help you with school, friends, or family?
Facilitate a class discussion. Encourage students to share one interesting discovery from their energy map, creating a safe space for sharing. Guide them to think about actionable strategies.
Your Energy Superpowers!
You now have the power to understand and manage your energy!
- Awareness: Notice how you feel.
- Identify: Know your boosters and drainers.
- Strategize: Plan ways to keep your seesaw balanced.
Keep checking in with your energy – it's a lifelong skill!
Conclude the lesson by summarizing the main takeaways and empowering students to use their new self-awareness. Remind them that energy balance is an ongoing process.
Worksheet
My Energy Map: A Daily Check-In
Name: _________________________ Date: _________________________
Instructions: Think about a typical school day. Use this map to explore your energy levels. What gives you energy? What takes it away? Be honest with yourself!
Part 1: My Energy Graph
Draw a line on the graph below to show how your energy levels change throughout a typical day. Peak means high energy, valley means low energy.
My Daily Energy Flow
High Energy ^ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
| |
| |
| |
Medium Energy| |
| |
| |
| |
Low Energy v . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
M O R N I N G A F T E R N O O N E V E N I N G
(8am-12pm) (12pm-4pm) (4pm-8pm)
Part 2: Energy Boosters & Drainers
Think about the times of day you drew on your graph. What factors contribute to your energy levels?
My Energy Boosters (Things that give me energy):
-
Activities: (e.g., listening to music, playing sports, talking with friends)
-
People: (e.g., a specific friend, family member, teacher)
-
Places: (e.g., library, park, your room)
-
Foods/Drinks: (e.g., water, fruit, a healthy snack)
-
Other:
My Energy Drainers (Things that take away my energy):
-
Activities: (e.g., too much screen time, a difficult homework assignment, arguments)
-
People: (e.g., someone who always complains, a person who makes you feel bad)
-
Places: (e.g., a noisy cafeteria, a crowded bus)
-
Foods/Drinks: (e.g., sugary drinks, unhealthy snacks)
-
Other:
Part 3: My Energy Balance Strategies
Based on your Energy Map, what are some ways you can try to keep your energy balanced?
-
To boost low energy, I could try:
-
To calm high energy or focus better, I could try:
-
One small change I will try this week to improve my energy balance is:
Activity
Energy Boosters & Drainers Activity Cards
Instructions for Teacher: Print these cards and cut them out. Students can sort them into "Energy Boosters" and "Energy Drainers" categories, either individually or in small groups, before or after completing their "My Energy Map" worksheet. This can help spark ideas for their personal reflections.
Activity Cards (Cut along the dotted lines)
| Card 1 | Card 2 | Card 3 |
|---|---|---|
| Playing outside with friends | Having a healthy breakfast | Not getting enough sleep |
| . . . . . . . . . . . . . | . . . . . . . . . . . . . | . . . . . . . . . . . . . . . |
| Card 4 | Card 5 | Card 6 |
| Listening to your favorite music | Drinking a lot of sugary soda | Finishing a challenging homework assignment |
| . . . . . . . . . . . . . | . . . . . . . . . . . . . | . . . . . . . . . . . . . . . |
| Card 7 | Card 8 | Card 9 |
| Spending too much time on screens | Helping someone in need | Having an argument with a friend |
| . . . . . . . . . . . . . | . . . . . . . . . . . . . | . . . . . . . . . . . . . . . |
| Card 10 | Card 11 | Card 12 |
| Eating a nutritious lunch | Feeling stressed about a test | Taking a short walk or stretching |
| . . . . . . . . . . . . . | . . . . . . . . . . . . . | . . . . . . . . . . . . . . . |
| Card 13 | Card 14 | Card 15 |
| Learning something new and interesting | Being bored in class | Spending time in nature |
| . . . . . . . . . . . . . | . . . . . . . . . . . . . | . . . . . . . . . . . . . . . |
| Card 16 | Card 17 | Card 18 |
| A messy or unorganized space | Laughing with family | Drinking plenty of water |
| . . . . . . . . . . . . . | . . . . . . . . . . . . . | . . . . . . . . . . . . . . . |
| Card 19 | Card 20 | Card 21 |
| Staying up late watching TV | Meditating or deep breathing | Feeling understood and supported |
| . . . . . . . . . . . . . | . . . . . . . . . . . . . | . . . . . . . . . . . . . . . |
| Card 22 | Card 23 | Card 24 |
| A long, boring lecture | Creative writing or drawing | Feeling overwhelmed by too many tasks |