STUDENT

WELLNESS
MODULE
SHS SY 2022 - 2023

Compiled by

Mike Louis S. Trapani, RPm

Julie Pearl C. Catillo, RPm
 OCTOBER

Activity 1

Activity title: Describe yourself game

Objective: to help the students to know each other better and build rapport with
classmates and teacher at the start of the class.

Expected outcome:make students feel more comfortable with their teacher and
classmates.

Instruction: ask the students to form a circle in the classroom. Students will think
of an adjective to describe themselves. The adjective must start with the first letter
of their name. example: Beautiful Betty, Kind Katherine (encourage to use virtues
project qualities). The teacher can start by saying her name (with adjective before
the name). the student and the rest will have to say the previous names (with
adjective) before saying their name. the last student will to do the hard work.

Discussion: the teacher will take this opportunity to get to know her advisory class
better. After the ice breaker activity, the teacher may discuss the adjectives they
used to describe themselves and may ask each student to introduce himself/herself
formally in class. Teacher may also discuss the importance of being able to each
other better in order to be able to work together harmoniously for this school year.

([Link], Lucie Rennard)

 OCTOBER

Activity 2

Activity title: What do you love?

Objective: to help students to know each other better and build rapport with
classmates and teacher at the start of the class. This activity is the second part of
getting to know activities that will further enhance camaraderie.

Expected outcome: Students will learn more about their classmates.

Instruction: the goal of this game is to guess the favorite things of your
classmates. Let the students write their names and record their favorites for some
topics such as performers, movies, T.V shows, games, foods and hobbies on a
sheet of paper. Collect all the papers and read the answers on each sheet. Have the
group of students guess whom each list of favorites belongs. If you wish, you can
use this as a team icebreaker activity for a large group of students by giving points
for each correct answer. The team with highest points wins.

Discussion:the teacher may discuss how each student felt about the activity.

 Were they able to discover new things about their classmates?

 Did it help them have a deeper sense of connection with their classmates?

The teacher may also stress the importance of knowing each other as they will
be working together and helping one another for the whole year.

([Link]
 OCTOBER

Activity 3

Activity title:“The most important thing is…”

Objective:To establish a cooperative and collaborative learning environment in the

classroom.

Expected outcome:The students will enhance their sense of cooperation in the

class. This activity will also test their planning skills, resourcefulness and
creativity.

Instruction: Divide the students into five groups and tell them they are stranded on
a deserted island. Explain that they must select five items from their personal
belongings to help them survive and each member must contribute one thing. Give
them 10 minutes to dig through their bags, purses or pockets to select necessary
items. Then, each group will have to explain what they selected and how each
object is essential to their survival.

Discussion:teacher may get the reaction various members of the different groups
and how they handled the situation.

 Was there cooperation among the members of the group?

 Did they have a hard time deciding which belongings are necessary?
 Did each member participate and contribute in the activity?

(Shayla McGhee, [Link])

 NOVEMBER

Activity 4
Activity title:Create, Plan and Set Goals (Part I)
Objective:To make students aware the value of goal setting and planning for the
future
Expected outcome: students will have first hand experience in setting goals and
evaluating at the end of the school year if they have met these goals
Instruction: Long‐term goals should cover all parts of your life – education,
career,financial, and personal. Think back two years ago,what would you have
donedifferently? Now, think about what you want your life to be different in one
[Link] them below.

Goal Area My Long – Term Goals

Education 1.

2.

Finances 1.

2.

Personal 


Discussion:The teacher may discuss how each student felt about the activity.

 Were they able to have a deeper understanding of themselves?

 Did they have a hard time setting their long-term goals?

How to best achieve goals? Research suggests that people who write down their
goals, share this information with a friend, and send weekly updates to that friend
are, on average, 33% more successful in accomplishing their goals than those who
merely think about their goals. Dominican University of California. “Study
Backs of Strategies for Achieving Goals” [San Rafael] 2011. Web.

Note: The teacher will have to remind the students that this activity will serve as
their reference for the next activity.

([Link] )
 NOVEMBER

Activity 5
Activity title: Create, Plan and Set Goals (Part II)
Objective: To make students aware the value of goal setting and planning for the
future
Expected outcome: students will have firsthand experience in setting goals and
evaluating at the end of the school year if they have met these goals
Instruction: Once you write down your long‐term goals, think about how to break them down
into manageable [Link] is an example of short‐term actions support a long‐term goal. Use
this example in completing a Goal Setting Plan Exercise on the next page.
Directions: Using your long-term goals in activity 1.4create a Goal Setting Plan
to map out at least 1 long‐term goal. Make sure that you list when you will
complete these actions. Write down the resources to help you complete
them. When you complete these actions, reward yourself for a job well‐
done. And, evaluate Goal‐Setting Plan regularly and update as you achieve
them.

My Long‐Term Career Goal is to:_______________________________________

Discussion: teacher will discuss the objectives of this activity. Brief classroom
discussion may be undertaken regarding expectations and primary goals of the
students for the school year and their plans on how to achieve these goals.
([Link]

DECEMBER

Activity 6
Activity title: Anti Bullying Short Film showing
Objective:To increase awareness of the effects of bullying to an individual
Expected outcome:To prevent bullying cases in school and promote a more
harmonious atmosphere in the classroom conducive to learning
Instruction: The short film runs for six minutes
Video link: [Link]

Discussion: The teacher may ask the students to create a short reaction paper
regarding the film. Classroom discussion and sharing may involve around the
following questions:
 How did bullying affect the lives of the characters in the film?
 Have you experienced that kind of bullying in your life?
 What did you do about it?

Forms of Bullying:

Physical Bullying is the most obvious form of intimidation and can consist of kicking, hitting,
biting, pinching, hair pulling, and making threats. A bully may threaten to punch you if you don't
give up your money, your lunch, etc.

Verbal Bullying often accompanies physical behavior. This can include name calling, spreading
rumors, and persistent teasing.

Emotional Intimidation is closely related to these two types of bullying. A bully may
deliberately exclude you from a group activity such as a party or school outing.
Racist Bullying can take many forms: making racial slurs, spray painting graffiti, mocking the
victim's cultural customs, and making offensive gestures.

Sexual Bullying is unwanted physical contact or abusive comments.

Cyberbullying is one or a group of kids or teens using electronic means via computers and
mobile phones (emails, Web sites, chat rooms, instant messaging and texting) to torment,
threaten, harass, humiliate, embarrass or target another kid or teen.

([Link]

Republic Act No. 10627 or the "Anti-Bullying Act of 2013" is a relatively new law
which seeks to address hostile environment at school that disrupts the
education process which, in turn, is not conducive to the total development of
a child at school.

([Link]

DECEMBER

Activity 7
Activity title:Random Act of Kindness in a Jar
Objective:Encourage students to practice doing random acts of kindness
Expected outcome:students will realize the Importance of showing kindness
towards others
Instruction: all you need is an empty jar, strips of paper and writing utensils for
each student. Have the students write down specific random acts of kindness they
have performed last week and have them put the strips of paper in the jar.
Discuss what random acts of kindness are. Give your students ideas on what types
of things they can do at home and at school that are random acts of kindness – like
writing kind note to a friend or helping someone pick up something they have
dropped. Encourage your students to practice random acts of kindness.
Random acts of kindness are deliberate attempts to brighten another person’s day
by doing something thoughtful, nice and caring. While the possibilities for the
things you can do to be kind are almost endless. The most important thing is
expecting nothing in return. Complimenting people, sharing smile, paying it
forward and expressing thanks are great ways to get started with practicing random
acts of kindness.

Discussion: The teacher may ask the following questions to the students:
 Was the Jar filled up with random acts of kindness?
 How did it feel when you were able to brighten up another person’s day with
nothing in return?
 Do you think kindness is an important virtue?
 Do you show your kindness in a selective manner or are you also kind to
strangers?
 In what other ways you can show kindness here in school and at home?

JANUARY

Activity 7
Activity title: “Stress Test”
Objective: Students will demonstrate an awareness of their own levels of stress.
Expected outcome: Students will be become aware their own level stress
Instruction:
1. Instruct students to complete the Stress Test either as a print out, or on a
separate sheet of paper bychoosing a number between 1 and 4 to indicate
how often they encounter each experience. Ask them tothink about the past
2-3 weeks, rather than the entire year so far.
2. Have students add up the numbers on the Stress Test, then show the
following scoring:
Under 20 — Low Stress 21 to 30 — Medium Stress 31 and up — High
Stress
3. Let students know that stress is a normal reaction to the demands of life;
when your brain perceives a threat, yourbody releases a burst of hormones to
fuel your fight/flight/freeze response; and when the threat is gone, your
bodyreturns to normal.
4. Let students know that their stress score will change often, depending on life
circumstances. Encourage them tocontinue taking the test in the future to
assess their scores at different times, and notice how it fluctuates.
Discussion:
  Stress comes from both the good and the bad things that happen to us, and it
is a normal reaction to the demands in our lives. When our brains perceive a
situation to be threatening, our bodies release a sudden rush of hormones
that send us into an automatic “fight, flight or freeze” instinct. This
biological event is called the “stress response.”

 Types of Stress
a. Eustress or “positive stress” is the kind of stress that helps motivate us
to work hard to accomplish tasks, makes us feel excited, and feel good
about life. Eustress is all about sufficiently challenging ourselves
without expending all our resources.
b. Distress or “negative stress” is the stress we typically think of that
makes us feel overwhelmed when we do not have the ability to cope
with the demand being placed upon us
 Different types of stress responses Answer:

a. The “fight” response does not mean physical violence. It means your
body prepares to take action against the demand.
b. The "flight" response prepares the individual to escape from the
situation to maintain their safety. While this response might be helpful
if the demand was an angry dog chasing you, it is not as helpful if you
need to write a test.
c. The "freeze" response is what happens when our bodies and minds are
overwhelmed and do not react. Think of a time you have been
watching a scary movie or a friend had jumped out from behind a wall
to scare you. If you froze or felt like you could not move, or you
couldn’t talk or make a sound your body was trying to maintain your
wellness by shutting down.

([Link]

JANUARY

Activity 8
Activity title:“Stress Bingo” a stress management plan
Objective:Students will be able to know how to manage stress in healthy ways.
Expected outcome:This activity will allow the students to manage stress caused by
coursework and exams
Discussion:
Healthy ways of coping to stress
 Focus Time: Closely focus on tasks in a goal-oriented way, taking on challenges
that make deep connections in the brain. For example, learn how to take photos, or
repair a bicycle.
 Play Time: Allow yourself to be spontaneous, creative and playful! Enjoying
these experiences helps make new connections in the brain – not to mention it’s
fun! You could organize a snowball fight, try your hand at painting, or sing your
heart out to your favourite artist.
 Connecting Time: When we connect with other people or take time to connect
with nature, we richly activate the brain’s relational circuitry. You could call your
mom, or ask a friend to chat over lunch. It’s incredible what authentic connection
can do for us!
 Physical Time: Healthy body, healthy mind. Moving our bodies enriches our
brain in many ways. This doesn’t mean you must spend hours at a gym. Take on a
new sport, take your dog for a run, or go for a hike! Not only is it healthy, it can
also be a great way to have some fun!
 Alone Time: Sometimes it’s healthy to just be alone. When we quietly reflect
internally, focusing on sensations, images, feelings and thoughts, it helps to better
integrate the brain.
 Down Time: When we don’t focus on anything, and let our mind wander or
simply relax, it helps our brain recharge. This could mean going on a walk, or
laying on the couch and just being.
 Sleep Time: Good sleep is key in our mental wellness. When we give the brain the
rest it needs, it can consolidate learning and recover from the experiences of the
day.
([Link]

Instruction: During the week, try these stress management tips. They can help you
to take a break, keeporganized, and stay healthy!
FEBRUARY
Activity 9

Activity title: My Personal Tree

Objective: To encourage self – reflection or self – exploration in students on

various aspects of their lives.

Expected outcome: Students will discover aspects about their lives and begin
actively reflect on the kind of future they would want to build for themselves.

Instruction: Draw yourself as a tree, your roots will be loaded with descriptions
that give you strength, your good qualities, important people in your life, the
branches your hopes and dreams, while leaves can be things that you want to
change or you are trying to change. The fruits can be your accomplishments.

Discussion:

 How did you feel while doing this activity?

 Was it difficult to reflect on various parts of your trees?
 How did this activity help you?
 What do you think was the most important part of this activity?

([Link] )

FEBRUARY
Activity 10

Activity title: Create a “Me” Commercial

Objective: To enhance positive self-concept of the students.

Expected outcome: Students will discover their special qualities and use their creativity
in presenting in class.

Instruction: The students will be divided into 5 groups. Each group will create a 2-to-3-
minute television commercial. The topic is why someone should hire them. The
commercial depicts the students’ special qualities. After they work on these, the groups
will present their commercials in front of the class.

Discussion: The teacher may end this activity by discussing the presentation and have
students identify different qualities presented in the commercial. What qualities did they
discover that they had in common? Was it better discovering oneself together with
others? How did it feel to work with others?

([Link]

MARCH

Activity 11
Activity title: Sailing over the waves with a positive mindset
Objective: To develop and identify ways on how to reframe a negative thought into a
positive one.
Expected outcome:Students will be able to develop a positive mindset whenever they
encounter circumstances.
Instruction:
 Materials needed: Colored paper, pen, coloring materials, Glue and scissor
 Draw and cut-out five (5) Vintas or boats. Number each boat from 1 to 5.
 Draw and cut-out five (5) big waves. This is where you will write your answers to
the questions. Number each wave from 1 to 5.
 Draw and cut-out a rectangle. This will serve as a ‘seashore’ where you will write
your action plans.
 Paste each boat above each wave and write your answer to question number 1 on
the first wave, Question number 3 on the second wave and so on.
 Write your action plans on the rectangle or the seashore and put them together to
create a portrait.
 Please refer to the illustration below

Discussion:The teacher may ask the following questions to the students:

 How did you feel while doing this activity?
 How did this activity help you?
  What do you think was the most important part of this activity?
Sailing across the ocean is difficult when waves are high. The big splashes of water make the
shake or sink. In life, we may also encounter waves and staying afloat over these circumstances
might be challenging. But, with right mindset, you can overcome these problems.
([Link]

MARCH

Activity 12
Activity title: “This reminds me of…”
Objective: To identify, build confidence and appreciate the value of believing in one’s
talents, skills, abilities and interests.
Expected outcome:
Instruction:
 Get five (5) pieces of ¼ size of bond paper.
 Think of five (5) symbols or objects found in your house that reminds you of your
talents, skills, abilities and interest. ([Link] shirt)
 Draw that object and write about the talent, skills, abilities or interests that you
remember about it. (e.g. “My blue shirt reminds me of the time I joined a singing
contest when I was in Grade 10”).
 Once you are done, paste the sheets of paper on a whole piece of bond paper or a
cartolina to make a collage. Share your output confidently in class.
 Please refer to example below:

Discussion: The sharing may be guided by following questions:

 How did you feel while doing this activity?
 How did this activity help you boost your confidence?
 What do you think was the most important part of this activity?
([Link]

APRIL

Activity 13
Activity title:Mindfulness Exercises (Mental Health Awareness)
Objective: To develop skill of mindfulness, a moment-by-moment awareness of our
thoughts, emotions, sensations and surrounding environment.
Expected outcome:Enhance the well being of students as they go through school
activities.
Instruction:
Being mindful helps people do better in just about every part of life. Like focusing on
homework or feeling less stressed out. Practicing mindfulness a little bit every day helps
you to build this valuable skill.
These exercises help you practice mindfulness in four different ways. Try doing all of
them.
1. Mindful eating
You can do this with an orange, an apple or even something as small as raisin.
Let’s say you decide to do mindful eating with an orange. Your job is to east
orange slowly, without rushing. Mindful means paying attention to what you are eating.
a) Start by holding your orange. Roll it in your hand. Notice how it feels.
b) Hold orange near your nose. What does it smell like? Take a whiff of the
bittersweet smell of the orange peel.
c) Notice how the orange looks. Pay attention to whether the skin is smooth or
bumpy. If you hold it firmly, is it squishy?
d) Slowly peel your orange. Paying attention to how it feels in your fingers. Notice
the juiciness and whether the inside of the orange smells different from the
outside.
e) Is your mouth watering? Go ahead and taste your orange. Notice how it feels on
your tongue and against your teeth. Notice the flavor, texture, and the juiciness as
you eat each piece slowly. Take time as you chew, taste, smell and feel each bite
of your orange.

2. Mindful breathing
With this exercise, you can focus your attention on breathing. You want to pay
attention to your breath in an easy way – on purpose, but not forced.
a) Sit up in a comfortable way. Close your eyes.
b) Notice your breathing as you inhale and exhale normally. Just pay attention to
your breath as it goes in and out. Can you feel the place where the tickles your
nostrils?
 c) Pay attention to the air gently moves your body. Can you notice your belly or
chest moving as you breathe?
d) When you mind starts to wander and think about something else, gently guide
your attention back to your breathing.
3. Mindful walking
This exercise is about paying attention to how your body moves as you walk
slowly.
a) Pick up one foot and take a step forward, in slow motion. Pay attention to
how you naturally keep your balance.
b) Now walk in slow motion. Step by step. Notice how arms, legs and feet
move. Pay attention to how your knees bend and straighten, as you lift one
foot and then the other, nice and slow.
c) Breathe in and out in time with your steps. See if you can keep your
attention focused on walking slowly, step by step, as you relax and breathe.
d) Whenever your mind wanders, gently guide it back to your slow motion
moving. Keep breathing in and out as move slowly.
4. Mindful word
a) Think of a word that seems calm or soothing. This could be a world like
“peace” or “love” or “calm”.
b) Think of the word to yourself. Guide your attention back to your word and
keep saying it gently and slowly while you relax and breath.
c) When your mind wanders, guide your attention back to your word, keep
saying it gently and slowly while you relax and breathe.
d) Do this activity for at least 5 minutes.
([Link]

Discussion: “Mindfulness means paying attention in aparticular way: on purpose, in the

presentmoment and in a non-judgmental way. Being mindful of emotions helps us to
stand back from the emotion,understand it, not to fear it or emotions helps is to stand
back from the emotion struggle against it,and it can have the added benefit of reducing
the distress”
 APRIL

Activity 14
Activity title: Misunderstanding
Objective: This activity will help students in finding new ways to communicate around
barriers. It also helps build problem-solving skills and effective communication
strategies.
Expected outcome:students will learn skills in being better communicators
Instruction:
 Divide the class into 5 or 6 groups. Each group will select a leader.
 The leaders will be given a word/object written on a paper by the teacher which he
will not reveal to others.
 Have the leader and groupmates sit back-to-back. The leader must describe the
word/object (without explicitly saying what is it) to his groupmates.
 The groupmates must draw it based on the description of their leader. (Note: the
leader will not see what the groupmates are drawing until the end)
 Set a time limit for this activity.
Discussion:
 How did the leader and groupmates feel while they were doing the activity?
 Did most of them get draw the object correctly?
 What important lesson did they learn from this activity in relation to
communication?

[Link]

MAY

Activity 15
Activity title: Switch a role
Objective: To help students appreciate the hard work and dedication needed to carry out
a job specifically of a teacher.
Expected outcome:students’ appreciation will motivate them to study more with more
responsibility.
Instruction: The teacher will select at least 4 students to become the teachers for an
hour. Each student will be tasked to lecture on a chosen topic. Teacher may suggest
topics they have taken up in their previous subjects. Each of them will be given 10
minutes for the lecture.

Discussion:Taking the role of a teacher help students to know the hard work and
dedication needed to carry out the job. Even after they get back to role of a student, the
motivation they gained during the activity helps them to study with more responsibility.
How did the volunteer students feel while they were lecturing in class? Did it find it
difficult to manage the class?

[Link]

MAY

Activity 16
Activity title: How honest are you?
Objective: To encourage students to practice honesty and integrity in their lives
Expected outcome:Students will find out how trustworthy they find others, which will
give us an important insight into their own relationship.
Instruction: General Trust Scale

The General Trust Scale was developed by researchers Yamagashi and Yamagashi in
1994. This scale will not provide an answer about how honest or trustworthy the
respondent is, but it will provide other valuable information—how trustworthy they find
others, which is an important insight into their own relationship with honesty.

This scale includes only six items, scored on a scale from 1 (Strongly Disagree) to 5
(Strongly Agree). The six items are as follows:

1. Most people are basically honest.

2. Most people are trustworthy.
3. Most people are basically good and kind.
4. Most people are trustful of others.
5. I am trustful.
6. Most people will respond in kind when they are trusted by others.

A person’s responses to these items are averaged to produce a general score (between 1
and 5) of his or her belief in the honesty and trustworthiness of others.

Discussion: The teacher may discuss the results of the General Trust Scale.
 What is trust and honesty for you?
 How important is trust in your life at home, in school, and in your relationships?
 What do you have to do in order to gain trust of another person?
  Relate some experiences in your home or in school when you gained trust on
another person?
 What about experiences when you lost your trust on someone?
 How did you feel during these experiences?

[Link]

JUNE

Activity 17
Activity title: “The Ferris Wheel of Well-being”
Objective: To identify and develop ways on how improve mental health and appreciate
its value
Expected outcome:The students will be able to achieve and maintain healthy
psychological well-being.
Instruction:
 Materials needed: Paper or colored paper, Pen and Coloring materials
 Draw a simple Ferris wheel with six (6) cabins, make sure that each cabin has
space for writing.
 In each cabin, write ways on how you can practice the steps to achieve Personal
growth, self-acceptance, autonomy, environmental mastery, Positive relationship
and Purpose in life
 Share your output in front of your classmates.
 You may use the example image below as your guide for this activity

Discussion:

a) Self-acceptance – possess a positive attitude toward yourself by

acknowledging your strength and weaknesses.
 b) Personal Growth – improve your skills and be open to new experiences for
self – growth.
c) Autonomy – be able to resist peer pressures, know your limits at learn to
say “no”.
d) Environmental Mastery – Choose things that are suitable for your situation
and manage your everyday responsibilities.
e) Positive Relationship – Develop empathy and build trusting and
compassionate relationships.
f) Purpose in life – Find meaning in your life and have a sense of directions.

([Link]

JUNE

Activity 18
Activity title: My advocacy Journey
Objective: Promote well-being at home, in school, at work and in the community
Expected outcome:Students will be able to make a plan on how are they going to
promote well-being.
Instruction:
 on a piece of paper, draw six (6) big boxes
 inside each box, draw a house (represent home), a school, a building (to
represent work), and a group of houses to represent the community. Make
sure to leave space for writing.
 In each box, write down an action that has a positive impact on each
corresponding places. For example, you can write “Help my parents do
household chores” inside the box where you drew a house.
 Once you have filled out all the boxes, share it in class.

Discussion:
 Start by building connection with your family.
 Whether in school or at work, practice empathy. Your friends, classmates, or
future workmates deal with different situations every day and reminding them of
what they are capable of will boost their self-esteem.
 Engage with activities, programs and organizations that contribute to healthy well-
being. Use what you learned in extending help to your community.

[Link]