9-12.SeA.1.1: Distinguish emotions one holds from how others expect them to feel.

• In health, discuss how media and advertising can manipulate emotions and create expectations. Engage students in analyzing advertisements or media campaigns that aim to shape or control emotional responses. Encourage critical thinking and discussion about how these tactics can influence one's own emotional experiences.

• In health, incorporate discussions and activities that address the impact of peer pressure on emotional well-being. Help students recognize the difference between genuine emotions and the pressure to conform to certain emotional responses within their social groups. Discuss strategies for managing and expressing emotions authentically, even in the face of peer expectations.

• In PE, explore the role of emotions in sportsmanship and competition. Discuss how societal expectations can influence athletes' emotional responses, such as suppressing disappointment or masking vulnerability. Help students understand the importance of acknowledging and managing their emotions in healthy ways, while also respecting others' emotional experiences.

9-12.SeA.1.2: Describe how external events or internal thoughts can trigger multiple emotions.

• In PE, analyze recorded sports events or competitions with students. Ask them to identify key moments or turning points and describe the emotions that athletes might have experienced. Encourage them to consider how external events and internal thoughts contribute to the complexity of emotional responses in high-pressure situations.

9-12.SeA.1.3: Describe how changing their interpretation of an event, for example through self-talk, can change how they feel about it.

• In PE, teach students about the power of self-talk in influencing their emotions and performance during physical activities. Discuss how interpreting events in a positive or encouraging manner can lead to more positive emotional experiences. Introduce specific self-talk strategies, such as using affirmations or reframing challenges as opportunities for growth, and guide students in applying these techniques during physical activities.

9-12.SeA.1.4: Self-reflect to assess whether the intensity of their emotions “fit” a given situation.

• In PE, engage students in discussions about the emotional intensity experienced during competitive sports or physical activities. Prompt them to reflect on whether their emotional responses align with the given situation. Explore the factors that may influence intense emotions, such as personal expectations, external pressure, or the significance of the event. Encourage students to share strategies for managing emotions to ensure they "fit" the situation appropriately.

• In PE, analyze video clips of athletes or sports teams displaying different emotional responses during competitions. Prompt students to assess whether the intensity of the emotions displayed matches the context. Encourage them to reflect on the potential impact of mismatched emotional intensities on performance, teamwork, and overall well-being.

9-12.SeA.1.5: Understand that identities and heritage practices shape the way one views, understands and interprets emotions.

• In PE, introduce students to sporting events from different cultures, such as traditional games or culturally significant sports. Discuss how emotions are expressed and interpreted in these events, taking into account the cultural context. Encourage students to reflect on the similarities and differences in emotional experiences between their own cultural context and those of other cultures.

9-12.SeA.2.1: Evaluate strengths and challenges in relation to achieving goals (personal, academic and social).

• In health, have students conduct a personal wellness inventory to assess their strengths and challenges in various dimensions of wellness, such as physical, emotional, social, and intellectual wellness. Guide them to reflect on their current behaviors, habits, and attitudes in each dimension. Students can then evaluate their strengths and challenges and develop strategies for improvement.

9-12.SeA.2.2: Identify things about themselves that they cannot change and devote their energy to something they can change.

• In PE, emphasize the importance of skill development and adopting a growth mindset in physical activities. Encourage students to identify specific skills they can improve through practice and dedication. Help them understand that progress and mastery are achievable with effort and perseverance. Guide students to redirect their energy towards skill development rather than being discouraged by aspects they cannot change, such as innate athletic abilities.

9-12.SeA.2.3: Analyze how personal qualities help to contribute to community and family, based on identified interests and strengths.

• In health, assign students to design health education campaigns targeting specific health issues within their community. Students can utilize their creativity, communication skills, and knowledge to develop informational materials or presentations. Encourage them to analyze how their contributions can raise awareness, promote healthy behaviors, and empower individuals to make positive changes.

9-12.SeA.2.4: Examine the ways that one’s actions create unjust imbalances in opportunity, access, participation and success for particular groups of students.

• In health, assign students a research project on health disparities within their local community or broader society. Students can investigate factors such as race, ethnicity, socioeconomic status, or gender that contribute to disparities in health outcomes. Guide them to examine how their actions and choices, as well as societal structures, can perpetuate these imbalances. Encourage students to propose strategies for promoting fairness and addressing health disparities.

9-12.SeA.3.1: Advocate for the rights of self and others.

• In health, assign students to create a health education campaign that focuses on advocating for specific health-related rights or issues. Students can design informational materials, social media campaigns, or organize awareness events. Encourage them to consider the needs of diverse populations and work towards promoting inclusivity and equal access to health information, resources, and services.

9-12.SeA.3.2: Describe how taking personal responsibility can lead to success.

• In PE, have students develop individual fitness plans that align with their personal goals, abilities, and interests. Guide them to take personal responsibility for setting realistic goals, tracking progress, and adjusting their plans as needed. Emphasize the importance of consistency, self-discipline, and personal responsibility in achieving fitness success.

9-12.SeA.3.3: Realize the level of control they have over their own lives and act accordingly.

• In health, discuss the importance of making healthy lifestyle choices in relation to physical health and well-being. Help students understand that they have control over their nutrition, sleep patterns, and habits that can impact their overall health. Teach them about the benefits of adopting healthy behaviors and how these choices can positively influence their lives. Empower them to take responsibility for their own health and well-being.

9-12.SeA.3.4: Identify role(s) as a responsible community member.

• In health, assign students to work on community health projects that address specific health issues or promote healthy behaviors within their community. Guide them to identify their role as responsible community members in creating positive change. Encourage students to collaborate with local organizations, conduct research, and develop action plans to address health concerns. Discuss how their actions can have a meaningful impact on the well-being of the community.

9-12.SM.1.1: Practice strategies for recognizing and coping with complex emotions such as rejection, social isolation, and other forms of stress/distress.

• In PE, teach students about the mind-body connection and how physical activity can positively impact emotional well-being. Discuss the role of exercise in reducing stress, improving mood, and promoting mental resilience. Engage students in various physical activities that allow them to experience the positive effects of exercise on their emotional state. Encourage them to reflect on the emotions they feel before, during, and after physical activity.

• In PE, introduce students to stress management techniques that can be applied during physical activity. Teach relaxation exercises, breathing techniques, and mindfulness practices that can help students manage stress and distress. Encourage them to incorporate these strategies into their physical activity routines and daily lives.

• In health, dedicate specific lessons or units to exploring complex emotions and coping strategies. Teach students about the different types of complex emotions they may experience, such as rejection, social isolation, and stress/distress. Provide information on the physiological and psychological effects of these emotions. Discuss healthy coping strategies, such as mindfulness techniques, stress reduction exercises, seeking support from trusted individuals, and engaging in self-care practices.

9-12.SM.1.2: Incorporate personal management skills on a daily basis, including work/study skills, personal resources, and time management.

• In PE, design workouts or circuit training sessions that require students to manage their time and resources efficiently. Provide exercises that target different muscle groups or fitness components, allowing students to plan and organize their workout sessions. Encourage students to practice effective time management skills by setting goals, tracking their workout times, and progressively challenging themselves.

9-12.SM.1.3: Evaluate how their behaviors influence the environment and society.

• In health, assign students to research and evaluate how their behaviors and lifestyle choices impact the environment. Topics could include sustainable food choices, waste management, energy consumption, or transportation. Guide students to explore the environmental consequences of their behaviors and identify ways to minimize their ecological footprint. Encourage them to propose and implement sustainable behavior changes, such as reducing single-use plastics, conserving water, or promoting recycling initiatives.

9-12.SM.1.4: Analyze if they are behaving in line with ethical values and adjust accordingly.

• In PE, promote discussions on fair play, sportsmanship, and ethical behavior within sports and physical activities. Help students analyze situations where ethical values are tested, such as cheating, unsportsmanlike conduct, or unfair advantages. Facilitate group discussions where students can evaluate the impact of such behaviors on themselves, their team, and the overall spirit of the game. Encourage students to reflect on their own behaviors and commitments to ethical values in sports and physical activities.

9-12.SM.1.5: Develop strategies to overcome roadblocks (perseverance).

• In PE, teach students various physical skills and provide opportunities for them to track their progress over time. Emphasize the importance of practice, perseverance, and patience in developing new skills. Help students identify roadblocks they may encounter during skill acquisition, such as frustration, lack of coordination, or fear of failure. Guide them in developing strategies to overcome these challenges, such as breaking down skills into smaller components, seeking feedback from instructors or peers, and engaging in deliberate practice.

9-12.SM.2.1: Develop both medium- and longer-term goals – by the end of the school year or in six months.

• In PE, support students in setting medium-term and long-term goals for sports skill development. Help them identify specific skills they want to improve or master in their chosen sports or physical activities. Teach them to create individualized training plans, set benchmarks, and monitor their progress. Provide feedback and resources to help them achieve their goals and celebrate their achievements along the way.

9-12.SM.2.2: Monitor progress toward medium- and longer- term goals, and make adjustments to plan as needed.

• In PE, conduct regular fitness assessments to measure students' progress toward their fitness goals. Provide students with opportunities to perform various fitness tests, such as cardiovascular endurance, strength, flexibility, or agility assessments. Discuss the results with students and help them interpret the data. Guide them in setting specific targets based on their current fitness levels and assist them in creating action plans to achieve their goals.

9-12.SM.2.3: Identify action steps that connect current goals with future, long-term goals.

• In PE, assign students to research and create athlete profiles of individuals who have achieved significant success in their respective sports. Have students identify the long-term goals these athletes set for themselves and the action steps they took to reach their level of achievement. Students can present their findings and discuss how the athletes' current goals and training routines connect with their long-term aspirations.

9-12.SM.2.4: Determine the appropriate outside resources that can help with responding to a personal, school, or civic need.

• In PE, teach students about the importance of proper injury prevention and rehabilitation. Discuss the role of athletic trainers, physical therapists, and other healthcare professionals in addressing sports-related injuries. 

9-12.SM.2.5: Analyze and implement feedback from multiple sources (peers, teachers, family).

• In health, incorporate peer feedback exercises where students provide constructive criticism and suggestions to their classmates on health-related projects or presentations. Teach students effective feedback techniques, such as using specific examples, offering suggestions for improvement, and maintaining a supportive tone. Encourage students to analyze the feedback they receive and implement suggested changes to enhance their work.

9-12.SoA.1.1: Express understanding of those who hold different opinions.

• In PE, introduce cooperative games or team-building activities that require students to work together toward a common goal. Emphasize the importance of valuing each team member's contributions, including their ideas and opinions, even if they differ from one's own. Encourage students to appreciate the diversity of perspectives within the group.

9-12.SoA.1.2: Ask questions of others to deepen understanding of the perspective of others.

• In health, facilitate group discussions on health-related topics where students are encouraged to ask questions to their peers to gain a deeper understanding of their perspectives. Encourage students to ask open-ended questions that promote dialogue and encourage reflection. Guide students in active listening, seeking clarification, and asking probing questions to delve deeper into the thoughts and experiences of others.

9-12.SoA.1.3: Compare multiple perspectives on an issue.

• In health, engage students in analyzing media representations of health-related issues from various sources. Encourage students to compare and contrast how different media outlets or platforms present different perspectives on the same issue. Guide students in identifying biases, evaluating evidence, and fostering critical thinking skills.

9-12.SoA.1.4: Demonstrate empathy for others by identifying a specific human or social need in your school or community and acting on it alone or with others.

• In health, assign students to work in groups and select a specific health issue prevalent in the school or community. Students can research evidence-based strategies to address the issue and develop comprehensive health promotion projects. These projects can include organizing health fairs, creating informational resources, conducting workshops, or implementing wellness initiatives. Students should collaborate with relevant stakeholders, such as school administrators, community organizations, or healthcare professionals, to maximize the impact of their initiatives.

9-12.SoA.1.5: Differentiate between the factual and emotional content of what a person says.

• In PE, engage students in analyzing sports media coverage, such as interviews, post-game analysis, or player profiles. Instruct students to identify both the factual information and the emotional aspects present in the content. Encourage them to critically evaluate how emotions are portrayed and discussed in relation to sports events, athletes, or controversies.

9-12.SoA.2.1: Demonstrate respect for individuals from different social and cultural groups.

• In health, assign students to research and present on health beliefs, practices, and traditions of different cultural groups. Encourage students to explore how cultural factors influence health behaviors, attitudes, and access to healthcare. Facilitate class discussions that promote understanding, respect, and appreciation for diverse cultural perspectives on health.

9-12.SoA.2.2: Demonstrate understanding of apparent and not apparent community/cultural practices, customs and ways of making meaning that impact communities differently.

• In health, assign students to research and create cultural health profiles of different communities or ethnic groups. Students can explore the customs, traditions, and practices related to health and well-being within these communities. Encourage students to examine how cultural beliefs and values influence health behaviors, access to healthcare, and health outcomes. Facilitate discussions that promote understanding and respect for the diversity of cultural practices and their impact on communities.

• In PE, introduce students to traditional games and sports from various cultural backgrounds. Allow students to explore the rules, history, and significance of these activities. Engage students in discussions about how cultural practices, customs, and ways of making meaning are reflected in different physical activities. Encourage students to compare and contrast the cultural aspects of sports and their impact on individual and community well-being.

9-12.SoA.2.3: Demonstrate an understanding of how stereotyping, prejudice, and discrimination affect the design of institutions and social structures.

• In health, assign students to research and analyze case studies that highlight the impact of stereotypes, prejudice, and discrimination on health outcomes. Students can examine how certain groups, such as racial or ethnic minorities, LGBTQ+ individuals, or individuals with disabilities, face systemic barriers to health and well-being. Encourage students to propose solutions and advocate for changes in institutional and social structures to promote health equity.

9-12.SoA.2.4: Evaluate strategies for recognizing and opposing stereotyping, prejudice, and discrimination among individuals, institutions and social structures.

• In health, engage students in analyzing media messages and representations related to health and well-being. Discuss how stereotypes, prejudice, and discrimination can be perpetuated through media portrayals. Encourage students to critically evaluate the messages they receive and develop media literacy skills to recognize and challenge harmful stereotypes and biases.

9-12.SoA.3.1: Work collaboratively with peers to analyze and address a shared social cause.

• In health, students could identify a health issue or cause that they care about, such as mental health awareness, healthy eating, or physical fitness. They could then work collaboratively with their peers to research the issue, develop a plan of action, and carry out a project to address the issue. For example, they could organize a mental health awareness week, host a healthy cooking demonstration, or plan a school-wide fitness challenge.

9-12.SoA.3.2: Analyze the impact of their involvement in an activity to improve their school or community.

• In health, after students complete their health issue project (see above), facilitate discussions to help students analyze and reflect on the impact of their involvement. Encourage them to consider the changes they observed, the feedback received from participants, and the broader benefits to the school or community.

9-12.SoA.3.3: Compare and contrast the role of government versus social movements and versus social institutions, such as religious, cultural and civic groups, in defining and addressing the common good.

• In health, students could explore different ways that government, social movements, and social institutions address health issues. For example, they could research the role of government in promoting public health, the history of social movements related to health care, and the ways that cultural and religious institutions can promote healthy lifestyles. They could then discuss and compare the strengths and weaknesses of each approach, and consider how they might work together to address health issues in their own community.

9-12.SoA.4.1: Seek out peer and adult role models who will help students achieve goals.

• In PE, encourage students to take on coaching roles and support their peers in developing and improving their physical abilities. Assign students the responsibility of mentoring and guiding their classmates in specific activities or sports. This not only provides an opportunity for students to learn from each other but also promotes leadership skills, teamwork, and mutual support among peers.

9-12.SoA.4.2: Access family, peer, school, and community resources when support is needed.

• In PE, familiarize students with the various physical activity and sports facilities available within the school or local community. Provide information on how students can access these resources, such as gymnasiums, sports fields, swimming pools, or fitness centers. Encourage students to utilize these facilities when they want to engage in physical activities outside of regular class time.

9-12.SoA.4.3: Develop systems of support that contribute to school and personal success.

• In PE, assign students fitness buddies or workout partners to support each other in achieving their physical fitness goals. They can collaborate on workout routines, provide motivation, and celebrate milestones together. Encourage regular communication and reflection on their progress as a means of maintaining accountability and fostering a supportive environment.

9-12.RS.1.1: Create positive group dynamics to move group efforts forward.

• In PE, incorporate team-building exercises and games that promote cooperation, communication, and trust among students. These activities can include problem-solving challenges, relay races, or cooperative sports. Emphasize the importance of effective teamwork, positive reinforcement, and mutual support in achieving collective goals.

• In health, assign group projects that require students to work together towards a common health-related goal. Encourage effective communication, active participation, and equitable distribution of tasks within the group. Provide guidance on conflict resolution strategies, decision-making processes, and how to value and leverage the diverse strengths and skills of group members.

9-12.RS.1.2: Apply non-verbal skills to create productive outcomes during positive and negative interactions.

• In PE, incorporate team-building exercises that rely on non-verbal communication to achieve common goals. For example, blindfolded obstacle courses or trust-building activities require effective non-verbal cues between team members to navigate and succeed. Encourage students to observe and respond to non-verbal signals, such as hand signals or body movements, to coordinate their actions and achieve desired outcomes.

• In PE, analyze sports performances, focusing not only on verbal instructions and strategies but also on the non-verbal cues exhibited by athletes. Discuss the importance of body language, facial expressions, and gestures in conveying intent, teamwork, and motivation.

9-12.RS.1.3: Demonstrate ability to adapt to a variety of contexts, audiences, tasks, and feedback from self and others.

• In health, provide opportunities for students to develop their presentation skills by delivering health-related information to diverse audiences. Assign them tasks to adapt their language, tone, and examples based on the specific audience, such as peers, younger students, or community members with different levels of health literacy.

• In PE, design physical education activities that require students to adapt their skills and strategies to different contexts. For example, students can practice modifying their techniques based on the playing surface, equipment availability, or weather conditions.

9-12.RS.1.4: Use assertive communication to get needs met without negatively impacting others.

• In PE, emphasize the importance of assertive communication within a team setting. Teach students to express their ideas, concerns, and contributions assertively when working together on team sports or cooperative exercises. Encourage open dialogue and teach strategies to address conflicts assertively while maintaining a respectful and collaborative environment.

9-12.RS.2.1: Demonstrate ability to develop romantic and non-romantic relationships with peers that are effective, supportive, and can be stable over time.

• In PE, assign students to work in pairs or small groups during physical education activities. Encourage them to support and motivate each other in achieving their fitness goals or improving specific skills. Teach students to provide constructive feedback and recognize the efforts and progress of their peers.

• In PE, introduce cooperative games and challenges that require students to collaborate, communicate, and strategize together. These activities can range from relay races and group fitness challenges to problem-solving initiatives that require teamwork. Encourage students to reflect on their collaborative experiences and discuss how they contributed to effective and supportive relationships.

9-12.RS.2.2: Identify the qualities and benefits of someone who is or might be a mentor.

• In health, assign students to research and create profiles of individuals who have made significant contributions in the health and wellness industry. In their profiles, students should highlight the qualities that make these individuals effective mentors, as well as the benefits that can be gained from their guidance and support. Students can present their profiles to the class and engage in discussions about mentorship.

• In PE, introduce students to successful athletes who exemplify the qualities of a mentor. Show videos or documentaries highlighting the achievements, leadership, and positive impact of these athletes. Discuss with students the qualities they observe and the potential benefits of having such athletes as mentors in their pursuit of physical fitness and skill development.

• In PE, engage students in discussions about the role of mentors within sports teams. Help students identify the qualities that make a teammate or coach an effective mentor, such as leadership, supportiveness, and expertise. Encourage students to share personal experiences of being mentored or witnessing mentorship within their sports teams and discuss the benefits derived from such relationships.

9-12.RS.2.3: Demonstrate capacity to provide leadership roles in cooperative learning.

• In health, assign students to create presentations or mini-lessons on specific health topics. Allow them to take turns being the leader and teacher within their group. This provides an opportunity for students to develop their leadership skills by planning and delivering informative and engaging sessions to their peers.

• In health, after completing cooperative learning activities, provide time for students to reflect on their experience as both leaders and participants. Ask them to share their insights on the challenges they faced, the strategies they used to foster collaboration, and the impact of effective leadership on the overall success of the group.

• In PE, set up fitness stations where students rotate and engage in different exercises or activities. Assign a leader for each station who is responsible for demonstrating the exercise, ensuring proper form, and motivating their peers. Rotate the leadership roles so that every student gets a chance to take on a leadership position during the activity.

9-12.RS.3.1: Evaluate and reflect on their role in a conflict and use this information to inform their behavior in the future.

• In PE, show video clips of conflicts in sports or physical activities and ask students to analyze the roles played by individuals involved. Guide them in evaluating the actions, emotions, and communication strategies of each participant in the conflict. Discuss the consequences of different behaviors and encourage students to reflect on how they would handle similar conflicts.

9-12.RS.3.2: Demonstrate an ability to co-exist civilly in the face of unresolved conflict.

• In PE, use sports activities and games as opportunities to teach students about sportsmanship and fair play. Discuss how conflicts can arise during competitive situations and how to handle them in a civil manner. Emphasize the importance of treating opponents with respect, refraining from hostile or aggressive behavior, and resolving conflicts peacefully.

9-12.RS.3.3: Access conflict resolution resources.

• In health, in groups or individually, have students create a comprehensive resource guide on conflict resolution. This guide can include information on books, websites, videos, podcasts, and local organizations that provide conflict resolution resources. Encourage students to present their resource guides to the class, sharing practical tips and techniques for resolving conflicts civilly.

9-12.RS.3.4: Describe and apply negotiation skills.

• In PE, introduce the concept of sports contracts and negotiation by discussing professional athletes' contracts or collective bargaining agreements in sports. Assign students roles as athletes, team owners, or agents, and ask them to negotiate the terms of a hypothetical contract. This activity helps students understand negotiation dynamics, compromise, and the importance of effective communication in sports-related contexts.

• In health, organize classroom debates on health-related issues where students are required to present their arguments, listen to opposing viewpoints, and negotiate potential compromises. Encourage students to apply negotiation skills to find common ground and explore win-win solutions that prioritize health and well-being.

9-12.RDM.1.1: Demonstrate ability to consider personal responsibility, social norms, safety concerns, and ethical standards in making decisions.

• In health, provide students with case studies that present various health-related scenarios requiring decision-making. These scenarios could involve topics such as substance abuse, sexual health, mental health, or nutrition. Ask students to analyze the case studies and identify the personal responsibility, social norms, safety concerns, and ethical standards involved in making decisions in those situations. Encourage them to discuss the potential consequences of different choices and the impact on themselves and others.

9-12.RDM.1.2: Assess lessons learned from past experiences and mistakes when making decisions.

• In PE, after participating in sports games or competitions, facilitate discussions where students can analyze their performance, both individually and as a team. Encourage them to identify mistakes, challenges, and areas for improvement. Emphasize the importance of learning from these experiences, adjusting strategies, and applying the lessons learned to future games or competitions.

9-12.RDM.2.1: Regularly demonstrate use of systematic decision-making, by identifying a decision, gathering information, and assessing alternative resolutions.

• In health, assign students research projects on health topics where they need to make informed decisions based on systematic processes. For example, ask them to investigate different diets or exercise programs and evaluate their effectiveness and potential risks. Have students gather information, critically analyze sources, and present their findings along with their decision-making process. Encourage them to consider personal values, scientific evidence, and expert recommendations when making decisions.

9-12.RDM.2.2: Identify and ask systematic questions that clarify various points of view and lead to the best solution.

• In PE, students could work in groups to design a fitness program for a hypothetical client. Students could ask each other questions to clarify the client's goals, preferences, and limitations. This could help them develop a fitness program that is tailored to the client's needs and is more likely to lead to success.

• In health, organize Socratic seminars where students discuss health-related topics or ethical dilemmas. Encourage students to identify and ask questions that explore different perspectives and viewpoints. Guide the discussion to foster critical thinking, empathy, and understanding of diverse opinions. The goal is to collectively seek the best solution by considering a wide range of perspectives and challenging assumptions.

9-12.RDM.2.3: Analyze and evaluate evidence, arguments, claims, and beliefs to inform effective decisions.

• In health, engage students in media literacy activities to analyze and evaluate health-related messages portrayed in various media forms, such as articles, advertisements, or social media posts. Encourage students to critically assess the evidence presented, identify biases or conflicting information, and evaluate the credibility of the sources. Guide discussions that emphasize the importance of evidence-based decision-making and the potential impact of misinformation on personal health choices.

9-12.RDM.2.4: Analyze how their present decision-making affects college and career choices.

• In health, integrate career exploration activities into health education lessons. Have students research and analyze different career paths related to health and wellness, such as healthcare professions, fitness trainers, nutritionists, or public health experts. Encourage students to consider the present decisions they make, such as lifestyle choices, academic performance, or extracurricular activities, and how those decisions can impact their future college and career options.

• In health, have students develop personal wellness plans that encompass physical, emotional, and social well-being. Instruct them to analyze how their current health behaviors, such as nutrition, exercise, stress management, and sleep patterns, can impact their long-term well-being. Encourage students to evaluate the consequences of their present decisions on their future opportunities and discuss strategies for making positive changes.