The purpose of this lesson is for educators to deepen their understanding of meeting their basic nutrition, exercise, and self-care needs. Educators will study the science of nutrition, exercise, and self-care, then explore a mindful eating strategy, brainstorm ways to overcome exercise barriers, and create a self-care action plan.
The foundation of Maslow’s Hierarchy is our ability to meet basic needs, such as food and water. Our physiological and survival needs must be satisfied before we can satisfy the psychological, higher needs. Of course, the human body cannot function optimally if the physiological needs are not satisfied (McLeod, Simple Psychology). Once our nutritional needs are met, we can extend our lives and manage stress through exercise. The Department of Health and Human Services recommends 150 minutes of aerobic activity every week, along with strength training twice a week. Caring for ourselves goes beyond our diet and exercise routines. Self-care, according to the National Institute of Mental Health, “means taking the time to do things that help you live well… help you manage stress, lower your risk of illness, and increase your energy.” In order for our students to thrive, educators must have a clear understanding of caring for their physical and mental health.
Activity 1: (20 minutes) THE SCIENCE OF NUTRITION
Show USDA’s Dietary Guidelines for Americans from the slides and have a discussion:
Divide the class into 4 groups, one for each guideline, and have all educators visit the Dietary Guidelines for Americans website. Point each group to their associated Dietary Guidelines for Americans section.
Ask them to read or scan over their section to identify 3 action points, or 3 things that are recommended for their assigned guideline. Once you find an action point, write it in a blank piece of paper and hang it on the whiteboard. Decide on an allotted time and set to work. (Teacher Tip: This can be done virtually as well, on a shared Google Document that is displayed for all the class to see.)
Once everyone has had the chance to hang their 3 action points, ask the class to read over the action points to identify which actions they are already doing on a regular basis and 1 action point for improvement.
Wrap up the activity with a discussion:
Activity 2: (20 minutes) MINDFUL EATING CHALLENGE
Mindfulness, as defined by the founder of Mindfulness Based Stress Reduction, Jon Kabat-Zinn, is “paying attention, on purpose, in the present moment, non-judgmentally.” Mindful eating is a strategy to helps us become more aware of the food we use as fuel. Have a discussion about the different aspects of mindfulness and how it relates to food using the slides.
One strategy to increase our ability to eat mindfully is to use the SAP acronym: Swap, Add, and Portions. Show the slides explaining each letter of the acronym, with the corresponding discussion questions.
Activity 3: (20 minutes) THE SCIENCE OF EXERCISE
Share the slides describing the guidelines for physical activity, then have a discussion:
Share the slides describing the emotional benefits of consistent exercise and have a discussion:
Activity 4: (20 minutes) BARRIER BRAINSTORM
Ask and record or use an online survey tool (like Poll Everywhere or Menti Meter) to gather at least 10 common barriers that stand in the way of regular exercise. If you have collected more than 10, narrow down the list together and write the barriers on the board or a Google Doc.
Sometimes we are able to do something we do not want to do by powering through, and other times we give up. Assuming that these options are not on the table, for this activity come up with a helpful tool, resource, mantra, or creative idea to overcome the barrier with a small group. Sort the class into small groups and assign each group 1 or 2 barriers to explore together. After the allotted time, ask each group to share what they came up with.
In conclusion, remind educators that in order to overcome any barrier, we must have the ability to regulate emotions and tune inward. Being kind to ourselves will always get us farther than punishment or shame.
Activity 5: (20 minutes) THE SCIENCE OF SELF-CARE
Draw a T-chart on the whiteboard or build a digital one on a Google Doc to project. Ask the educators to explain what self-care is and what self-care is not as you write answers on the T-chart.
Show the video called “A Self-Care Action Plan” by Hank Green and ask educators to listen for any part that stands out to them. After the video, allow educators time to share their thoughts.
Show the slides that summarize the video.
Have a discussion:
Activity 6: (20 minutes) SELF-CARE ACTION PLAN
Pass out the Self-Care Action Plan handout. Allow educators to work on their plans in whatever way suits them. If anyone is seeking extra support or needs some ideas, here are a few websites that might help them get started:
After the allotted time, ask educators to share what they are comfortable sharing from their action plan with a partner or in small groups.
If time permits, have a discussion:
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