TG G7 Module 1 Lesson 1 Health Dimensions

LESSON 1: ARE YOU REALLY HEALTHY?
Objectives:
At the end of the lesson, the student should be able to:
Discuss the concept of holistic health

 Explain the dimensions of holistic health
 Analyze the interplay among the health dimensions in developing holistic
health
 Practice health habits to achieve holistic health
Content:
 Holistic health
- Concept
- Dimensions
Background Information for Teachers
When students are asked about the meaning of health, they usually focus on the
physical aspect only. It is important that students know the meaning of holistic health. It is
harmony and balance in all aspects of one’s health - physical, mental, emotional, social, and
moral-spiritual.
Our mind and body send us signals, such as symptoms, if something is wrong with our
health. Students must know that these signals must be addressed right away to ensure balance
of the five dimensions of health.
Physical health includes the state of the body, its composition, development, functions,
and maintenance. It is also associated with our physical needs for proper nutrition, activity,
shelter, and protection from harm. These basic physical needs must be met in order to progress
to a higher level of health. Physical health is a requirement for wellness in the other
dimensions of health. It enhances and serves as a basis for achieving wellness in the other
dimensions. The following practices will promote physical health:
 To keep the body and mind energized, eat nutritious food.
 To prevent eating disorders, avoid skipping meals or overeating.
 To cleanse the body, drink 8-10 glasses of water a day.
 To increase the immunity and endurance levels of the body, maintain fitness by
exercising.
 To detect illness at an early stage, have regular checkups.
 To enhance adolescent’s growth and development, have at least 7 hours of
uninterrupted sleep daily.
 To prevent unhealthful consequences of addiction, avoid taking addictive
substances.
Mental health refers to the cognitive ability and skills to improve one’s quality of life. It
is the ability to reason out, analyze, evaluate, create, and make rational decisions. Here are
some ways to attain good mental health:
 Set realistic goals.

 Look at every opportunity with an open mind.
 Know the demands and expectations from you.
 Maintain a positive outlook when dealing with problems/conflicts.
Emotional health refers to the ability to accept and cope with one’s own and others’
feelings. Emotions affect almost all aspects of one’s life including decision- making. Awareness
of the signs and symptoms of emotional problems is very important. To help one attain
emotional health, the following will help:
 Be aware of and accept one’s strength and weaknesses.
 Handle stress and seek help, if needed.
 Develop strong communication networks among family, friends, and peers.
Social health refers to the ability to build and maintain harmonious/ satisfying
relationships. Being socially accepted enhances emotional well-being. The following help one
attain social health:
 Increase interaction with other people.
 Improve interpersonal communication skills.
 Assume a positive self- image.
 Interact with different types of people.
 Accept and understand different cultural norms.
Moral-spiritual health refers to one’s faith, beliefs and values. Being morally and
spiritually healthy is also looking for the meaning and purpose of life. There are no
recommended ways to help attain moral-spiritual health. It is more about looking within
oneself deeply and understanding one’s existence and faith.
Day 2
Something to Ponder On
Activity 1: Stations of Health Dimensions (20 mins.)
Materials needed:
5 sheets of Manila paper on which are written the 5 dimensions of health, one
dimension on each sheet
5 different colors of marking pens
1. Post the 5 sheets of Manila paper on the wall.
2. Divide the class into 5 groups and assign each group a station with a sheet of Manila paper
and a marking pen.
3. Write these questions on the board:
 What are the characteristics of the dimension?
 How can you become healthy in this dimension?
4. Let the members of the group discuss the dimension assigned to it and write their answers
to the questions on the Manila paper using their marking pen.
5. After 5 minutes, tell the groups to proceed thus:
 Move clockwise to the next dimension.
 Read what’s on the paper and using their colored marking pen, check if they agree
with each item written on the Manila paper.
 Add the students' ideas.
6. Give the groups 3 minutes to stay in each station.
7. When all groups have gone to all the 5 stations, let them go back to their original dimension
and have the group come up with their own concept of the dimension using the entries on
the paper. Let them write their answer on the board.
8. Have each group leader share the concept of its health dimension
Activity 2: Confirm it (10 mins.)
Have the students read the “Something to Ponder On.” When everybody is through, say:
1. Read the part that relates to your dimension.

2. On your Manila paper, write the additional information you read about your health
dimension. You may also wish to add more to your concept of the health dimension.
Activity 3: Take Actions for Your Health (10 minutes)
1. Let the students do “Take Actions for Your Health.”

2. Make sure that the activities written on each dimension are appropriate and that the
students can justify their answers.
Activity 4: The Health Ring (15 mins.)
1. Tell the groups to revisit all the Manila paper and have them look for similarities in the
entries showing the interrelationship among the dimensions.
2. Say:
 Discuss in your group how your dimension is related to the others.
 Choose a group member to report the results of your discussion.
3. After the reporting, let the students wrap up the discussion by showing how the
dimensions are interrelated.
4. Show an interconnected ring with holistic health in the middle to illustrate the
connections of the five dimensions of health.
Activity 5: Interrelatedness of Health Dimensions (5 mins.)
Let the students read Interrelatedness of Health Dimensions.

Say:
1. Everybody stand.
2. When I say GO, show the interrelatedness of health dimensions with—
 a part of your body--GO. Call on a boy and a girl to explain their actions.
 Your whole body—GO. Call on another boy and girl to explain their actions.
 With another student—GO. Call on another 2 to explain their actions.
 As a group—GO. Call on a group to explain its action.
Assignment:
Connect it to Art: This can be an activity for an individual, a dyad or a triad.
Day 3
Activity 6: Connect It! (10 mins.)
Answers may vary.
Have them share their answers in class. As a student shares, tell the others to encircle
on their paper the activity similar to what has been shared. After the sharing, call on students to
say what have not been encircled on their paper. The others might be interested in doing the
same activities.
Activity 7: Check Your Health Habits and Practices (10 mins.)
1. Let students accomplish the Health Habits and Practices inventory.

2. Call on volunteers to share their findings.
3. Ask the class if they are happy with their score. Why? Why not?
Activity 8: Gallery Walk (30 min.)
1. Have the students post their posters on the wall.

2. Have a gallery walk where everyone looks at each poster.
3. Then have each student/group stand beside their poster and explain their work one at a
time.
4. Have the artists assess their posters using the rubrics, write their assessment on 1/4
piece of paper, write their names, and submit them to you.
Sum Up (10 mins.)

Do the Sum Up orally.
Enrichment Activity (15 mins.)

1. Tell the students to read more about the topic by reading books or visiting the website
http://www.buzzel.com/articles/5dimensions of health.html.
Assignment
1. Ask the students to read Lesson 2.

TG G7 Module 1 Lesson 1 Health Dimensions

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LESSON 1: ARE YOU REALLY HEALTHY?

At the end of the lesson, the student should be able to:

Discuss the concept of holistic health

Background Information for Teachers

 Set realistic goals.

Activity 1: Stations of Health Dimensions (20 mins.)

Activity 2: Confirm it (10 mins.)

1. Read the part that relates to your dimension.

Activity 3: Take Actions for Your Health (10 minutes)

1. Let the students do “Take Actions for Your Health.”

Activity 4: The Health Ring (15 mins.)

Let the students read Interrelatedness of Health Dimensions.

Connect it to Art: This can be an activity for an individual, a dyad or a triad.

Activity 6: Connect It! (10 mins.)

Answers may vary.

Activity 7: Check Your Health Habits and Practices (10 mins.)

1. Let students accomplish the Health Habits and Practices inventory.

Activity 8: Gallery Walk (30 min.)

1. Have the students post their posters on the wall.

Sum Up (10 mins.)

Enrichment Activity (15 mins.)

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