Activity Overview
Students can have a huge impact on the social wellness of their peers, and becoming aware of this is a great way to foster a community and help students recognize low levels of wellness in each other. In this activity, students will create an example of how they can improve someone else's social wellness. This could be done with objects, animals, or mythical creatures instead of people in order to limit any peers from being used as an example.
You may also want to show an example of someone with low social wellness or provide a completed cell in the template for students to continue in order to avoid using peers as an example. Finish the activity with a gallery walk to help promote a socially accepting environment for students.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard visualizing someone reaching out to improve someone else’s wellness.
- Click "Start Assignment".
- In the first cell create a visual of someone having a low level of wellness.
- In the second cell create a visual of someone reaching out to help that person’s wellness.
- Finally create a visual in the last cell showing the positive outcome from someone reaching out.
- Title each cell with each step. Be sure to not create specific examples of persons or peers.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Visual of Levels | The explanation of the three lowest levels used exemplary text to describe the details of each area of wellness. The description effectively informs the reader why the individual has that rating. | The explanation of the three lowest levels used adequate text to describe the details of each area of wellness. The description informs the reader why the individual has that rating. | The description fails to inform the reader why the individual has that rating. |
| Low Levels of Wellness Impaacts | The cell used exemplary school-appropriate scenes, characters, and text to convey three personal impacts of wellness levels being low. | The cell used adequate school-appropriate scenes, characters, and text to convey two personal impacts of wellness levels being low. | The cell used inappropriate scenes, characters, and text to convey personal impacts of wellness levels being low. The student fails to convey more than two impacts. |
| Structure and Grammer | The story includes titles which indicate the areas of wellness. There are few to no grammar or spelling mistakes. | The story includes titles which indicate the areas of wellness. There are some grammar or spelling mistakes. | The story does not include correct titles which indicate the areas of wellness. There are many grammar or spelling mistakes. |
Activity Overview
Students can have a huge impact on the social wellness of their peers, and becoming aware of this is a great way to foster a community and help students recognize low levels of wellness in each other. In this activity, students will create an example of how they can improve someone else's social wellness. This could be done with objects, animals, or mythical creatures instead of people in order to limit any peers from being used as an example.
You may also want to show an example of someone with low social wellness or provide a completed cell in the template for students to continue in order to avoid using peers as an example. Finish the activity with a gallery walk to help promote a socially accepting environment for students.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard visualizing someone reaching out to improve someone else’s wellness.
- Click "Start Assignment".
- In the first cell create a visual of someone having a low level of wellness.
- In the second cell create a visual of someone reaching out to help that person’s wellness.
- Finally create a visual in the last cell showing the positive outcome from someone reaching out.
- Title each cell with each step. Be sure to not create specific examples of persons or peers.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Visual of Levels | The explanation of the three lowest levels used exemplary text to describe the details of each area of wellness. The description effectively informs the reader why the individual has that rating. | The explanation of the three lowest levels used adequate text to describe the details of each area of wellness. The description informs the reader why the individual has that rating. | The description fails to inform the reader why the individual has that rating. |
| Low Levels of Wellness Impaacts | The cell used exemplary school-appropriate scenes, characters, and text to convey three personal impacts of wellness levels being low. | The cell used adequate school-appropriate scenes, characters, and text to convey two personal impacts of wellness levels being low. | The cell used inappropriate scenes, characters, and text to convey personal impacts of wellness levels being low. The student fails to convey more than two impacts. |
| Structure and Grammer | The story includes titles which indicate the areas of wellness. There are few to no grammar or spelling mistakes. | The story includes titles which indicate the areas of wellness. There are some grammar or spelling mistakes. | The story does not include correct titles which indicate the areas of wellness. There are many grammar or spelling mistakes. |
How Tos about Impacting Social Wellness of Others
Encourage Student-Led Discussions About Social Wellness
Invite students to lead short group discussions on social wellness topics. This builds leadership skills and lets students practice empathy in a safe, supportive space.
Set Clear Discussion Guidelines
Establish simple, positive rules for respectful dialogue before starting. Clear expectations help all students feel comfortable sharing their thoughts without fear of judgment.
Model Active Listening Techniques
Demonstrate how to listen attentively, paraphrase, and ask follow-up questions. Active listening shows students how to support each other and value diverse perspectives.
Assign Rotating Student Discussion Leaders
Rotate the role of discussion leader so each student has an opportunity to guide their peers. This boosts confidence and encourages greater participation from everyone.
Reflect as a Class on the Experience
Lead a quick class reflection on how student-led discussions made them feel. Reflection helps students connect discussion skills to social wellness and identify ways to support one another in the future.
Frequently Asked Questions about Impacting Social Wellness of Others
What is social wellness and why is it important for students?
Social wellness refers to building healthy relationships, fostering a sense of belonging, and supporting others. For students, it’s important because it helps create a positive, inclusive environment and improves emotional well-being and academic success.
How can students positively impact their peers' social wellness?
Students can positively impact peers’ social wellness by including others, offering support, showing empathy, and encouraging kindness. Simple acts like inviting someone to join a group or listening to a friend can make a big difference.
What is an example activity to teach social wellness in the classroom?
A great activity is having students create a storyboard showing someone improving another’s social wellness. Using objects or animals instead of real people helps maintain privacy and encourages creativity.
How do you facilitate a gallery walk for social wellness activities?
After students complete their storyboards, display them around the room and let students walk through, viewing and discussing each example. This gallery walk promotes sharing ideas and fosters a more socially accepting classroom.
Why use animals or objects instead of real peers in social wellness lessons?
Using animals or objects in examples helps avoid singling out classmates, keeps the activity inclusive, and allows students to focus on the concepts of social wellness rather than personal details.
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