7. Sample 7‑Week Unit Plan & Time Allocation

Neuro-mapping journals; limbic vs. prefrontal discussion; coping toolkit

In the first week, students will create neuro-mapping journals, which help them document their thoughts and feelings. They will also discuss the differences between the limbic system, responsible for emotions, and the prefrontal cortex, which is involved in decision-making. Lastly, they will start putting together a toolkit filled with coping strategies to manage stress and emotions effectively.

Imagine your brain as a team where the limbic system is the emotional coach shouting during the game, while the prefrontal cortex is the strategic planner who decides the best moves. By understanding how both roles work together, students can learn to manage their emotions better, just like a team learns to balance offense and defense.

Biofeedback breathing; PMR with imagery; Eisenhower Matrix workshop

In week two, students will dive deeper into advanced stress-management techniques. They will learn to use biofeedback for breathing exercises, practice Progressive Muscle Relaxation (PMR) with visualization techniques, and participate in an Eisenhower Matrix workshop, which helps them prioritize tasks based on urgency and importance.

Think of managing stress like organizing a messy closet. The Eisenhower Matrix helps you decide what to keep, what to donate, and what to throw away. Similarly, by learning to prioritize tasks effectively, students can reduce their stress and focus on what truly matters.

Tuckman stages labs; digital footprint audit; restorative circle simulation

In the third week, students will explore group development through Tuckman’s stages of team dynamics. They will conduct a digital footprint audit to understand their online presence and participate in a restorative circle simulation that emphasizes conflict resolution and community building.

Consider a sports team that needs to build trust and communication to succeed. Tuckman’s stages are like the phases the team goes through from forming to performing as they learn to work well together, just like friends do when they resolve conflicts and support each other.

Jump-mat forces; risk mapping; ergonomic equipment assessments

In week four, students will learn about biomechanics by experimenting with jump mats to measure forces. They will conduct safety audits by identifying potential hazards in their environment and perform ergonomic assessments on various types of equipment they may be using during physical activities.

Imagine a safety inspector checking a playground for any risks that could cause injuries. Just like this inspector, students will become aware of their surroundings and learn how to maintain a safe environment while recognizing the mechanics of movement that prevent injuries.

FMS Lite screens; load monitoring; plyometric landing clinics

During the fifth week, students will conduct Functional Movement Screen (FMS) Lite assessments to identify potential movement deficiencies. They will learn how to monitor physical training loads to prevent injury and participate in clinics focused on delivering proper plyometric landing techniques.

Think of every athlete as a car that needs regular check-ups to prevent breakdowns. By screening movements, monitoring training loads, and practicing proper techniques, students ensure their bodies are running smoothly and safely, just like keeping a car well-maintained.

CPR/AED stations; hemorrhage control; shock position drills

In week six, students will rotate through stations to practice CPR and use Automated External Defibrillators (AEDs). They will learn different methods for controlling hemorrhage and the correct positions for individuals in shock, providing them with essential life-saving skills.

Consider first aid like training to be a superhero—just like a superhero rushes to help those in need, students will learn skills that can save lives, ensuring they are ready to respond effectively in emergency situations.

Student teams draft comprehensive wellness/safety programme; peer review

In the final week, students will work in teams to create a comprehensive wellness and safety program. This includes drafting their ideas based on everything learned over the previous weeks, and they will engage in peer reviews to give and receive feedback on their projects.

Think of this week as a final group project in school where everyone combines their knowledge and skills to create something meaningful. Just like putting on a school play, each student has a role to ensure the success of the overall performance while reflecting on what they’ve learned.

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