Lessons, Six, Seven and Eight Creator: Sheralynne Deveaux Module: Mental Health Lesson Title: Synthesis Activity

Grade: 10 Curriculum Outcomes: Physical Education and Health Differentiate between the benefits of active living and physical fitness development, based on the wellness continuum. Demonstrate cooperation and supportive behaviour in interactions with others. Demonstrate leadership skills in interactions with others. English Language Arts Students will be expected to speak and listen to explore, extend, clarify, and reflect on their thoughts, ideas, feelings, and experiences. Students will be expected to communicate information and ideas effectively and clearly, and to respond personally and critically. Students will be expected to interact with sensitivity and respect, considering the situation, audience, and purpose. Students will be expected to use writing and other ways of representing to explore, clarify, and reflect on their thoughts, feelings, experiences, and learning; and to use their imagination. Student Objectives: 1) Students will create mental health awareness material for grade six students. 2) Students will facilitate small group discussions relating to mental health with grade six students. Materials: 1) Computers 2) Computer software such as Windows Movie Maker, Photostory, PowerPoint, Prezi, Microsoft Publisher, Microsoft Word, etc. 3) Digital and Video Cameras 4) Bristol board, paper, markers paint, and other art supplies Grouping: Students will complete this activity in groups of three. Groups will be established based on interest areas. Task: During the final two days of this module, the students will be asked to create awareness materials that could be used to teach grade six students about mental health. This task requires the students to reflect upon the subject of mental health and to explore components of this topic area that were not covered in class. In addition, the students will present their materials to small groups of grade six students (~five) and facilitate discussions relating to mental health. The students

must propose five age appropriate discussion questions to be used as conversation starters during their presentations. The peer-teaching component on the module will require the students to take on a leadership role in the field of mental health education. Time Frame: Students will be given two sixty minute periods (lessons six and seven) to create their materials and propose their discussion questions. Once all groups have finished their presentations, the teacher will finalize a date for the students to present to the grade six students (lesson eight). Content/Topic: Students may address any topic they would like to explore relating to mental health and are not limited to the key topic areas explored during the module (i.e. stress/anxiety, eating disorders, bullying, etc.). For example, the students may choose to explore sports-related brain injuries as this is a current issue relating to mental health. Student can draw inspiration from the brainstorming activities from lesson one. The following is a list of possible topics: Stigmas Stress Post Traumatic Stress Disorder Anxiety Eating Disorders Bullying Dementia Alzheimers Youth carers Sports-related brain injuries Bipolar Disorder Depression Eating Disorders Schizophrenia Suicide Prevention Art therapy and mental health Mental health statistics Mental health resources for youth

Products: The students will be permitted to create any form of awareness material that they wish. The following choice board will help guide students in selecting an awareness product to create. Choice Board

Present a Skit Create a Game Create a Website

Create a Poster Write a Short Story Create a Video

Create a Brochure Write a Poem or Song Create a PowerPoint or Prezi Presentation

Your Choice Be creative and create your own unique mental health awareness product!

Differentiation and Youth Engagement: This freedom regarding both the content and the product of the assignment (i.e. differentiated instruction) will help to create an environment in which students can better engage in the topic. Resources: Students may need to engage in additional research, especially if exploring a topic area not covered in class. If the students are having difficulty finding credible information, the teacher may choose to provide the following reference list. Alzheimer's Society of Niagara Falls. (2012). Virtual Dementia Tour. Retrieved from www.alzheimerniagara.ca/Support.htm Canadian Mental Health Association. (2011). Facts About Mental Health. Retrieved from www.cmha.ca/media/fast-factsabout-mental-illness/#.T9-uoRdfFAU Child and Youth Advisory Committee of the Mental Health Commission of Canada. (2010). Evergreen: A Child and Youth Mental Health Framework for Canada. Retrieved from www.mentalhealthcommission.ca/SiteCollectionDocuments/family/Evergreen_ Framework_English_July2010_final.pdf Freeman, King, Pickett, Craig, Elgar, Janssen, and Klinger. (2011). The health of Canada's young people: A mental health focus. Retrieved from www.phac-aspc.gc.ca/hp-ps/dca-dea/publications/hbsc-mental-mentale/assets/pdf/hbsc-mentalmentale-eng.pdf Health Canada. (2002). A Report on Mental Illnesses in Canada. Retrieved from www.phac-aspc.gc.ca/publicat/miicmmac/index-eng.php Mental Health Commission of Canada. (2009). Toward Recovery and Well-being: A Framework for a Mental Health Strategy for Canada. Retrieved from www.mentalhealthcommission.ca/SiteCollectionDocuments/boarddocs/15507_MHCC_EN_final.pdf Saskatchewan Ministry of Health. (2012). Eating Disorders Fact Sheet. Retrieved from www.health.gov.sk.ca/eatingdisorders-fact-sheet Soderquis, Alisa. When Food Becomes An Enemy: Eating Disorders. Retrieved from http://www.discoveryeducation.com/ teachers/free-lesson-plans/when-food-becomes-an-enemy-eating-disorders.cfm Teen Mental Health. (2012). Retrieved from teenmentalhealth.org United States Department of Agriculture. (2012). Nutritional Needs of Individuals and Families Across the Lifespan: Nutrition Issues and Adolescents. Retrieved from healthymeals.nal.usda.gov/hsmrs/Nutrition%20Expeditions/Unit%20II%20Lesson%207%20 Eating%20Disorders.pdf Assessment: The teacher will engage in formative assessment as the students are creating their materials and questions. The teacher will conference with each group of students to evaluate their progress and to provide feedback. The rubrics located at the bottom of the synthesis activity webpage will be used to assess the students final products and collaboration skills.