Lesson Planning in HPE - 3 Part Lesson Plan

Unit/Conceptual Focus: Human Development and Sexual Health

Lesson #: 4 Focus: Mental Illness - Reducing the Stigma

Curriculum Expectations: (List overall and specific expectations)

Overall Expectation:

C1. demonstrate an understanding of factors that contribute to healthy development;

C2. demonstrate the ability to apply health knowledge and living skills to make reasoned decisions and take appropriate actions
relating to their personal health and well-being;

C3. demonstrate the ability to make connections that relate to health and well-being – how their choices and behaviours affect
both themselves and others, and how factors in the world around them affect their own and others’ health and well-being.

Specific Expectation(s):

C1.4 demonstrate an understanding of a variety of mental illnesses and addictions (e.g., eating disorders; major depression;
anxiety disorders; psychotic disorders, such as schizophrenia; obsessive compulsive disorder [OCD]; bipolar disorder; tobacco,
alcohol, drug, gambling, gaming, or Internet addictions), their causes and manifestations, and their effects on personal health and
wellbeing (e.g., effects of stigmatization, underachievement at school, strain on social relationships, loss of employment,
increased risk of physical injury or illness)

C2.2 apply their understanding of the connections between substance use, addictive behaviours, and physical and mental health
(e.g., physical illness can lead to drug dependencies; compulsive behaviour can affect physical health and mental well-being; self-
medication, substance use, and mental illness sometimes form a mutually reinforcing negative cycle; substances used to lower
inhibitions can create health risks; alcohol consumption during pregnancy increases the risk of giving birth to a child with fetal
alcohol spectrum disorder [FASD]; substance misuse can sometimes lead to problems with anxiety or depression) to make safer
choices about the use of medications, drugs, and other substances and involvement in potentially addictive activities [PS, CT]

C3.3 describe factors (e.g., poor school performance; not fitting in; inability to cope with stress; not having a support network;
having friends or family members who drink or use drugs; family conflict; discrimination or oppression; emotional, physical, or
sexual abuse; poverty) that increase a person’s risk of engaging in substance use or addictive behaviours, and identify sources of
support (e.g., a school guidance counsellor, a telephone help line, a trusted friend who can help them find an adult to speak to, a
family member, a religious leader or spiritual counsellor, a family physician or nurse practitioner, public health units or
community health or friendship centres) that can help people avoid or overcome substance abuse and addiction [PS, IS,
CT] community [PS, IS, CT]

C3.5 describe factors that contribute to the stigmatization of mental illness (e.g., myths about the causes of mental illness;
insensitive use of language; fear of violent, unpredictable, or embarrassing behaviour), and identify strategies that could be used
to reduce stigma in their local
Learning Goals: (In student-friendly language)
We are learning to:
• Decode the meaning of stigma and apply our understanding to the nature of mental health
• Educate ourselves on the statistics surrounding mental health, recognizing our-pre existing notions of what
mental health/illness means and how we may learn to destigmatize mental health
• Educate ourselves on strategies and routines to optimize our own mental health and well-being in a holistic
way
• Create an open and safe dialogue surrounding mental illness and the maintenance of mental health

Guiding Questions: (List 2-3 questions that frame student’s learning)

1. What is the meaning of stigma and how does it relate to the concept of mental health?
2. What are symptoms of common mental illnesses?
3. What are ways we can optimize our mental health or mitigate the effects of mental health outcomes within a
healthy active framework?

Time: Before: Minds On (Establish a positive learning environment, connecting to Materials

10 prior learning or experiences, setting the context for learning – can be warm
mins up/fitness blast specific to game/sport for activity based class)

Weather Mood Check-In (5 mins)

• Students will state their temperature and weather conditions as a
descriptor of how they are currently feeling, while revealing their current PPT
mood states
• This will act as a modified Profile of Mood State Questionnaire (POMS)
for students
• Creating an open and safe space prior to the lesson

Printed
Fact or Fiction Exercise (5 mins) Worksheets
Purpose: To debunk any myths students may have regarding Mental Health +PPT
• Students will be given a worksheet with statements regarding mental
health and have to select “fact or fiction”
• Once students are completed correct answers will be shown on the
PowerPoint
• This will reveal the prior knowledge that students have regarding this
topic of Mental health
Time: During: Action! (Introducing new learning or extending/reinforcing prior learning, Materials
35 providing opportunities for practice and application for learning)
mins
Activity 1: Defining “Stigma”
Purpose: Acknowledging and educating students on the stigma that surrounds
Mental Health.
• “What does the word stigma mean?” PPT
• Lead a class-wide discussion surrounding Mental Health stigmas
• Discussing the relationships between stigmas, stereotypes, and
discrimination
• Discuss cultural perspectives of mental illnesses (Indigenous, Asian,
African, European, etc)
(ex. “What are some negative things you've heard about people with
mental illnesses?”)

Pause & Ponder:

Purpose: To educate and inform students on the different mental illnesses, PPT
mental health statistics, contributing factors, and provide them with mental
health strategies
• Mental Illnesses: Depression, Anxiety, Eating Disorders, PTSD, etc
• Statistics: Sourced from CAMH, CMHA, StatCan and etc
• Discuss factors that may contribute to mental illnesses
• Mental health strategies: Exercise, Sleep, Diet, Sleep, Building a
supportive and healthy network, seeking

Activity 2: Exploring Attitudes -- Anonymous survey followed by group PPT +

discussion Electronic
• Students will individually complete survey selecting (Agree, Disagree, Not Poll/Handout
sure)
• With a show of hands or with electronically produced results compile and
display results for class to view
• Compare and contrast results with students in class-wide discussion
• Reference best answer
(Ex. “ People should workout their own mental health problems”)

Time: After: Consolidation & Connection (Helping students demonstrate what they have Materials
15 learned, providing opportunities for consolidation and reflection)
mins
Group Consolidation/Activity 3: Reducing Stigma -- What Works? Chart Paper
• Small group discussion regarding ways they can reduce the stigma at
school, at home, and within the community
• Making reference to available support and resources
• Large group debrief
Handout
Exit Task Activity: KWLQ Chart
 What do I Know?
What do I Want to Know? What do I Wonder about?
What have I Learned?
What Questions do I have?
https://teachingtools-ophea-
net.myaccess.library.utoronto.ca/sites/default/files/pdf/sr_kwhqchart_ja17.pdf

Assessment Opportunities
AfL: Minds-on Activity to display students’ prior knowledge of mental health
AaL: KWLQ Chart

Next Steps
• Ensure students are aware of the mental health resources that are available to them
• Prepare students for the end of unit test

Self-Reflection
What parts of your lesson were successful in helping your students understand the Big Idea(s)?
What instructional decisions were successful in meeting the needs of all students?
Reflect on your planning and delivery of the lesson and record any changes/modifications that you might
make as you continue to move forward with unit lesson delivery.

Sources:

http://www.edu.gov.on.ca/eng/curriculum/secondary/health9to12.pdf

https://www.camh.ca/-/media/files/guides-and-publications/tami-teachers-guide.pdf

https://canwetalk.ca/wp-content/uploads/2016/03/COOR-79l-2016-03-CWT-lesson-plans.pdf

https://teachingtools-ophea-net.myaccess.library.utoronto.ca/sites/default/files/pdf/sr_kwhqchart_ja17.pdf