Course
Profile Healthy Active Living Education, Grade 11, Open, Public
Unit 3: Healthy Living
Time: 30 hours
Activity 1 | Activity
2 | Activity 3 | Activity
4 | Activity 5 | Activity
6
Students will investigate the impact of health issues on themselves and
others while studying sexual and reproductive health, relationship violence,
personal safety, and mental health. Students will demonstrate an understanding
of the strategies and skills required in making good decisions, setting goals,
and managing stress. The connection between positive mental health and healthy
relationships will be examined and related to a healthy lifestyle.
Strand(s): Healthy Living, Living Skills
Overall Expectations: HLV.01, HLV.02,
HLV.03, LSV.01, LSV.02.
Specific Expectations: HL1.01, HL1.02,
HL1.03, HL1.04, HL1.05, HL2.01, HL2.02, HL2.03, HL2.04, HL2.05, HL2.06, HL2.07,
HL3.01, HL3.02, HL3.03, HL3.04, HL3.05, LS1.01, LS1.02, LS1.03, LS1.04, LS1.04,
LS2.01, LS2.02, LS2.03, LS2.04.
|
Act. |
Expectations/ |
Assessment/Evaluation |
|
1 |
HLV.01, K/U; HL1.01, C; HL1.02, K/U; HL1.04, C; HL1.05, T/I; LS2.02, C |
- Formative assessment of the worksheets on sources of information and
services related to sexual and reproductive health - Formative assessment of the handout on infertility by looking for
completion |
|
2 |
HL1.03, A; LS1.02, A; LS1.03, K/U |
- Formative peer-assessment of good relationship skills using a
completion checklist - Summative teacher evaluation using rubric for relationship role play |
|
3 |
HLV.03, C; LSV.02, A; HL3.01, C; HL3.02, A; LS1.01, C; LS2.03, A |
- Formative assessment of the worksheet identifying stressors and
coping strategies. The teacher assesses the handout for strategies that
demonstrate skills that enhance personal mental health. |
|
4 |
HL3.03, T/I; HL3.04, C; HL3.05, K/U; LS2.01, C |
- Formative assessment using the Communication category from the Achievement
Chart |
|
5 |
HL2.01, C; HL2.02, K/U; HL2.03,
K/U; HL2.04, T/I; LS2.01, C |
- Formative assessment on the
types of violence using a rubric to assess Communication |
|
6 |
HLV.02, K/U; HL2.05, T/I; HL2.06, A; HL2.07, T/I; LS1.04, C; LS1.05,
C; LS2.02, C; LS2.04, K/U |
- Formative assessment of notes regarding the leading causes of injury
and injury associated deaths by checking for completion |
For some
useful teacher and student resources for this activity, see www.ophea.net.
Scope
and Sequence of Unit Activities from Grade 9 to Grade 11
|
Grade 9 |
Grade 10 |
Grade 11 |
|
Understanding Sexuality and Sexual Relationships |
Investigating Healthy Body Image |
Understanding Sexual and Reproductive Health |
|
Investigating Protective Measures Regarding Sexuality |
Creating a Healthy Eating Plan |
Practising Decision Making and Goal Setting Within Healthy
Relationships |
|
Demonstrating Assertiveness and Decision making |
Exploring Environmental Influences on Sexuality |
Positive Mental Health |
|
Understanding Substance Use and Abuse |
Understanding Sexuality and Choices and Decisions |
Exploring Mental Disorders, Stress, and Suicide |
|
Using Strategies to Manage Substance Use and Abuse |
Describing Substance Use and Abuse |
Understanding Relationship Violence |
|
Understanding Violence |
Discussing Conflict Resolution |
Understanding Risk-Taking Behaviours |
|
Using Strategies to Manage Conflict |
Practising Anger Management and Mediation |
|
|
Understanding Cardiopulmonary Resuscitation |
|
|
|
Activity 1 |
Understanding Sexual and Reproductive Health |
240 minutes |
|
Activity 2 |
Practising Decision Making and Goal Setting Within Healthy
Relationships |
240 minutes |
|
Activity 3 |
Positive Mental Health |
300 minutes |
|
Activity 4 |
Exploring Mental Disorders, Stress, and Suicide |
420 minutes |
|
Activity 5 |
Understanding Relationship Violence |
240 minutes |
|
Activity 6 |
Understanding Risk-Taking Behaviours |
360 minutes |
This
unit provides students with opportunities to acquire and discuss information
related to healthy living. Due to the nature of the health topics, teachers
should be aware of and be sensitive to students’ needs, individual life
circumstances, cultural beliefs, and values. Teachers should consider
investigating appropriate community counselling and support services that are
available for students and consider booking speakers from community agencies.
Teachers should use a variety of media products when appropriate and
read/preview them carefully for the presentation of accurate and up-to-date information.
Role plays and scenarios are useful tools for students to practise living
skills. Teachers should develop scenarios that are realistic and reflect
students’ needs. Where appropriate, teachers should be aware of the legal
implications and the consequences of policies related to the health topics
being presented. The teacher should frame each lesson by identifying the
learning expectations and connecting and clarifying the assessment/evaluation
strategies to ensure students have clear targets to work towards.
Develop
some tone setting activities to help students get to know each other, identify
classroom expectations, and establish rules for discussion at the beginning of
each healthy living activity.
To
facilitate class discussions about sensitive issues, teachers should be aware
that their own deeply held beliefs, and those of their students, may be
challenged. Preparation for such discussions requires thoughtful, sensitive
consideration to ensure balanced leadership by the teacher and respect for the
various points of view which may be expressed.
The
role of the teacher is not to determine a “correct” position, but rather to
ensure the provision of a positive, respectful, and supportive learning
environment, which will encourage students to share their responses, explore
issues, and express their concerns. Teachers should not offer personal opinions
regarding belief systems. To ensure supportive and respectful dialogues,
teachers should prepare students in understanding the concept of “point of view.”
As students experience opportunities to hear and explore diverse viewpoints,
some of which may conflict with their own, the teacher can guide the
development of the critical thinking skills necessary to expand perspectives.
Teachers
are encouraged to set the tone before beginning discussions regarding sensitive
issues. Clear “ground rules” for discussion with students should be
established, taking the following into consideration:
· everyone has the right to think what he/she wants; no one should try to take this right away
· many different viewpoints may arise during discussions
· because of personal values and beliefs, some people are accepting of differences, while others are not. Classroom conversations will focus on understanding a variety of personal values and beliefs, not on judging them.
· our thoughts and feelings alone do not have negative effects on people; hurtful behaviours do
· a person may not agree with others’ opinions, but needs to treat all individuals with dignity and respect
To successfully accomplish the activities in this unit, students should
have:
· knowledge and skills related to health topics as identified in the curriculum of previous grades
· group work skills (e.g., jigsaw)
· note-taking skills
· Library/Resource Centre and Internet research skills
· ability to use a rubric to assess self and/or peers
· appropriate behaviour when guest speakers visit
· self-and peer assessment
· debating skills
Focus on providing students with opportunities to interact, communicate,
think, and apply their knowledge with respect to healthy living. The
teaching/learning strategies used in this unit include: direct instruction,
indirect instruction, interactive instruction, and independent instruction. For some useful teacher and student
resources for this activity, see www.ophea.net.
This unit provides
students with the opportunity to make wise personal choices related to healthy
living topics. Decision-making skills are formatively and summatively assessed
throughout the unit in connection with different health topics. The impact of
media on decision-making is assessed throughout the unit. A variety of
assessment strategies that address the individual needs and different learning
styles of students is used, including: pencil-and-paper (quiz, test, directed
written), oral or visual assignment, performance task (projects/assignments,
presentations), personal communication (instructional questions and answers,
classroom discussion, journals/logs). The teacher and students use the
following Assessment Tools: observation checklist, rubrics, answer
sheet/checklist, and marking scheme. Ongoing formative and summative assessment
will grant students ample opportunity to demonstrate their knowledge and
skills.
Consider the following
accommodations, when appropriate, to address the needs of students in your
class:
· provide a visual outline of lessons on the blackboard, overhead, or handout;
· provide key visuals or graphic organizers for assignments as an alternative;
· partner students to work with appropriate people or resources;
· provide key vocabulary or reference notes;
· assist students to recall prior knowledge before introducing new information;
· use appropriate visual materials rather than print material to convey information;
Access the Special Education Companion from the Ministry of Education electronic Curriculum Unit Planner for additional suggestions to ensure the success of exceptional students. Teachers should also refer to the exceptional students’ IEPs to ensure that recommendations are followed.
Harper, Mark, Ken O’Connor, and Marilyn
Simpson, Quality Assessment – Fitting the Pieces Together. Toronto:
OSSTF, 1999. ISBN 0-920930-47-6
Johnson, David W. and Roger T. Johnson. Creative
Conflict. Minnesota: Cooperative Learning Centre, 1987.
Kearns,
Tim, Carole Pickering, and John Twist. Managing Conflict: A Practical Guide
to Conflict Resolution for Educators. Toronto: OSSTF, 1992. ISBN
0-920930-54-9
Keister,
Susan, Molly Laird, Myra Immell, and Linda Barr. Lions-Quest Skills for
Action Exploring the Issues: Promoting Peace and Preventing Violence. Ohio:
Quest International. ISBN 1-56096-148-6
Mang,
Lesley and Al Robertson. Healthwise II. Toronto: Nelson Canada, 1990.
ISBN 0-17-602668-1
McCoy,
Kathy, PhD. and Charles Wibbelsman, M.D. The Teenage Body Book. New
York: The Berkley Publishing Company, 1992. ISBN O-399-5253
Meeks,
Linda and Heit, Phillip. Violence Prevention. Blacklick, OH: Meeks Heit
Publishing Company, 1995. ISBN 0-9630009-6-9
Rice,
Philip F. The Adolescent: Development, Relationships, and Culture, 8th
Ed. Massachusetts: Allyn and Bacon, 1996. ISBN 0-205-18444-8
Shallhorn,
Jack, Marilyn Simpson, and Marcia Smellie. Social Issues II: A Guide to
AIDS, Substance Use, Violence, Eating Disorders. Toronto: OSSTF, 1990. ISBN
0-920930-48-4
York
District School Board. Sensitive Issues in the Classroom, 1997.
Local
Public Health Unit
Local
Community Police Department
Website
www.ophea.net
Time: 240 minutes
Students demonstrate an understanding of sexual and reproductive health.
They describe causes and issues related to infertility. Sources of information
and services are identified.
Strand(s): Healthy Living and Living Skills
Overall
Expectations
HLV.01 - demonstrate an understanding of sexual and reproductive health.
Specific
Expectations
HL1.01 - describe factors (e.g., environmental, hormonal, nutritional)
affecting reproductive health in males and females;
HL1.02 - demonstrate an understanding of causes and issues related to
infertility;
HL1.04 - describe sources of information on and services related to
sexual and reproductive health;
HL1.05 - assess reproductive and sexual health care information and
services;
LS2.02 - explain physiological responses to stress.
The teacher should consider the
following preparation for the delivery of this activity:
· Provide a worksheet on the factors affecting reproductive health in males and females.
· Provide a handout of services available in your local community.
· Provide a handout listing infertility discussion questions.
· Prepare an Advice Letter homework assignment scenario and marking scheme.
To successfully accomplish the activity, students need:
· group work skills
· prior knowledge attained in previous grades (e.g., health-related components on sexuality and reproduction)
· note-taking skills
1. Have
the class brainstorm the concepts connected with sexual and reproductive health
by completing a word association web. The teacher and students use some of the
concepts from the web to create a class definition of sexual and reproductive
health. The definition could incorporate the following:
Sexual Health
|
· appreciation of one’s body · appropriate and respectful interaction with both genders · appropriate expressions of love and intimacy · avoiding exploitative relationships · identification of values · responsibility for one’s own behaviour · enjoying sexual feelings without necessarily acting on them |
· understand consequences of sexual activity (talk with partner about sexual activity, limits, contraception and meaning of relationship, prior to sexual activity) · practice health-promoting behaviours (regular check-ups – pap, testicular exams) · understanding the impact of media messages · seek information about sexuality as needed · able to negotiate and communicate sexual limits |
Reproductive Health
· anything pertaining to, or affecting reproduction
· the physical ability to produce offspring
·
awareness of what is normal and
abnormal in regards to reproductive organs (discharge,
lumps, etc.)
· pre-conceptual health (nutrition, physical activity, etc.)
· prenatal health (nutrition, physical activity, etc.)
Explain the components of these definitions emphasizing the differences between reproductive and sexual health.
2. Using the jigsaw strategy, organize the class
into groups. Provide each group with one factor that affects reproductive
health in males and females. Ask each group to define the effect of this factor
on reproductive health, for example:
Environmental – chemical exposure
Nutritional – anorexia
Hormonal – imbalance affecting the cycle
Sexual History – sexually transmitted disease
General Health – cancer
Physiological Response to Stress – may disrupt menstrual cycle, change in sexual interest, change in appetite
The teacher should
circulate while group discussions are going on to assist in the facilitation of
the discussions. Students return to their home groups to share the information
and record their findings.
3. Students complete a worksheet with a partner,
by identifying: i) sources of information and services related to sexual and
reproductive health; ii) assessing each of the sources on various components
such as availability, cost, reliability, anonymity, comfort level, etc. After
completion of the sheet, the teacher generates a master list on the board. The
teacher provides a handout of services available in the community.
4. The teacher begins a
class discussion with questions such as the following:
a) What is infertility? (Partners in Fertility, pamphlet - Serono)
· no conception after 12 months of unprotected regular intercourse
· infertility affects about 10% of young adults
· in 40% of the cases, the fertility problem is with males, in 40% of the cases the fertility problem is with females, and in 20% of the cases it is both or unknown
b) What are some possible causes of infertility in males?
· sperm quality (radiation, heat, tight clothing, mumps, varicose veins)
· frequency of ejaculation (sperm not ejaculated within 1 month dies and mixes with new sperm thereby decreasing the count of live sperm)
· healthy weight (levels of body fat influence levels of hormones circulating in the blood stream)
· healthy nutrition (certain nutritional deficiencies can effect development of the sperm – need linoleic acid, vitamin A, vitamin E, and zinc)
· alcohol – excessive intake of alcohol has been shown to lower sperm count and may interfere with the ability to maintain an erection and can mutate the sperm
c) What are some possible causes of infertility in females?
· PID – Pelvic Inflammatory Disease (scarring of the fallopian tubes)
· Endometriosis (uterine tissue growing outside the uterus, often on the ovaries, fallopian tubes, or in the abdominal cavity)
· cycle irregularities (problems with ovulation, lining thickness, mucous)
· smoking – can interfere with normal egg production and menstrual cycles
· healthy weight and nutrition – 10 to 15% below normal weight can interfere with a woman’s fertility (often affects menstrual cycles) and obesity can lead to a decrease in frequency of ovulation
d) What issues do people need to deal with who are experiencing difficulties with infertility?
· individual reactions and emotions
· impact on a relationship
· the decision to have or not to have a child
e) What issues would a couple need to consider if they were experiencing infertility problems?
· solving or treating the underlying problem if possible (e.g., chemical, sperm wash, invitro-fertilization) by taking into consideration finances, beliefs, etc.
· adoption
· surrogate motherhood
Students record information on a provided handout addressing these questions.
5. As a homework assignment, students adopt the
role of an advice columnist who responds to a letter from a person seeking
advice about infertility and its effect on their relationship. In their
response letter, students will first identify the differences between sexual
and reproductive health. They will identify some possible causes of
infertility, possible solutions, and sources of information and services
available. Students submit this letter for evaluation by the teacher.
The
teacher and students gather evidence of learning expectations outlined for this
activity through:
· a formative assessment of worksheets on sources of information and services related to sexual and reproductive health (HL1.04, HL1.05)
· a formative assessment of the handout on infertility by looking for completion (HL1.02)
· a summative evaluation to assess students’ degree of analysis with the Advice Letter homework assignment using a marking scheme (HLV.01, HL1.02, HL1.04)
Donatelle, Rebecca J. and Lorraine G. Davis. Access
to Health. Toronto: Allyn and Bacon, 1998.
ISBN 0 – 205 – 27236 - 3
Central West Preconceptual Health Working Group. Planning for Pregnancy. Ontario Central West Region Health Unit, 1996.
Hughes, Edward G. and Mary Louise Beecroft. Partners in Fertility. Hamilton: Serono Canada, 1999. ISBN 1-800-387-9749
www.ophea.net
- teacher and student resources for this activity
Goal Setting Within Healthy
Relationships
Time: 240 minutes
Students demonstrate the skills necessary to maintain healthy
relationships and apply goal-setting strategies by examining case studies and
role playing scenarios.
Strand(s):
Healthy
Living and Living Skills
Specific
Expectations
HL1.03 - demonstrate the skills needed to sustain honest, respectful,
and responsible relationships;
LS1.02 - apply strategies to establish priorities and set goals;
LS1.03 - identify common obstacles to successful decision making.
The teacher should consider the following preparation for the delivery
of this activity:
· Provide a handout listing “The Ten Characteristics of a Good Relationship.”
· Prepare a completion checklist of “The Ten Characteristics of a Good Relationship.”
· Prepare the relationship scenario task cards.
· Prepare an overhead on the IDEAL Decision-Making Model.
· Prepare case study task cards using the SMART Principle.
· Use a rubric to evaluate the Relationship Role-Play. Plan the framework and develop rubric with students using criteria for the role play.
· Be sensitive to the variety of relationships and family structures that exist in society.
To successfully accomplish the
activity, students should have:
· group work skills
· prior learning attained in previous grades (e.g., IDEAL Decision-Making Model, SMART Principle)
· note taking from discussions
1. Students brainstorm, as a class, the types of
relationships that exist in a variety of settings (e.g., home, school, sports,
TV, work, etc.). Some examples of relationships might include: parental,
sibling, friend, partner, mentor, employer, peer, etc.
2. Ask students to work with a partner and think
of couples they know who are in a healthy relationship. Have them list the
characteristics that they feel make the relationship healthy. Develop a class
list of the Ten Characteristics of a Good Relationship that the class can all
agree on.
Upon completion of the class-generated list, have students compare their
list with the handout entitled:
“The Ten Characteristics of a Good Relationship”
i) Trust – Partners are able to confide in each other openly, knowing their confidences will be respected.
ii) Togetherness – In a healthy relationship, two people create a sense of both intimacy and autonomy. They each enjoy each other’s company but also pursue solitary interests.
iii) Expressiveness – Partners in healthy relationships say what they feel, need, and desire.
iv) Staying Power – Couples in committed relationships keep their bond strong through tough times by proving that they will be there for each other.
v) Security - Because a good relationship is strong enough to absorb conflict and anger, partners know they can express their feelings honestly.
vi) Laughter – Humour keeps things in perspective.
vii) Support – Partners in good relationships continually offer each other encouragement, comfort, and acceptance.
viii) Physical Affection - Sexual desire may fluctuate or diminish over the years, but partners in loving, long-term relationships usually retain some physical connection.
ix) Personal Growth – In the best relationships, partners are committed to bringing out the best in each other and have the other’s best interests at heart.
x) Respect – Caring partners are aware of each other’s boundaries, need for personal space, and vulnerabilities. They do not take each other or their relationship for granted.
Students will then be involved in role-play scenarios where they are to demonstrate the qualities of a good relationship in dealing with a particular situation. Students may develop their own scenarios or use the provided scenarios listed below.
· Scenario 1 – You and your partner have very different views on what you want to do on your Friday night date. You want to go to the movies and he/she wants to go to the hockey game.
· Scenario 2 – You have had a bad day at school and you took your frustrations out on your partner when you saw them after school. You realise later that your comments were out of line.
· Scenario 3 – Your partner wants you to stay out late because you are having a really good time. You know you will be grounded if you stay out past your curfew.
· Scenario 4 – Your partner has been very quiet lately and you feel that he/she is ignoring you. You don’t know what the problem is.
· Scenario 5 – You are upset because your partner has once again turned on the TV to watch the football game, when really you should be doing your homework.
· Scenario 6 – You are disappointed that your partner forgot your monthly anniversary.
· Scenario 7 – You are ready to go out for the evening but your partner is taking a long time getting ready.
Role-plays are performed and students observing identify the techniques being used (completion checklist of 10 Characteristics), and discuss their relative effectiveness.
3. The teacher reviews the IDEAL decision-making
model using an overhead. The model should include:
· Identify the decision to be made (What is it? Is there more than one decision to be made?)
· Discuss the decision options and their consequences (What are the positive and negative consequences?)
· Evaluate the options and select a choice (Which solution is the best choice?)
· Act on your decision (Follow through. Is there anything else you need to consider?)
· Learn from your decision (What did you learn? Would you make the same choices again?)
Students will apply the IDEAL decision-making model to a case study/scenario. The following provides an example of a case study/scenario:
Susan has a major assignment due tomorrow. Her boyfriend has two tickets to see a popular rock band tonight. Apply the IDEAL model to help Susan make a successful decision.
Following the decision-making process, the teacher takes up the scenario by getting students to share their answers. The teacher reviews with students that failing to fully utilize one of the steps of the decision-making model can lead to obstacles in successful decision making. (e.g., If you skip one of the steps, what could happen?)
4. Students work in partners for a case study
assignment. The teacher assigns each pair a case study. Students identify the
behaviour they would like to see changed and then explain how they would like
to see this changed using the SMART Principle to set short-term and long-term
goals for behaviour change based on their scenario. (Specific, Measurable,
Attainable, Realistic, Time). Students outline a plan of action for these goals,
looking at their strengths, limitations, obstacles, and solutions to the
problem, and record all findings in their notebook.
· Case Study 1 – Chris who is age 18 regularly abuses his/her partner both mentally and physically.
· Case Study 2 – Alex, aged 17, is a warm, generous person who is 40 pounds overweight. Alex’s partner keeps threatening to leave if the weight is not lost.
· Case Study 3 – Miho, aged 16, is a shy, quiet individual whose partner likes to hang out with the people from work on a regular basis. Miho is often not invited to share in these activities.
Students responding on the same case study form a group and share their information. Upon the conclusion of group discussions, one selected member from each large case study group will report their findings to the class. The teacher assesses each group using a SMART Principle rubric.
5. In small groups, students develop
relationship role-plays. The teacher explains to students that they need to see
the following in their role-plays:
· A clearly defined goal that students want to achieve (e.g., a couple wants to save enough money to take a limo to their formal)
· Demonstrated use of the SMART Principle to reach the goal
· Identified obstacles to decision making
· Demonstrated skills in the role-play that address “The Ten Characteristics of a Good Relationship” from a text
Use a rubric Relationship
Role-Play, the teacher evaluates students.
The teacher and students gather
evidence of learning expectations outlined for this activity through:
· a formative peer assessment of good relationship skills using a completion checklist (HL1.03)
· a formative assessment of students’ application of the SMART Principle using a rubric (LS1.02)
·
a summative teacher evaluation using
a rubric for the Relationship Role-Play.
(HL1.03, LS1.02, LS1.03)
Donatelle,
Rebecca J. and Lorraine G. Davis. Access to Health. Toronto: Allyn and
Bacon, 1998.
ISBN 0 – 205 – 27236 – 3
Hales,
Dianne. An Invitation to Health, 8th ed. Toronto: Brooks/Cole Publishing
Company, 1999.
ISBN 0 – 534 – 35733 – 4
Angus, Kathy and Lynda Vera. Healthy Self-Esteem. Region of Peel, 1993.
www.ophea.net
- teacher and student resources for this activity
Time: 300 minutes
Students describe what constitutes an emotionally healthy person. They
use case studies and group work to identify common stressors and coping
strategies for stress. Students demonstrate common relaxation techniques.
Strand(s): Healthy Living and Living Skills
Overall
Expectations
HLV.03 - describe the influence of mental health on overall well-being;
LSV.02 - demonstrate an ability to use stress management techniques.
Specific
Expectations
HL3.01 - describe the characteristics of an emotionally healthy person
(e.g., positive self-concept, ability to manage stress effectively, ability to
work productively);
HL3.02 - demonstrate the skills that enhance personal mental health
(e.g., coping strategies for stress management);
LS1.01 - describe their understanding of what constitutes healthy active
living (e.g., a lifestyle that stresses the importance of exercise and healthy
eating);
LS2.03 - use appropriate strategies for coping with stress and anxiety
(e.g., relaxation, meditation, exercise, reframing).
The teacher should consider the following preparation for the delivery
of this activity:
· Develop a self-survey on well-being.
· Develop an overhead on the definition and characteristics of mental health.
· Prepare a worksheet listing stress case studies.
· Prepare a handout listing coping strategies.
· Book a guest speaker from the community mental health association.
· Develop a marking scheme for relaxation technique demonstrations.
To successfully accomplish the activities in this unit, students need:
· group work skills
· note taking from discussions
· Library/Resource Centre and Internet research skills
· appropriate behaviour when a guest speaker presents
· prior knowledge attained in previous grades (e.g., active living, physical fitness, personal safety and injury prevention, conflict resolution, social skills)
1. Students complete a self-survey on
well-being. Upon completion of the survey the teacher discusses students’
findings. This discussion includes the question, “What constitutes a mentally
healthy person?” Students copy notes from an overhead on this topic. The
National Mental Health Association describes mentally healthy people as those
who:
· Feel comfortable about themselves. They are not overwhelmed by their own feelings, and they can accept many of life’s disappointments in stride. They experience all of the human emotions (for example, fear, anger, love, jealousy, guilt, joy) but are not overcome by them.
· Feel right about other people. They feel comfortable with others and are able to give and receive love. They are concerned about the well-being of other people and have relationships that are satisfying and lasting.
· Are able to meet the demands of life. Mentally healthy people respond to their problems, accept responsibility, plan ahead without fearing the future, and are able to establish reachable goals.
Mentally healthy people experience stress, frustrations, feelings of self-doubt, failure, and rejection.
What distinguishes the mentally healthy is their resilience. Resilience is a person’s ability to recapture their sense of emotional wellness within a reasonable time using a variety of coping strategies. (An example of resilience - If your partner breaks up with you, are you able to overcome this emotionally and eventually start seeing other people?)
2. The teacher emphasizes
the influence of mental health on overall well-being.
The teacher begins by defining the
following:
·
Stress: the effect of an event on your mind and body. These effects can be
both helpful or harmful; the forms of stress can be either positive (e.g.,
school dance, wedding) or negative
(e.g., break-ups, death of a family member or close friend)
· Stressors: situations and experiences that cause stress
Each student generates a list of stressors. The teacher lists categories on the board and students place their stressors in the appropriate category. This list is copied into their notebooks.
· Physical Stressors – (e.g., bacteria, smoke, lack of sleep, injury)
· Social Stressors – (e.g., rejection, embarrassment, ridicule, arguments)
· Intellectual Stressors – (e.g., mental fatigue, inability to comprehend)
· Emotional Stressors – (e.g., anger, lack of love, mistrust)
· Spiritual Stressors – (e.g., guilt, moral conflicts, lack of meaning or purpose in life)
· Environmental Stressors – (e.g., lack of money, shelter, food)
Using the following Stressor Case Studies provided on a worksheet, students identify the stressors associated with each case (second column of the chart). At the conclusion of filling in the column the teacher leads a class discussion to summarize their findings.
(Note: the Coping Strategy column is completed during Teaching/Learning Strategy 4)
|
Case
Study |
Stressor |
Coping
Strategy |
|
Case 1 – There’s a girl on my
street that I like, but whenever I’m near her I get really tongue-tied, or I
stutter. I start to sweat and I drop things. Sometimes I avoid her, even
though I really like her. |
Social Stressor |
|
|
Case 2 – My Dad has just been laid off from his job and doesn’t know
when he’ll be called back. What Mom makes isn’t enough to support the family
and we have no savings. Dad has started drinking, and we all feel miserable. |
Environmental Stressor Social Stressor |
|
|
Case 3 – I’m really in a panic because I’ve got a science exam
tomorrow and I haven’t done any work for it. I actually feel a little sick to
my stomach. |
Intellectual Stressor |
|
The teacher will assess the handout for strategies that demonstrate skills that enhance personal mental health.
3. Students do a snowballing activity to
brainstorm as many coping strategies for stress as they can. Students start
working with pairs, then after a few minutes they join with another pair to
form a group of four to share ideas. The groups will continue to combine to
form groups of 8 and then 16. New ideas are added and discussed and when two
groups remain, each group will present their final list to the class.
The teacher will then provide a Coping Strategy Handout and emphasize that stress is never completely avoidable, but a person can learn to cope with it. The following strategies will be helpful in coping with stress:
Physical
a) maintain your health – exercise your body, eat a nourishing diet, and get enough sleep
b) learn to relax – learn a
relaxation exercise to release muscular tension, take up a hobby,
take warm baths
Mental
a) think positive thoughts – think of your strengths, think about things you’ve done well
b) organize your time – sort out your tasks from most to least important; do small parts of a tough job, reward yourself, then continue to work
c) value yourself – don’t blame yourself needlessly when things don’t go well; figure out what you can learn from your mistakes
d) plan and think ahead – think about stressful situations and make plans to deal with them; make alternative plans in case what you are hoping for doesn’t happen
e) express your feelings – laugh when you feel good and hug your family and friends; let yourself cry when you are feeling sad; reach out to comfort others when they are sad
Social
a) communicate with people – say something nice to someone, discuss your problems with someone you trust
b) seek new activities – pursue new hobbies, plan something fun and exciting, and spend time with someone who is calm and reassuring
Many of these coping mechanisms fall into what we call “Healthy Active Living.” If you are following a healthy active lifestyle you may notice you are better able to cope with stress.
4. Students individually use the Coping Strategy
Handout (provided in Teaching/Learning Strategy 3) and apply it to the Stressor
Case Studies (in Teaching/Learning Strategy 2). With a partner, students share
their responses. The teacher assesses the handout for completion.
5. Invite a local community mental health worker
to speak to students about stress counselling and available support systems.
During the presentation students take notes on the techniques or available
support systems discussed.
6. The teacher introduces the topic of
relaxation techniques. The class holds a brief discussion on what they do to
relax or how they relieve stress. Students are then divided into small groups
and asked to research on the Internet or in the Library/Resource Centre, one of
the following given relaxation techniques: progressive relaxation exercise,
yoga, breathing exercises, meditation, imagery, and massage. For preparation of
the next class, students will prepare a mini-demonstration for the class on
their researched relaxation technique. The demonstration could be evaluated
using a checklist that could include the following for each relaxation
technique: clear definition, where you go to get treatment or training, what
equipment is necessary, cost, demonstration, questions handled with competency,
etc.
The teacher and students gather evidence of learning expectations
outlined for this activity through:
· a formative self-assessment using a well-being self-survey (HL3.01)
· a formative assessment of a worksheet identifying stressors and coping strategies. The teacher will assess the handout for strategies that demonstrate skills that enhance personal mental health (HL3.02)
· a summative evaluation of mini-demonstrations on relaxation techniques (LSV.02, LS2.03)
Centre
for Addiction and Mental Health – www.camh.net
Hahn,
Dale B. and Wayne A. Payne. Focus on Health, 2nd ed. Indiana: Mosby –
Year Book, Inc., 1994. ISBN 0-8016-7676-2
Hales,
Dianne. An Invitation to Health, 8th ed. Toronto: Brooks/Cole Publishing
Company, 1999.
ISBN 0-534-35733-4
Sayad,
Barbara W. and John Janowiak. Instructor’s Guide to Accompany Hale’s An
Invitation to Health, 7th ed. Toronto: Brooks/Cole Publishing Company,
1997. ISBN 0-534-34535-2
Roberston, Al and Lesley Mang. Healthwise 1. Scarborough: Nelson Canada,
1990. ISBN 0-17-602666-5
www.ophea.net
- teacher and student resources for this activity
The National Mental Health Association
Time: 420 minutes
Students examine the impact of various mental disorders. A stress
pamphlet is developed identifying stressors and appropriate coping strategies.
Through the use of role-plays and a case study, students describe suicidal
behaviours and look at strategies for suicide prevention.
Strand(s): Healthy Living and Living Skills
Specific
Expectations
HL3.03 - analyse the factors (e.g., environmental, genetic) that
influence the mental health of individuals and lead to the prevalence of mental
health problems in the community;
HL3.04 - describe the impact of mental health disorders (e.g., phobias,
anxiety disorder, schizophrenia, affective disorders) on a person’s emotional
and physical health;
HL3.05 - identify and describe suicidal behaviours and strategies for
suicide prevention;
LS2.01 - describe the positive and negative effects of stresses that are
part of daily life.
The teacher is encouraged to consider the following preparation for
delivery of this activity:
· Provide a worksheet on the Positive and Negative Effects of Stressors.
· Prepare Stressors Communication Rubric.
· Prepare an overhead on the definition of mental disorder.
· Provide a worksheet on mental disorders and their impacts.
· Prepare a handout with the Stress Pamphlet Assignment Requirements.
· Develop a marking scheme to evaluate the Stress Pamphlet.
· Obtain local and national statistics on adolescent suicide from the local health department.
· Develop suicide warning-sign task cards.
· How to deal with student disclosure – teachers will need to know the school’s policy on how to deal with specific student information that may be divulged during class discussions.
· Book a guest speaker – suicide prevention or help line counsellor.
· Prepare a handout on Tips on Suicide Prevention.
· Provide written case study for the suicide assignment.
· Develop a marking scheme to evaluate the Suicide Case Study Assignment.
Note: Teachers should ensure that students
are not pressed to disclose personal, sensitive details and should have a plan
in place to identify and support individuals for whom these topics are
difficult.
To successfully accomplish the activities in this unit:
· group work skills, jigsaw
· note taking from discussions
· appropriate behaviour when a guest speaker presents
· prior knowledge attained in previous grades (e.g., conflict resolution, social skills, personal safety and injury prevention)
1. Students complete a worksheet, by filling in
each cell with an explanation of the positive and negative effects of various
stressors. Students share answers in small groups upon completion of the
worksheet. The teacher assesses their communication with peers using a
Stressors Communication Rubric.
2. Students will work individually on a pamphlet
assignment. The teacher provides a handout with the required content for the
pamphlet.
Stress Pamphlet - Some stress can be
good for you (e.g., if you want to do well on a test, some stress will motivate
you to concentrate and study hard.). Too much stress can be harmful to your
health (e.g., too much stress before a test may cause you to become anxious and
do badly). Prepare a pamphlet on stress, offering young people suggestions on
how to cope. Give your pamphlet a title and use illustrations to make it
attractive. Be sure to include the following criteria: a) symptoms of stress b)
how to prevent stress c) how to cope with stress d) where to find help
3. This pamphlet is handed in at the end of this
activity and the teacher evaluates it using a marking scheme that addresses the
four criteria listed above.
Students brainstorm what the term mental disorder means to them. The
teacher then provides students with a mental disorder definition which is
recorded in their notes from an overhead.
Mental Disorder: A person is considered to have a mental disorder when
the changes in how a person perceives, thinks, and feels begin to interfere
seriously with his or her daily life. People who have a mental disorder may
find it difficult to make routine decisions, even simple ones like what to eat
for breakfast or what to wear. They may withdraw from those who are close to
them and feel unable to form new relationships.
The teacher has students generate a list of factors that effect internal
and external health. The list could include some of the following:
· Internal Factors – genetic, hormonal, physical – neurological, physical fitness; personality
· External Factors – family influences – physical, sexual, emotional abuse; drug abuse, dietary deprivation, environmental – crime, unemployment, role models; availability of services and supports
The teacher will assess their
communication amongst their peers using, as a framework, the Thinking Skills
category of the Achievement Chart.
4. Using a jigsaw strategy (described on p. 14),
students will research various mental disorders namely:
· anxiety disorder – phobia, panic attack;
· post-traumatic stress disorder;
· obsessive-compulsive disorder;
· schizophrenia;
· seasonal affective disorder;
· affective disorders;
· depression.
Each expert group investigates one disorder. Students use a worksheet to record information that should include: a brief description of the disorder and the impact of the disorder on the individual, family, and society. Each student shares his/her findings with the home group and the rest of the group records this information on their worksheets. The teacher assesses this for completion.
5. The teacher provides current statistics
obtained from the public health department or Statistics Canada
(www.statcan.ca) on the topic of adolescent suicide. Students discuss their
perceptions of the statistics based on their knowledge of teenagers today.
(Statistics as of 1997 – in Canada a total of 261 young people (1- to 19-years
old) committed suicide. Of this total, 207 were male and 54 were female)
The teacher then introduces the
topic of warning signs of suicidal behaviour. Students working in pairs are
given task cards to develop a short role-play on their given warning sign.
After each role-play the audience identifies the warning and record this in
their notes. Task cards could include the following:
· recent loss and a seeming inability to let go of grief
· change in personality – sad, withdrawn, irritable, anxious, tired, indecisive, apathetic
· change in behaviour – inability to concentrate, loss of interest in class
· diminished sexual interest – impotence, menstrual abnormalities
· expressions of self-hatred
· change in sleep patterns
· change in eating habits
· a direct statement about committing suicide, such as “I might as well end it all”
· an indirect statement about committing suicide, such as “You won’t have to worry about me anymore”
· “Final preparations”, such as writing a will, repairing poor relationships with family or friends, giving away prized possessions, or writing revealing letters
· a preoccupation with death
· a sudden and unexplained demonstration of happiness following a period of depression
· marked changes in personal appearance
· excessive risk taking and an “I don’t give a care what happens to me” attitude
As an alternate activity to task
cards, the teacher could show the video discussing suicide and the students can
identify warning signs addressed in the video. (A video list is available from
The Centre for Addiction and Mental Health – see Resources)
6. Invite a suicide prevention or help line
counsellor to speak to the students about the strategies and services they use
to deal with suicidal individuals.
Prior to the speaker visiting, distribute the “Tips on Suicide
Prevention” sheet. Students may refer to this sheet and add to it throughout
the speaker’s discussion. The sheet should include the following tips:
· Suggest to the person that he or she can call a suicide centre or crisis intervention centre, or talk with a trusted teacher, counsellor, doctor, member of the clergy, or other adult. If the person refuses, talk to one of these people and your parents for advice on handling the situation.
· If a person threatens suicide, take him or her seriously.
· Ask whether the person has a specific plan and means to follow through with it.
· Be direct and talk openly and freely.
· Allow the person to express his or her feelings.
· Don’t give advice. Express what you think, but do not be judgmental.
· Do not dare or challenge the person.
· Do not allow yourself to be sworn to secrecy.
· Be willing to listen; this affirms a person’s feelings.
7. Students individually respond to the
following case study. They identify the suicidal warning signs in the case
study, provide strategies to prevent this suicide from happening, and explain
how they would support this individual. Students hand this in to be evaluated
using a marking scheme.
Case Study – Patrick had a rough time last
year. During the summer, his best friend moved to a distant city and his
parents decided they were going to separate. In the fall he was in a new school
where he knew very few people. The changes in Patrick’s life have made him
quite depressed. He thinks nobody really cares much about him. He can’t
motivate himself to do his schoolwork or anything else. In class he just sits
quietly and looks out the window. A couple of people have tried being friendly,
but Patrick doesn’t respond.
The teacher and students gather evidence of learning expectations
outlined for this activity through:
· a formative assessment using the Communication category from the Achievement Chart (LS2.01)
· a summative evaluation of the stress pamphlet using a marking scheme (LS1.01, LS2.01, LS2.03)
· a formative assessment on factors that effect internal and external health using the Thinking Skills section from the Achievement Chart (HL3.03)
· a formative assessment on the Mental Disorders worksheet assessing for completion (HL3.04)
· a summative evaluation of the Suicide Case Study using a marking scheme (HL3.05)
Canadian
Health Network – www.canadian.health.network.ca
Canadian
Mental Health Association – Suicide Information and Education Centre –
www.siec.ca
Centre
for Addiction and Mental Health – www.camh.net
Cobain,
B. When Nothing Matters Anymore: A Survival for Depressed Teens.
Minneapolis, MN: Free Spirit Publishing, 1998. ISBN 1575420368
Donatelle,
Rebecca J. and Lorraine G. Davis. Access to Health. Toronto: Allyn and
Bacon, 1998.
ISBN 0 – 205 – 27236 - 3
Merki,
Mary Bronson and Don Merki. Health – A Guide to Wealthness. New York:
Glencoe/McGraw-Hill, 1996. ISBN 0-02-651476-1
National
Alliance for the Mentally Ill – www.nami.org
Ramasay,
R. et. al. Suicide Intervention Handbook, 2nd ed. Calgary, AL: Living
Works Education Inc., 1997. ISBN 0-9698448-0-8
Roberston,
Al and Lesley Mang. Healthwise 1. Scarborough: Nelson Canada, 1990.
ISBN 0-17-602666-5
Roberston,
Al and Lesley Mang. Healthwise 2. Scarborough: Nelson Canada, 1990.
ISBN 0-17-602668-1
Statistics
Canada – www.statcan.ca
www.ophea.net
- teacher and student resources for this activity
Time: 240 minutes
Students examine the concept of violence and the factors that lead to
relationship violence. Working through case scenarios they identify and analyse
indicators of abuse while developing and accessing appropriate intervention
strategies.
Strand(s): Healthy Living and Living Skills
Specific
Expectations
HL2.01 - describe different types of violence (e.g., relationship
violence – physical, verbal, sexual, emotional);
HL2.02 - demonstrate an understanding of the causes of relationship
violence;
HL2.03 - identify and analyse the indicators of violence in
interpersonal relationships, as well as appropriate intervention strategies;
HL2.04 - assess solutions and strategies for preventing and eliminating
relationship violence;
LS2.01 - describe the positive and negative effects of stresses that are
part of daily life.
The teacher should consider the following preparation for the delivery
of this activity:
· Review the information in the Planning Notes section of the Unit 3 Overview regarding class discussions involving sensitive issues in Unit 3 Overview.
· Prepare the Violence Communication Rubric.
· Prepare copies of the Personal Opinion Survey on Relationship Violence.
· Prepare the handout of relationship violence case scenarios.
· Provide a worksheet listing the solutions and strategies for preventing and eliminating relationship violence and the assessment questions.
To successfully accomplish the activities in this unit, students need:
· group work skills
· self and peer assessment strategies
· note taking from lectures
· prior knowledge attained in previous grades (e.g., conflict resolution, personal safety and injury prevention, social skills)
1. Provide students with a definition of
violence.
Violence: is a public health and safety condition which results from individual, social, economic, and institutional disregard for basic human needs. It includes physical and non-physical harm that causes damage, pain, injury, or fear. Violence disrupts the school environment and results in the debilitation of personal development that may lead to hopelessness.
Divide students into small groups to look at the following:
· Describe an experience in which you were hurt or made to feel unsafe.
· What happened?
· How did this make you feel?
Bring students back to the large group and ask them to generate a set of
categories that identify the types of violence they experienced. These may
include the following categories: relationship, harassment (physical, sexual,
verbal), gangs, homicide, and hate crimes. Divide each category into
sub-categories including physical, verbal, sexual, and emotional. Ask students
to record these categories in their notebooks. The teacher assesses students
using a rubric
Students will complete a “Personal Opinion Survey on Relationship
Violence.”
After everyone has completed the survey, the class will discuss the findings.
Use recent research and statistics to support the discussion
Example: Myths
· a misperception exists that victims of dating violence come from abusive homes. Experts say that nearly half of teenage girls in abusive relationships have never witnessed violence at home.
2. Students brainstorm some causes of
relationship violence. The teacher creates a class web of these causes. These
might include: finances, substance abuse, infidelity, family history, circle of
friends, life circumstances, individual state of health, coping strategies.
The teacher guides students to develop positive and negative effects of
these stressors (e.g., finances: positive effects – if you have enough money
you can take a vacation which relaxes you – negative effects – if you don’t
have enough money you can’t meet your basic needs and you may fight with your
partner over which basic need to meet first). Using a different colour, these
stressors or the positive and negative effects are added to the web. Students copy
the web into their notes.
3. The teacher introduces the exercise by
explaining the following terms:
· Indicators of Violence – something that demonstrates that some form of violence is occurring (e.g., yelling, bruises, cowering, put downs, etc.)
· Intervention Strategies – how to deal with the violence (e.g., counselling, hotlines, books, videos, doctors, police, etc.)
Working in pairs, students examine
case scenarios developed by the teacher on relationship violence. Teachers
should use articles from the daily press, magazines, or selections from
literature to develop these scenarios. (For suggestions see OPHEA website
www.ophea.net.) They identify indicators of violence and develop appropriate
intervention strategies to deal with this violence and record it in their
notes. They pass their answers to another group who will assess their work
using a simple checklist to see that they have recorded the indicators of
violence and dealt with intervention strategies for each scenario. The teacher
takes up the scenarios with the class, in detail, so students are able to
assess their peers (see Resources).
4. Give
students a worksheet with solutions and strategies for preventing and
eliminating relationship violence. These will include the following:
· preventative education on how to achieve a healthy relationship;
· developing an understanding of how to be prepared for and aware of situations of potential violence (e.g., date rape, walking alone, etc.);
· knowing where to go for help – what community resources and facilities are available.
Have students address the following questions to analyse each of the suggested solutions or strategies.
· Is this a practical strategy in today’s society?
· Would it be easy to implement this change?
· Do you think it is a solution or strategy?
· What additional strategies would you include to prevent or eliminate relationship violence and why do you think this would work?
The
teacher will assess the worksheet for completion.
The teacher and students will gather evidence of learning expectations
outlined for this activity through:
· formative assessment on types of violence using a rubric (HL2.01)
· formative assessment of the causes of relationship violence during the class discussion (HL2.02)
· formative peer assessment of relationship violence case scenarios using a simple checklist (HL2.03)
· formative assessment of the worksheet on solutions and strategies for preventing relationship violence, for completion (HL2.04)
Sayad, Barbara W. and John Janowiak. Instructor’s Guide to Accompany
Hale’s An Invitation to Health, 7th ed. Toronto: Brooks/Cole Publishing
Company, 1997. ISBN 0-534-34535-2
Wolfe, David A. et. al. The Youth Relationships Manual. London:
Sage Publications, 1996.
ISBN 0-7619-0194-9
www.ophea.net
- teacher and student resources for this activity
Time: 360 minutes
After analysing the leading causes of injury and injury associated deaths,
students discuss and assess current available risk reduction strategies. They
review the advantages, disadvantages, and consequences of various risk-taking
behaviours while exploring the physiological response to stress as caused by
personal risk-taking behaviours. They investigate the knowledge and skills
required to maintain personal safety in a variety of settings.
Strand(s): Healthy Living and Living Skills
Overall
Expectations
HLV.02 - demonstrate, in a variety of settings, the knowledge and skills
that reduce risk to personal safety.
Specific
Expectations
HL2.05 - analyse the leading causes of injury and injury-associated
deaths among adolescents (e.g., unwise risk taking, alcohol and drug abuse,
life stresses);
HL2.06 - demonstrate an ability to minimize the risks of injury for
adolescents;
HL2.07 - assess strategies for reducing injuries and injury-associated
deaths among adolescents (e.g., personal and legal action, educational programs
designed to reduce the risk of death from motor vehicle accidents);
LS1.04 - explain the advantages, disadvantages, and possible
consequences of risk-taking behaviour;
LS1.05 - describe how to determine whether a risk is worth taking or
not;
LS2.02 - explain physiological responses to stress;
LS2.04 - demonstrate an understanding of change and its impact on an
individual’s health.
The teacher should consider the following preparation for the delivery
of this activity:
· Provide a worksheet with assessment criteria for minimizing the risk of injury in adolescents.
· Create a peer assessment checklist for minimizing the risk of injury in adolescents.
· Provide supplies for the physiological response to stress activity – chart paper, markers, scissors, and tape.
· Provide a worksheet on risk-taking behaviours.
· Obtain policies and legal information - can be obtained from a variety of sources (e.g., graduated licensing – Ministry of Transportation; smoking by-law – local regional office; legalized use of drugs and alcohol – the criminal code).
· Develop a marking scheme for the evaluation of the personal safety presentation.
To successfully accomplish the activities in this unit, students need:
· group work skills
· note-taking skills
· Internet and Library/Resource Centre skills
· debating skills
· presentation skills
· prior knowledge attained in previous grades (e.g., conflict resolution, personal safety and injury prevention, social skills)
1. Working in pairs,
teachers arrange for students to go to the Library/Resource Centre and use the
Internet to come up with the leading causes of injury and
injury-associated deaths (e.g., Health Canada Website – www.hc-sc.gc.ca).
Students record their findings in notebooks. For each identified cause (e.g.,
drugs, motor vehicle, drowning, suicide) have students describe why they think
this is a cause (e.g., drugs – health hazard, shortens life, impairs
judgement).
The teacher will check their notes for completion
of required work.
2. Students brainstorm a list of strategies,
that are used to try to reduce the risk of injury for adolescents (e.g.,
education: TV ads and media; policy development, environmental supports: help
lines, etc.). Using a worksheet, students individually address the strategies
for reducing injuries and injury-associated deaths among adolescents. The
worksheet includes the following:
· For each strategy give an example. (e.g., Education – MADD Awareness Campaign)
· Do you think it is successful? Why or why not?
· Could you change this strategy to improve it? How?
Students rotate their papers amongst their
peers. They discuss their finding as a class and complete a peer assessment of
the worksheet using a simple checklist.
3. Students work in pairs and
tell about a risk they took and how their body responded physically to this
stress. Students should be reminded that the focus of the discussion should be
the body response to the risk and not the specific risk taken. They record each
body response on a piece of chart paper (writing large so their peers can read
this). They will cut out each response separately and post it on the board. The
teacher leads the class in grouping similar responses and generate a master
list. Students can record this list in their notebook. The master list might
include the following:
· Physical Symptoms – muscle tension, feeling restless, headaches, chest pains, excessive perspiration, high pulse rate, nausea, cramps, and diarrhea
· Behavioural Symptoms – loss of appetite, overeating, smoking (to relieve tension), excessive use of alcohol, taking tranquilizers to relax, grinding teeth, and arguing
· Emotional Symptoms – nervousness, being uptight, worrying at night, unable to keep still, crying easily, and being anxious, frustrated, and lethargic
·
The teacher
assesses students using the Communication of Information and Ideas section of
the Achievement Chart.
4. The class looks at change and
its impact on an individual’s health. The teacher encourages students to
reflect on their life and identify the most memorable changes that have taken
place in their life to date. Ask students to share their list with one other
person. The conversation in the partner groups should focus on the perceived
impact the change had on the student’s health. Develop a class list of changes
that students in the class have experienced. Identify four spots on a line on
the floor that represent: great impact, some impact, not a big deal, no impact.
Ask students to stand on the appropriate mark on the line as the class
discusses the changes, and the impact it would have on their individual health.
The teacher assesses students understanding of
change and its impact on an individual’s health while participating in the
debates using the Knowledge/Understanding portion of the Achievement Chart.
5. Students are provided with a
“Risk-Taking Behaviour” worksheet. The chart headings should include:
Risk-Taking Behaviour Perceived Advantages, Drawbacks, and Consequences.
The teacher provides an example for students to
model (e.g., Taking Drugs: Perceived Advantages…escape, one of the gang;
Drawbacks…expensive, dangerous, feel sick; Consequences …get arrested, get
grounded, lose job). Using the snowballing strategy, ask students to fill in
their chart and share their responses. Ask them to reflect individually, move
to pairs, fours, etc., and record new findings each time they join another
group. The teacher assesses the worksheet for completion.
The teacher brings students back as a large
group to discuss their findings. The teacher needs to emphasize that weighing
perceived advantages and drawbacks is one way to determine whether a risk is
worth taking. The teacher can then continue the discussion using open-ended
questions, for example:
· Is this a good way to determine whether a risk is worth taking?
· Are there other ways to determine whether a risk is worth taking?
6. The
class looks at different policies or laws that impact on health. These could
include: graduated licensing, smoking by-laws, legal drinking age, and
legalization of drugs.
· The teacher divides the class in half, designating which side of the debate the group is to argue. Time should be allowed for each group to brainstorm issues that relate to the topic. Students will then have a mini-class debate on each of the chosen policies.
OR
· The teacher explains the topic for discussion, then asks students to determine their positions on the topic. Identify corners of the room to represent various points of view (e.g., strongly agree, agree, disagree, strongly disagree, and the middle of the classroom for students who “don’t know” where they stand on a topic or want to pass). Ask each group to formulate a statement which supports their position; they are trying to persuade the “don’t know” group to come and join them.
The teacher assesses students’ communication
while they participate in the debates, taking the Communication category of the
Achievement Chart into consideration.
7. Students will be divided into
small groups. Each group is provided with a setting or situation. The settings
could include: school, home, work, street, sports, biking, vehicle, vacation,
etc. Students are asked to generate a list of as many hazards that might impact
their personal safety (e.g., vehicle – accidents, unsafe cars, unsafe driving,
etc). They then generate a list of the knowledge and skills that we utilize in
reducing the risks of this person’s safety (e.g., wearing seatbelts, defensive
driving, regular maintenance, airbags). They present their findings to the
class. Their presentations are evaluated using a marking scheme that takes into
consideration the knowledge/skills the student demonstrates to reduce personal
risk.
8. Use the above list generated
by students to develop risky scenarios. Cut up the scenarios and put them in
individual envelopes. Try to produce as many scenarios as half the number of
students in the class. The scenario should outline the situation and require
students to respond with what they would do and how.
For example: You are on your way back from
visiting a friend and your car breaks down. It is late and the area is not well
known to you. Just as you are considering what to do, a car pulls up and a
person gets out. He approaches your car and asks if you want some help. What do
you do and why?
9. To engage students in the activity, divide
the class into two groups. Group A should place their chairs/desks in a circle
in the middle of the classroom. The chairs/desks should face out to the
classroom walls and be spread out from one another. Group B should place their
chairs in a circle, facing Group A. Put a different scenario on each chair/desk
in the circle and ask the students in Group A to take their seats. These
students describe the scenarios and ask the questions. Students in Group B sit
in the outside circle and respond to the scenarios. The teacher should identify
when each scenario and resulting discussion should begin and end (approximately
3-4 minutes). At the end of each scenario, Group B students in the outside
circle move clockwise one chair and wait for the signal to begin the next
scenario. After students have had an opportunity to move all the way around the
circle, they should switch places/roles with the students in Group A. Repeat
the same activity with the students in Group A responding to the
scenarios/questions and moving clockwise around the circle. At the end of the
activity, compare the different strategies students indicated they would use to
address the risky situations. Since every student heard half of the class
respond to the scenario they were responsible for, ask them to provide
information regarding the most effective/safe strategies. Observe individual
student responses at one station. Use an observation checklist to determine the
student’s ability to demonstrate the knowledge/skills to reduce personal risk.
The teacher and students gather
evidence of learning expectations outlined for this activity through:
· formative assessment of notes regarding leading causes of injury-and injury associated deaths, looking for completion (HL2.05)
· formative peer assessment of how to minimize the risk of injuries to adolescents, using a simple checklist (HL2.06)
· formative assessment of the physiological responses to stress using the Communication of Information and Ideas section of the Achievement Chart (LS2.02)
· formative assessment of the worksheet on risk-taking behaviours, checking for completion (LS1.04, LS1.05)
· formative assessment of change and its’ impact on health using the Knowledge/Understanding portion of the Achievement Chart during class discussions (LS2.04)
· formative assessment of communication skills by taking the Communication category of the Achievement Chart into consideration while students participate in class discussions (LS1.04)
· summative evaluation of the personal safety presentations using a marking scheme (HLV.02)
· summative evaluation using an observation checklist to determine the student’s ability to demonstrate the knowledge/skills to reduce personal risk (HLV.02)
Health
Canada Website – www.hc-sc.gc.ca
Optimum Health Resources. Stress and Lifestyle Resource.
Kitchener: Optimum Health Resources, 1998. (519) 888-0941