Académique Documents
Professionnel Documents
Culture Documents
Unit Outcomes
MA CF
#5.9
MA CF
#5.9
MA CF
#5.8
MA CF
#5.7
MA CF
#5.7
MA CF
#5.7
MA CF
#5.8
MA CF
#5.8
MA CF
#5.8
themselves
Students completion of the
personal coat of arms
assignment, which involves
having them write five positive
character traits around the coat
of arms
Students completion of the
opening Stress Test activity
where they analyze if they have
either high, medium, or low
stress based on their responses
to questions
Students completion of the exit
ticket at the end of class which
requires them to write down
three physical changes of the
body that occur from stress.
Students completion of the
healthy vs. unhealthy stress
coping strategies venn-diagram,
which requires them to write
down six healthy/unhealthy ways
to cope with stress
Students completion of the
jigsaw activity worksheet where
they look up information to
explain how people are affected
by six different types of mental
health disorders.
Students completion of exit ticket
where they identify two sources
of help for those with poor
mental health.
Student completion of jigsaw
activity worksheet where they
must explain how they can use
previously learned stress coping
strategies to help someone with
different mental health disorders
Day ____12/7______
Day ____12/8______
Day_____12/9______
Focus/Outcomes/Essential
Qs:
Focus/Outcomes/Essential
Qs :
Focus/Outcomes/Essential
Qs :
Focus: stress
Outcomes: SWBAT
-Identify at least three
Focus: self-esteem
Outcomes: SWBAT
- Explain the difference
-1 laptop, 1 projector, 20
student note-taking sheets,
20 student coat of arm
worksheets, 1 teacher copy,
20 boxes of markers, 20
boxes of crayons
Supplies/Materials/Techn
ology
-1 laptop, 1 projector, 20
student note taking sheets,
20 student jigsaw worksheets,
20 Chromebooks, 1 teacher
copy
Learning activities
including
pedagogical strategies:
-Students will complete Do
Now assignment of
answering the prompt: What
are some examples of
different mental health
disorders? Teacher will have
students share examples
after completing the Do Now
activity, then show students a
short list of different mental
health disorders (do not
explain about these yet, as
1. Students
participation in notetaking section of lesson
about the difference
between self-esteem and
self-concept, Informal Q
& A during closure will
require students to
explain difference
1. Students
completion of the
opening Stress Test
activity where they
analyze if they have
either high, medium, or
low stress based on
their responses to
questions
2. Students
1. Students
completion of the
jigsaw activity
worksheet where they
look up information to
explain how people
are affected by six
different types of
mental health
disorders.
2. Students
completion of exit
ticket where they
identify two sources of
help for those with
poor mental health.
3. Student
completion of jigsaw
activity worksheet
where they must
explain how they can
use previously learned
stress coping
strategies to help
someone with
different mental
health disorders
Resources:
http://canwetalk.ca/wp-content/uploads/2016/03/COOR-79l-2016-03-CWTlesson-plans.pdf
Glencoe Teen Health Course 2
Glencoe Teen Health Course 1
https://www.youtube.com/watch?v=dERu8051t4w
http://www.edu.gov.mb.ca/k12/cur/physhlth/frame_found_gr11/rm/module_c_l
esson_3.pdf
Each component of the Unit Evaluation System will be worth 50% of the
students grade (Participation= 50%, notebook= 50%)
/30
Name:
Date:
Self-Esteem
What is mental health?
High/Low self-esteem
/30
Name:
Date:
Exit Ticket
3.
Name:
Date:
Stress
What is stress?
Stressors
Defense mechanisms
Stress Test
1 I have problems falling asleep or staying asleep.
2. I am uptight and cannot seem to relax.
3 I get angry if things do not go my way.
4 I have difficulty concentrating.
5 I have a hard time finding fun things to do.
6 I feel tired during the day.
7 I worry a lot about things going on in my life.
8 I have had health problems because I work too hard.
9 I use alcohol, cigarettes, caffeine or drugs to cope with stress.
10 I laugh or smile less than I used to.
11 I feel sad or disappointed often.
12 I like to be in control.
13 I dont have enough time for all the things in my life.
14 I have a habit of clenching my fists, cracking my knuckles, twirling my hair or tapping my
fingers.
Total:
Name:
Date:
Suicide
Warning signs
Name:
Date:
2. OCD
a. What is it and how are people affected by it?
3. PTSD
a. What is it and how are people affected by it?
4. Bipolar disorder
a. What is it and how are people affected by it?
5. Phobias
6. Schizophrenia
a. What is it and how are people affected by it?
Name:
Date:
Exit Slip
Please write down two sources of help for those
who have poor mental health:
1.
2.
Date: 12/7/16
Lesson #1
Grade: 7
Class/Time: 1:10-1:57
Class size: 20
Objectives (must be measurable, use action verbs and include elements of success)
Cite appropriate standards from MA Comprehensive Health Curriculum Frameworks
By the end of the lesson, students should be able to:
SWBAT Explain the difference between self-esteem and self-concept (MA CF #5.9)
SWBAT Create six drawings about themselves in their own personal coat of arms that enhance
their self-esteem. (MA CF#5.9)
SWBAT Identify at least five positive character traits that describe themselves.(MA CF#5.8)
Materials/Supplies: 1 whiteboard, 1 projector, 20 student note-taking sheets, 20 student coat of
arm worksheets, 1 teacher copy, 20 boxes of markers, 20 boxes of crayons
Lesson Preparation: Make sure the agenda and objectives are written on the board, print out all
copies and get all materials and supplies ready prior to the start of class. Be sure to have markers
and crayons ready for students to use on their coat of arms. Create a teacher copy of the coat of
arms ahead of time for students to look at.
Special Accommodations (How will the special needs of individual students be met?)
Students will be exposed to a variety of teaching tools (pictures, Powerpoint) to help them
understand the content that is given to them during the lesson. Teacher will also walk around and
give individual help to students when necessary during lessons. Teacher will use teacher copy as
a model for students to look at during lesson so that they understand the assignment better.
References/Resources (include books, articles, websites, etc.)
4. 10 min: At the end of class, students will be given time to share their personal
coat of arms and describe the things about themselves that enhance their selfesteem.Learning technique: individual work, assessment Extension: Teacher will hold
up a coat or arm in front on the class and students will guess whose it is/
List Assessment(s) informal or formal how do you know they have learned the desired
content and you have achieved your objectives?
Students participation in the note-taking portion of the lesson of self-esteem will help the
teacher assess if students understand the difference between self-esteem and self-concept. This
will also be assessed during the Q & A during the closure of the lesson. Students completion of
the coat of arms activity will help the teacher assess if students were able to create six drawing
about themselves that boost their self-esteem, in addition to five positive character traits that
describe themselves.
Closure/Summarizer
5 min: Teacher will ask students questions related to information learned in lesson such as:
What is the difference between self-esteem and self-concept?
What were some drawings on your personal coat of arms that represented who
you are? How do you think this boosts your self-esteem?
What were some positive character traits that you included on your coat of arms?
How do you think this boosts your self-esteem?
Notes/Reflection (to be completed right after you finish teaching a particular lesson)
What did you accomplish? How much did the students learn? What would you leave the same
and what might you change in the future to improve
Date: 12/8/16
Lesson #2
Grade: 7
Class/Time: 8:30-9:15
Class size: 20
Objectives (must be measurable, use action verbs and include elements of success)
Cite appropriate standards from MA Comprehensive Health Curriculum Frameworks
By the end of the lesson, students should be able to:
SWBAT Identify at least three reasons why people might become stressed. (MA CF #5.7)
SWBAT Name at least three physical reactions that occur to the body as a result of stress.(MA
CF #5.7)
SWBAT Identify at least six healthy strategies for coping with stress and six unhealthy strategies
for coping with stress (MA CF#5.7)
Materials/Supplies: 1 whiteboard, 1 projector, 20 student note-taking sheets, 20 student stress
test handouts, 20 student venn-diagram worksheets, 1 teacher copy
Lesson Preparation: Make sure the agenda and objectives are written on the board, print out all
copies and get all materials and supplies ready prior to the start of class. Teacher will complete
stress test ahead of time to get a better understanding of how students might score on it. Also,
teacher will provide students with a teacher copy of the venn-diagram assignment for those who
struggle with the assignment.
Special Accommodations (How will the special needs of individual students be met?)
Students will be exposed to a variety of teaching tools (pictures, Powerpoint) to help them
understand the content that is given to them during the lesson. Teacher will also walk around and
give individual help to students when necessary during lessons. Teacher will also use teacher
copy of venn diagram to give students individual help during the lesson, or even leave in on the
whiteboard for students to look at as a reference during the lesson.
References/Resources (include books, articles, websites, etc.)
Glencoe Hands on Health
Glencoe Teen Health Course 1 & 2
http://canwetalk.ca/wp-content/uploads/2016/03/COOR-79l-2016-03-CWTlesson-plans.pdf
Opening (activator/instant activity):
5 min: Students will participate in opening activity as soon as they walk in the room. Students
will complete a stress test activity. Students will respond to a question by giving it a number 1-4
based on if they experience it never, sometimes, always, or often. Students will then add up all
their scores after completing the stress test. Their score will tell them if they currently have low
stress, medium stress, or high stress (higher scores= higher stress). Teacher will go over the
different questions on the stress test and how they relate to stress (learning technique:
individual work/ assessment)
Procedures Step by step description of teaching strategies/methods/pedagogy to be used.
(Include time frame for each activity, transitions, extensions/adaptations, cooperative learning
techniques jig saw, pair/share, etc.)
1. 5 min: Teacher will go over the concept of stress with students, and the different
stressors that we might experience on a daily basis. Teacher will also be sure to go over
the difference between eustress and distress to explain that although stress is typically
bad, it can provide benefits at times in small amounts. Students will take notes on
worksheet while teacher talks about stress information on Powerpoint. Teacher will now
go over the fight or flight response and the different physical changes that occur to our
body as a result of stress. Teacher will also explain more about fatigue and how stress can
cause both physical and psychological fatigue for the body. Learning technique:
informing with visuals Extension: Have students give examples of things that give us
positive and negative stress
2. 5 min: Teacher will go over defense mechanisms that people might use to cope
with stress, such as denial, rationalization, or repression. This also relates to how people
should properly cope with stress and manage stress in a positive way to live a better
lifestyle. Students will be informed about tips for effective stress management.
Learning technique: informing with visuals Extension: Have students try to think of
examples of each of the different types of defense mechanisms
3. 20 min: Students will complete a healthy vs. unhealthy stress coping strategies venn
diagram with their Boston College sports partners. Students will use all the information they
learned during class to complete the assignment and identify ways people might negatively and
positively deal with stress. Be sure to have students focus on the middle section of the venndiagram, as some ways to cope with stress could be beneficial yet harmful at the same time (ex.
Too much sleep, playing too many video games) Learning technique: individual work,
assessment Extension: Encourage students to come up with at least three ideas for the middle
section of the venn-diagram
4. 10 min: Students will take the reminding time to share their venn diagrams at the end of
class strategy: group sharing Extension: Teacher will write down students ideas on the board as
they state them out loud.
List Assessment(s) informal or formal how do you know they have learned the desired
content and you have achieved your objectives?
Completion of the stress coping venn-diagram will allow the teacher to assess if students met the
objective of writing down six healthy/unhealthy ways to cope with stress. Also, completion of
the stress test will help the teacher assess if students were able to identify reasons why people
might become stressed in the first place. An exit ticket will also be used as an assessment, in
which students must write down at least three physical changes that occur to the body due to
stress.
Closure/Summarizer
5 min: Teacher will ask students questions related to information learned in lesson such as:
What are three reasons why people might become stressed out?
Name three physical changes that occur to the body as a result of stress
What are six healthy and six unhealthy strategies that are used for coping with
stress?
Students will then answer exit slip ticket with the remaining time left in class.
Notes/Reflection (to be completed right after you finish teaching a particular lesson)
What did you accomplish? How much did the students learn? What would you leave the same
and what might you change in the future to improve
Date: 12/9/16
Lesson #3
Grade: 7
Class/Time: 1:10-1:57
Class size: 20
Objectives (must be measurable, use action verbs and include elements of success)
Cite appropriate standards from MA Comprehensive Health Curriculum Frameworks
By the end of the lesson, students should be able to:
SWBAT Explain how people are affected by six different types of mental health disorders. (MA
CF #5.7)
SWBAT Identify at least two sources of help for those who have poor mental health. (MA
CF#5.7)
SWBAT Apply stress coping strategies to todays lesson by identifying at least two ways to help
someone with a mental health disorder.(MA CF#5.7)
Materials/Supplies: 1 whiteboard, 1 projector, 20 student note taking sheets, 20 student jigsaw
worksheets, 20 Chromebooks, 1 teacher copy
Lesson Preparation: Make sure the agenda and objectives are written on the board, print out all
copies and get all materials and supplies ready prior to the start of class. Be sure to have
Chromebooks signed out ahead of time so they are ready for students to use during class.
Special Accommodations (How will the special needs of individual students be met?)
Students will be exposed to a variety of teaching tools (pictures, Powerpoint, video) to help them
understand the content that is given to them during the lesson. Teacher will also walk around and
give individual help to students when necessary during lessons. Although students will be paired
up by using sports partners, teacher will move students if necessary to make sure each student
has someone who they can work well with
References/Resources (include books, articles, websites, etc.)
Glencoe Hands on Health
Glencoe Teen Health Course 1 & 2
http://www.edu.gov.mb.ca/k12/cur/physhlth/frame_found_gr11/rm/module_c_l
esson_3.pdf
Opening (activator/instant activity):
5 min: Students will participate in opening activity as soon as they walk in the room. Students
will respond to the Do Now prompt in their notebooks by answering the question: What are
some examples of different mental health disorders? Teacher will have students share
examples after completing the Do Now activity, then show students a short list of different
mental health disorders (do not explain about these yet, as students will be looking up more
information about these during the activity in the lesson) (learning technique: group activity)
Procedures Step by step description of teaching strategies/methods/pedagogy to be used.
(Include time frame for each activity, transitions, extensions/adaptations, cooperative learning
techniques jig saw, pair/share, etc.)
1. 5 min: Teacher will show a Powerpoint slideshow to students as they take notes.
Teacher will first go over the importance of understanding mental health disorders, and
how feeling anxious, fearful, or sad for a long time could cause someone to get a certain
mental disorder. Students will be provided with note-taking sheet ahead of time during
class. Learning technique: informing Extension: Have a discussion with students about
why someone might obtain a mental health disorder in the first place
2. 5 min: Teacher will now go over concept of suicide with the class and potential
warning signs that they could indicate that someone is depressed to the point of becoming
suicidal. Teacher will also show a quick video of the song Jumper by Third Eye Blind
and have students relate the lyrics of the song to depression and suicide. After, teacher
will inform students about knowing when to go for help and sources of help for those
with severe mental health disorders. Students will continue to take these notes on their
note-taking paper Learning technique: informing with visuals/video Extension: Show
students a picture of the lyrics of Jumper when asking them to relate song to depression
and suicide.
3. 20 min: Students will work with their Notre Dame partners for this jigsaw
activity. Students will get a worksheet with 6 different mental health disorders. Students
will be looking up information related to the six disorders using the Chromebooks. Since
the class is divided into three columns of desks, one column will look up information
related to #1-2 on the worksheet, the next one will focus on #3-4, and the next column
will focus on #4-5. For each mental health disorder, students will describe what it is and
how people are affected by it in addition to how they can use stress coping mechanisms
learned from the previous class to help someone with that disorder. Learning
technique:partner work/ jigsaw, assessment Extension: Students can begin to research
and look up other mental health disorders on their paper if finished early.
4. 10 min: For the remainder of class, groups will now share their information about
the different mental health disorders while the other groups fill in the missing
information. Learning technique: jigsaw sharing Extension: Teacher will show
Powerpoint slide of information so students can write down any ideas that they missed.
List Assessment(s) informal or formal how do you know they have learned the desired
content and you have achieved your objectives?
Teacher will use students completion of the jigsaw activity as an assessment for this lesson. This
jigsaw worksheet in addition to the closure Q & A will allow the teacher to assess if students
could explain how the people are affected by the six different mental health disorders. In
addition, this will help the teacher assess if students could incorporate previously learned stress
coping strategies to this lesson, by explaining how they could help people with mental health
disorders. Lastly, a quick exit slip at the end of class will assess students ability to identify two
sources of help for people with poor mental health
Closure/Summarizer
5 min: Teacher will ask students questions related to information learned in puberty lesson such
as:
How are people affected by the six different mental health disorders we discussed
about in class? Explain
How can people benefit from using stress coping strategies to help them with their
mental health disorder?
What are two different sources of help for people with poor mental health?
Students will then answer exit slip ticket with the remaining time left in class.
Notes/Reflection (to be completed right after you finish teaching a particular lesson)
What did you accomplish? How much did the students learn? What would you leave the same
and what might you change in the future to improve