Lesson Plan Title: Pink Shirt Day

Date: February 28th, 2018

Subject: Health Education Grade: 9
Topic: Safety
Essential Question: How can safety in the community create a safe environment for myself and my friends and
family?

Materials:
- Attached worksheet
- Powerpoint

Stage 1- Desired Results – you may use student friendly language

What do they need to understand, know, and/or able to do?
Students will learn about safety within their school and community. They will understand the meaning of Pink
Shirt Day and bullying awareness. They will learn what they can do to create a safe environment for
themselves and others.

Broad Areas of Learning:

Building Lifelong Learners - Students who are engaged in constructing and applying knowledge naturally build
the skills and abilities to learn in health education. Throughout their learning, students gain understanding
and confidences to apply knowledge to address health challenges.
Building a Sense of Self and Community - Students who possess a positive personal identity are able to
establish and maintain meaningful relationships with others. Students benefit when deeper understanding
results from learning about, with, and from others. In health education, students learn that through
relationships, they can make a commitment to attain, maintain, and promote balance within the physical,
mental, emotional, and spiritual aspects of humanness.
Building Engaged Citizens Students - who build a capacity for active involvement, an ethical sense of personal
agency, and connections to the health of self, family, community, and the environment will contribute to the
sustainability of local and global communities. Making positive and informed decisions in health education
broadens students’ understanding of, and responsibility for, stewardship of the natural environment and of
the health of communities.

Cross-Curricular Competencies:
Developing Thinking - This competency addresses how people make sense of the world around them.
Understanding develops by building on what is already known, and by initiating and engaging in contextual
thinking, creative thinking, and critical reasoning through cultural, experiential, and inquiry processes. Health
education is taught and learned through an inquiry process that recognizes the knowledge that students
already possess, and teaches them to self-reflect and purposefully seek, evaluate, and use historical,
contemporary, and evolving information.
Developing Identity and Interdependence - This competency concerns the ability to act autonomously in an
interdependent world. It requires the learner to be aware of the natural environment, of social and cultural
norms and expectations, and of the possibilities for individual and group accomplishments. It assumes the
possession of a healthy self-concept and the ability to live in harmony with others and with the natural and
constructed worlds. Health education requires students to examine and demonstrate responsible and
respectful behaviours in a variety of contexts, to positively influence the factors that affect relationships, and
to develop a strong sense of identity in relation to their connection with others.
Developing Literacies - This competency concerns a variety of ways, including the use of technology, to
interpret the world and express understanding of it through words, numbers, images, sounds, and
movements in various situations. Multiple literacies involve a continuum of interrelated skills, strategies, and
knowledge that contribute to the development of an individual’s ability to participate in a variety of roles and
settings in the home, school, and community. Health education requires students to use different literacies
effectively and contextually as they represent ideas and health information in multiple, flexible ways, as they
identify and access supports to healthy living, and as they make healthy decisions and apply them in daily life.
Developing Social Responsibility - This competency concerns how people contribute to their physical, social,
and cultural environments. It requires the ability to participate with others in accomplishing shared or
common goals. Health education supports students in applying decisions for individual, family, community,
and environmental health and wellness. Students work toward common goals to improve the health of self,
others, and the environment.

Outcome(s):

USC9.2 - Analyze how the well-being of self, family, community, and the environment is enhanced by a
comprehensive, community approach to safety.

PGP Goals:

1.1 - the ability to maintain respectful, mutually supportive and equitable professional relationships with
learners, colleagues, families and communities
1.3 - a commitment to social justice and the capacity to nurture an inclusive and equitable environment for
the empowerment of all learners
2.4 - ability to use technologies readily, strategically and appropriately
2.6 - ability to strive for/pursue new knowledge

Stage 2- Assessment

Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.

I will gauge students’ understanding of the topic through questions and discussions in class.

Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.

Students will hand in their worksheets. I will look over the answers to their questions to see if they
understood the topics we discussed in class. There will be no formal grade given for this lesson.
Stage 3- Learning Plan

Motivational/Anticipatory Set (introducing topic while engaging the students)

Ask students their positives of the day.

Ask students if they know what day it is today. It is Pink Shirt Day! We will be learning what this means today
in class.

Main Procedures/Strategies:

Go through powerpoint with students as they fill out worksheet. There will be discussions along the way.
- It’s Pink Shirt Day
- What does Pink Shirt Day represent?
- Anti-bullying or bullying awareness
- BT Vancouver: Pink Shirt Day Founder: Pink Shirt Day Founder
o https://www.youtube.com/watch?v=WY8wanOHnQg
o 5 minutes
- This day of awareness started in Nova Scotia. Two high school boys decided to take a stand against
bullying when they saw a grade 9 boy being bullied for wearing a pink shirt. They went to a discount
store and bought tank tops, messaged their classmates about what went on, hauled the shirts to
school the next day, and distributed them throughout their school. They stood together against
bullying.
- This year, Pink Shirt Day’s main theme is cyberbullying, which is the fastest growing form of bullying.
It encourages others to combat cyberbullying by thinking twice before posting something negative,
and instead using the internet to spread kindness.
- My personal experience with bullying
o Thunder thighs and tree trunk legs
o Frizzy hair
o Gap tooth
o Excluded from groups
o Wore hand-me-downs
o Boy clothes
- We are going to focus on bullying today because it is the most prevalent in schools.
- What does the word bullying mean to you? – Give 2 minutes to write - Brainstorm ideas
o Unwelcome or aggressive behaviour that is intentional and involves an imbalance of power or
strength
o Often based on another person’s appearance, culture, race, religion, ethnicity, sexual
orientation or gender identity
o Typically repeated over time
o A person who is being bullied has a hard time defending themselves
- There are 4 types of bullying. Does anyone know the other 3 (other than cyberbullying)?
o Physical – hitting or punching
o Verbal – teasing or name calling
o Social/emotional – intimidation using gestures or social exclusion
o Cyber – sending insulting messages online
- Okay I’m going to throw a bunch of statistics at you – 4 slides
o Don’t need to know the statistics, just listen
o I want you to write down something that shocked you the most and tell me why it shocked
you
 - Bullying PSA
https://www.youtube.com/watch?v=Zw9QQkS2SrM (3 min)
https://www.youtube.com/watch?v=0LCI7EOttM0 (3 min)
- Effects of bullying:
o Can interfere with student’s engagement and learning in school
o More likely to be depressed, lonely, anxious, have low self-esteem, feel unwell, and think
about suicide
o May fear going to school, using the bathroom, or riding the bus
o Creates a climate of fear and disrespect in school and has a negative impact on learning
- What can you do?
o Any form of bullying must be taken seriously
o Tell an adult you trust – your parents, teacher, principal, police officer, etc.
o Try to remember specifics – who was involved, what happened, and when and where did it
happen?
o Don’t be a bystander – bullies often look for attention and by standing around, it only
encourages their behaviour
o Don’t visit websites that target or hurt others
o Don’t forward cruel emails, texts, messages, photos, etc. that you receive from others
o Keep messages, photos, texts, or emails that you receive and show them to an adult to use as
evidence
o Be assertive, not aggressive. Insults and fighting could make a situation worse.
 Assertive people state their opinions, while still being respectful to others.
 Aggressive people attack or ignore others’ opinions in favour of their own.
o Only if you feel comfortable and others are around, let the bully know that what they are
doing is not okay
o Try to get the victim away from the situation without putting yourself in harm’s way
o Get help from an adult
o Know you are not alone and there are people out there that want to help
o Be nice to others! Kindness can go a long way
- School are supposed to be a safe place to learn and interact with peers, but bullying can make it
unsafe for some students. There may also be other reasons why you do not feel safe.
- When bullying in a school continuously occurs, the environment can be affected
o Mount Royal offers some programs and services that promote inclusivity and respectful
behaviour, create a safe community, and can be supportive:
o What groups can you think of?
 Human Rights Club
 GSA – Gay Straight Alliance
 SAPS – School Age Parent Group
 School Resource Officer Program
 School Nurse
 *RAP – Restorative Action Program (Student Services – talk to Ms. Mitchell)
 Your student handbook has all the information you need
 Can you think of any others?
o It also has some rules and guidelines in place that are there to create a safe and welcoming
community
 Treat others with courtesy, respect, tolerance, and a sense of caring
 Any form of violence or harassment towards others is not tolerate at Mount Royal to
create a safe environment for all
 Closing of lesson:
Ask if they have any questions and have a discussion. Have them hand in their worksheets.

Personal Reflection:
I put a lot of work into this lesson because I started it completely from scratch. My teacher loved the videos I
chose and said my lesson went very smoothly. The students were involved with great discussion. I was very
nervous about this lesson because it was the first formal lesson I taught outside of the gymnasium. I had a fellow
student teacher take a video of me and I looked at it to see what I could improve on. I need to focus on what I
do with my hands because I tend to fidget with things such as my hair or necklace.

M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)
Health Education 9 – Week 1 Name: __________________

USC9.2 - Analyze how the well-being of self, family, community, and the environment is enhanced by a

comprehensive, community approach to safety.

1. What is Pink Shirt Day?

2. Cyberbullying – the ____________ growing form of bullying

3. Pink Shirt Day 2018 encourages others to __________ cyberbullying by thinking twice before posting

something ___________, and instead using the internet to spread ___________.

4. Write down some ideas of what the word bullying means to you.

5. Bullying is:

 Unwelcome or ______________ behaviour that is _____________ and involves an imbalance of

_________ or ___________.

 Often based on another person’s _________________, culture, _______, religion, ___________,

sexual orientation or gender identity.

 Typically ____________ over time.

 A person who is being ___________ has a hard time _____________ themselves.

6. Categories of bullying:

 ___________ - hitting or punching

 ___________ - teasing or name calling

 ___________________________ - intimidation using gestures or social exclusion

 ___________ - sending insulting messages online

7. What was one (or two) statistics that shocked you and why?

8. The top 5 types of bullying are:

9. Bullying is the greatest between grades 7-9. Brainstorm 2 ideas of why you think this is.

10. Males reported higher incidents of bullying in general, however females reported higher incidents of

______________________.

11. Effects of bullying:

 Can _____________ with student’s engagement and learning in school.

 More likely to be depressed, _________, anxious, have low _________________, feel unwell,

and think about suicide.

 May fear going to __________, using the ______________, or riding the ______.

 Creates a ___________ of fear and disrespect in school and has a _____________ impact on

learning.

12. What can you do:

 Any form of bullying must be taken seriously

  Tell an _________ you trust – your parents, teacher, principal, police officer, etc.

 Try to remember specifics – who was involved, what happened, and when and where did it

happen?

 Don’t be a _______________ – bullies often look for attention and by standing around, it only

encourages their behaviour.

 Don’t visit websites that target or hurt others.

 Don’t _____________ cruel emails, texts, messages, photos, etc. that you receive from others.

 __________ messages, photos, texts, or emails that you receive and show them to an adult to use

as evidence.

 Be _____________, not _______________. Insults and fighting could make a situation worse.

 Only if you feel comfortable and others are around, let the bully know that what they are doing is

not okay.

 Try to get the victim away from the situation without putting yourself in harm’s way.

 Get help from an __________.

 Know you are not alone and there are people out there that want to help

 Be nice to others! Kindness can go a long way!

13. SAFE:

 S – __________________________

 A – __________________________

 F – __________________________

 E – __________________________

14. Schools are supposed to be a safe place to learn and interact with peers, but bullying can make it unsafe

for some students. There may also be other reasons why you do not feel safe. When bullying in a school

continuously occurs, the environment can be affected.

15. Mount Royal offers some programs and services that promote inclusivity and respectful behaviour, create
 a safe community, and can be supportive:

 Human Rights Club

 _____ – Gay Straight Alliance

 _____ – School Age Parent Group

 School Resource Officer Program

 School Nurse or Counselor

 *RAP – Restorative Action Program (Student Services – talk to Ms. Mitchell)

16. It also has some rules and guidelines in place that are there to create a safe and welcoming community.

 Treat others with courtesy, ____________, tolerance, and a sense of caring.

 Any form of violence or ____________________ towards others is not tolerated at Mount Royal

to create a safe environment for all.

Emergency 911

Saskatoon Police Services 975-8300

Victim Services 975-8400

Mobile Crisis (24hr/day) (306) 933-6200 or (306) 933-6201

Child & Youth Services (306) 655-7800

Interval House (306) 244-0185

http://www.stopabully.ca/