Healthy Active Living Education - Unit 3 Healthy Living
Ontario Physical and Health Education Association (OPHEA) in partnership with the Ontario Association of Supervisors of Physical
and Health Education, Toronto Public Health, the Centre for Addiction and Mental Health, and the Halton District School Board
created Ontario Health and Physical Education Curriculum Support. Additional Support Supplementary Material is available on
The Centre for Addiction and Mental Health also offers lesson plans and other information on mental health on this site. The
mental health related lesson plans were developed as a "supplement" to both the Healthy Active Living Education, Public Course Profile and Catholic Course Profile with acknowledgment to the work of the Public District School Board Writing Team - Healthy Active Living Education and Ontario Physical and Health Education Association
The additional information available on this website includes: Building Teacher Confidence and Comfort with the topics of
substance use and abuse and mental health, creating drug and alcohol Policies in Ontario schools, sources and resources of
information (including web sites), and glossaries of terms.
In addition, the Centre for Addiction and Mental Health (CAMH) has developed lesson plans in English and French that meet
the expectations of the substance use and abuse component of the new Grade 1-10 Ontario Health and Physical Education Curriculum
and the mental health component of Grade 11-12.
The drug education lesson plans were developed in collaboration with a team of over 30 province-wide partners from the education and public health systems
as well as other interested organizations. These lesson plans can be accessed from our web site home page at: /education/curriculum.
Teachers are encouraged to amend, revise, edit, cut, paste and otherwise adapt this material for educational purposes.
Activity 3: Applying Positive Mental Health Strategies
This resource is a "supplement" to both the Healthy Active Living Education, Public Course Profile and Catholic Course Profile.
However, it contains Teaching/Learning Strategies from the Public Course Profile, Unit 3, Activity 3, which are reproduced
with acknowledgment to the work of the Public District School Board Writing Team - Healthy Active Living Education (excerpts from the course profile are included in bold and between orange lines). As well, parts of the following background information, lessons, activities and appendices are excerpted or adapted with
permission from Ontario Health and Physical Education Curriculum Support: Grade 12, Ontario Physical and Health Education
Association (OPHEA), Toronto, 2002.
In the following sections you will find additional and/or alternative lesson plans for each of the Teaching/Learning Strategies.
Each lesson plan provides background information, student worksheets, teacher answer sheets, and "Hot Tips for Teachers".
Students may have been exposed to information and skill development related to mental health in Healthy Active Living(PPL3O), Unit 3, Activity 3: Positive Mental Health and Activity 4: Exploring Mental Disorders, Stress and Suicide.
Lesson Planning Process
Step 1: Identify the learning expectations.
- HLV.03 (Third Expectation in the Healthy Living Strand) - Demonstrate an ability to use specific strategies to enhance their own
mental health and that of others.
Specific Learning Expectations:
Step 2: Connect the Achievement Level Category to the learning expectations.
1a. Understands most of the required concepts;
1b. Communicates these concepts with few errors using appropriate terminology.
2. Understands the concepts and communicates these clearly using correct terminology.
|3. demonstrates||3. Understands and is able to communicate concepts clearly using appropriate terminology with few errors.|
4. Understands and is able to communicate concepts. Applies most of the required skills. Actively participates and uses correct
terminology with few errors.
At the end of this lesson, students will be able to:
- show an understanding of specific mental illness.
- understand and discuss the connection between mental health and relationships and communication with others.
- understand and apply stress - reducing skills in a variety of stressful situations.
- demonstrate a variety of skills to enhance their own mental health.
- investigate, understand and list the school and community resources involved in education, prevention and treatment related
to mental health.
Step 3: Evidence of student learning will be identified and assessed by the students'ability to:
- demonstrate a solid understanding of at least one mental health issue, identifying and communicating the signs and symptoms
relating to that mental health issue.
- demonstrate their knowledge/understanding of the impact mental health issues can have on the family, community and society
(moving beyond the individual level).
- identify and demonstrate a variety of strategies people use to enhance their own mental health.
- apply these coping strategies to their own lives, identifying the most effective ones for themselves and why.
- identify and describe situations in their own lives that enhance their mental health and those that deter from their mental
- apply coping strategies to stressful situations they encounter to achieve a positive outcome.
Additionally, to identify possible alternatives when a positive outcome was not achieved:
- identify characteristics of a mentally healthy state and a mentally unhealthy state.
- identify and distinguish between effective and ineffective communication strategies.
- apply this knowledge by identifying how communication impacts mental health (both positive and negative).
Step 4: Develop/determine the assessment strategy/tool.
What will students do to demonstrate their learning?
- complete worksheets
- complete research
- take part in small group work
- complete homework assignments including a journal
The teacher and students will gather evidence of the expectations outlined through:
- a formative assessment of students' homework assignment describing the importance of relationships and communication with
respect to mental health using a communication rubric (HL3.04);
- a formative self-assessment of a reflection sheet using a checklist to identify skills used to enhance their own mental health
- a formative evaluation of students' journals which demonstrate the ability to use specific strategies to enhance their own
mental health and manage stressful situations using a checklist (HLV.03,HL3.02);
- a formative evaluation of group presentation demonstrating an understanding of specific mental health issues (e.g., concurrent
disorders, eating disorders, gambling, depression, anxiety, suicide), and identifying community resources on the Mental Disorders
worksheet using a marking scheme (HL3.01, HL3.05).
Step 5: Follow the teaching/learning strategies.