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Health Lesson Five
Health Lesson Five
Health Lesson Five
Management
2. Expectation(s)
Expectation(s) (Directly from the Ontario Curriculum):
Mental Health:
describe the characteristics of an emotionally healthy person;
demonstrate the skills that enhance personal mental health;
analyse the factors that influence the mental health of individuals and lead to
the prevalence of mental health problems in the community;
Stress Management:
describe the positive and negative effects of stresses that are part of daily
life;
explain physiological responses to stress;
3. Content
What do I want the learners to know and/or be able to do?
Today learners will:
- Explore activities that can help reduce stress in everyday life;
- By the end of the lesson, students will :
o Have an understanding of activities and ways they can reduce stress;
o Be able to help others reduce stress in their lives ;
4. Assessment (collect data) / Evaluation (interpret data)
(Recording Devices (where applicable): anecdotal record, checklist, rating scale,
rubric)
Based on the application, how will I know students have learned what I
intended?
- This lesson will help students practice stress management hands on;
- Evaluation will be based on observation and discussion throughout the
lesson;
- Students will participate in activities that will allow them to explore stress
management;
5. Learning Context
A. The learners
What prior experiences, knowledge and skills do the learners bring with
them to this learning experience?
o Learners will explore and identify stress management activities;
o This will allow the teacher to get an understanding of what students
already know on practicing stress management techniques;
o Students will participate in open discussion throughout the entire
lesson that will allow them to engage in their learning and discuss
their prior knowledge;
o Students may reference personal experiences and stories they have
encountered related to stress;
How will I differentiate the instruction (content, process and/or product) to
ensure the inclusion of all learners (Must include where applicable
accommodations and/or modifications for learners identifies as
exceptional.)
o To ensure the inclusion of all learners, the teacher will use different
types of resources (such as visual charts, videos, open discussion,
independent research);
o To ensure success of all students, the teacher will;
Write new terms on the board while teaching new concepts
and terms;
Model and encourage discussion/ participation;
Pair students with reading partners for those students who
need extra support in reading;
Pair students with a stronger peer for those students who
need extra support in writing;
Students with IEPs or adaptation plans will follow
individualized adaptations, such as sitting in front of teacher
or given printed copy of notes;
To extend learning, students can further research at home
and explore how others, such as friends and family members,
cope with stress;
Teacher may add other modifications such as repeating
information and giving students extra time to research, for
those in need of extra support;
B. Learning Environment
- This lesson will take place in a classroom environment;
- Learners will actively engage/participate in discussion and learning activities
in the classroom;
- Discussion will be open and all students will be encouraged to feel safe to
share their ideas and thoughts;
C. Resources/Materials
- Materials:
o Balloons (blown up prior to class or ask each student to blow up a
balloon) and rubber bands or string (to tie around ankles);
6. Teaching/Learning Strategies
INTRODUCTION (~20 minutes)
How will I engage the learners? (e.g., motivational strategy, hook, activation of
learners prior knowledge, activities, procedures, compelling problem)
-