Name of Lesson: Mental Health - Mental Illness

Teacher: Shelby Hippe

Grade Level: 8 Subject: Health and Life Lesson: ​_1___ of _5___ Date: Time: 40 Min. Class
Skills

Topic:​ Mental Health Sub Topic:​ Mental Illness

Curricular Outcomes
General Outcome: Specific Outcome (#):

RELATIONSHIP CHOICES: ​Students will ​develop effective R-8.1​ Describe characteristics of persistent negative feeling
interpersonal skills that demonstrate responsibility, respect states; e.g., depression, mood disorders
and caring in order to establish and maintain healthy
interactions.

Learning Objectives (TSWBAT):

Students will be able to:

- Define mental illness.
- Describe common mental illnesses.
- Describe symptoms associated with different mental illnesses.

Materials
Teacher: Student:
- white board marker - pencil/pen
- projector/smart board - electronic device (internet access)
- student mental health survey handout
- mental illness jigsaw handout

Introduction (Time): 3 minutes

- “Mental Health” written on board. Ask students what comes to mind when they think of mental illness. Answer through
popcorn response. Write responses on the board.
- Introduce new unit, and topics within unit.
- Today’s topic: Mental Illnesses

Lesson Focus
Time Teaching Learning Activity Teaching Points
Strategy
5 min Observation of Student mental health survey - make sure
Process - allows students to reflect on their position/feelings towards mental students know
health. this will not be
- can be completed anonymously (students do not put their name on shared. Not even
sheet) you will know
- hand in (allows you to see what opinions your class holds) who said what.
5 min Direct Define Mental Illness
Teaching - dispel myths that surround mental illness
18 min Active Mental Illness Jigsaw - Remind students
Learning - Split class into groups of 4. Within the groups each student is to write down
assigned a mental illness from the handout to become an “expert” their group of 4
on. Groups research their mental illness and answer questions on members
handout (10 Minutes).
 - Students will share what they learned with the rest of their group (8 - make sure to
Minutes). walk around
class, guiding
learning.
- Make sure
students use
creditable
sources for their
informaton.
5 min Discussion Review activity.
- ask questions related to work sheet
- answer any questions

Closure (Time): 4 minutes

- Quick recap
- Exit Pass
- 2 things they learned, 1 question they may still have
- Next Class: Community Health Services

Assessment Strategy/Activity:
-Mental Illness Jigsaw: Students get to work together is self directed learning.
-Exit Pass: Allows for you to to evaluate the understand of the students on today’s class.
- Remind students they will need pencil crayons for next class.

Reflection:
Name of Lesson: Mental Health - Mental Health Conditions Cont./Mental Health Resources

Teacher: Shelby Hippe

Grade Level: 8 Subject: Health and Life Lesson: ​_2___ of _5___ Date: Time: 40 Min. Class
Skills

Topic:​ Mental Health Sub Topic:​ Community Mental Health Services

Curricular Outcomes
General Outcome: Specific Outcome (#):

WELLNESS CHOICES: ​Students will m ​ ake responsible and W-8.10 ​Develop strategies to effectively access health
informed choices to maintain health and to promote safety for information and health services in the community; e.g., health
self and others. hotline, family doctor, public health unit

Learning Objectives (TSWBAT):

Students will be able to:

- Identify different local health services within our community.
- Understand when mental different mental health services should be accessed.

Materials
Teacher: Student:
- local mental health services worksheet - Pencil/Pen
- poster paper - Pencil Crayons/Markers
- presentation clicker
 - whiteboard marker
- smartboard/projector

Introduction (Time): 6 Minutes

- Quick review of last class (ask questions to class to activate previous learning).
- With previous learning now activated ask “if individuals are struggling where should they go for help?” Class gives
suggestions.
- Introduce today’s topic.

Lesson Focus
Time Teaching Learning Activity Teaching Points
Strategy
1 Min. Transition Hand out “Local Mental Health Services” worksheet - Explain how this
- Students will fill out phone numbers during the class will be a
resource for
them to keep.
15 Lecture Go through each of the resources covered on the worksheet - Students will
Min. - Local Distress Line write down the
- Health LINK Alberta phone numbers
- Edmonton Alberta Health Services Child/Adolescent Mental Health for each
Clinic resource
- Canadian Mental Health Association (Edmonton) - Make sure to
- Schizophrenia Society (Edmonton) discuss when
- Local Doctor’s Office these different
- Local Hospital resources are
applicable.
14 Evidence of Mental Health Services Poster - Posters will be
Min. Learning - - In groups students will each get a piece of paper to create a poster hung up in
Product - Must include assigned resources (1 or 2 per group) classroom
- Include Information of including phone number, address
- When to use each resource must be indicated

Closure (Time): 4 Minutes

3-2-1: Students will reflect on their learning by writing:
- 3 key resources they learned
- 2 questions they have on the resources
- 1 resource they would like to learn more about

Assessment Strategy/Activity:
Evidence of Learning - Product
- Poster allows students show what they have learned in a way that will educate others

3-2-1
- Allows student to reflect on what they learned in class and give you the opportunity to see what you may need to
elaborate on further.

Reflection:
Name of Lesson: Mental Health - Suicide Prevention

Teacher: Shelby Hippe

Grade Level: 8 Subject: Health and Life Lesson: ​_3___ of _5___ Date: Time: 40 Min. Class
Skills

Topic:​ Mental Health Sub Topic:​ Suicide Prevention

Curricular Outcomes
General Outcome: Specific Outcome (#):

RELATIONSHIP CHOICES: ​Students will ​develop effective R-8.2 ​Describe signs associated with suicidal behaviour, and
interpersonal skills that demonstrate responsibility, respect identify interventional strategie​s
and caring in order to establish and maintain healthy
interactions.

Learning Objectives (TSWBAT):

Students will be able to:

- Recognize signs of suicidal behavior and identify intervention strategies.

Materials
Teacher: Student:
- presentation clicker - pencil
- whiteboard marker
 - smartboard/projector

Introduction (Time): 5 Min

*let class know this subject may be hard for some students, talk to you if they have concerns*
- Have “Suicide” written on the board.
- Ask students to think about how they feel about this word. They may share if they are comfortable.
- Introduce this lesson’s topic.

Lesson Focus
Time Teaching Learning Activity Teaching Points
Strategy
10 Think - Pair - - Watch The Video: ​https://www.youtube.com/watch?v=3BByqa7bhto - Tell students
Min. Share - Video Questions: question before
- What were some signals indicated in the video video to allow
- What tactics were mentioned to help individuals who may be for focus their
suicidal? learning.
- Reflect on the overall video

- Discuss with elbow partner, come back to class discussion.

7 Min. Lecture - Cover the signs someone may be suicidal - Connect back to
- Intervention strategies resources taught
in previous
lesson.
15 Video TED talk: Shattering the Silence: Youth Suicide Prevention | Sadie Penn | - Sadie Penn is a
Min. https://www.youtube.com/watch?v=sRo5Db_7yVI suicide survivor
and now is an
advocate for
 suicide
prevention.

Closure (Time): (3 minutes )

- If you know someone that may be suicidal, what will you do?
- Write on sticky note. stick on whiteboard as you leave class (name not necessary)

Assessment Strategy/Activity:

Think - Pair - Share: allows student reflect on the video and connect the important information presented.

Reflection:

Name of Lesson: Mental Health - Life Management/Life Balance

Teacher: Shelby Hippe

Grade Level: 8 Subject: Health and Life Lesson: ​_4___ of _5___ Date: Time: 40 Min. Class
Skills

Topic:​ Mental Health Sub Topic:​ Stress Management

 Curricular Outcomes
General Outcome: Specific Outcome (#):

WELLNESS CHOICES: ​Students will m ​ ake responsible and W-8.2​ Analyze the impact of positive and changing choices on
informed choices to maintain health and to promote safety for health throughout the lifespan e.g., need to vary amounts of
self and others. sleep, calcium

​ -8.3​ Evaluate the relationship between risk management

R
RELATIONSHIP CHOICES: ​Students will d ​ evelop effective
and stress management; e.g., managing risks effectively
interpersonal skills that demonstrate responsibility, respect
reduces stress, managing stress can reduce impulsive
and caring in order to establish and maintain healthy
behaviours
interactions.

Learning Objectives (TSWBAT):

Students will be able to:

- Discuss what stress is and how it affects our health.
- Understand different strategies you can use to manage stress.

Materials
Teacher: Student:
- presentation clicker - pencil
- whiteboard marker - electronic device (look at resources)
- smartboard/projector - pencil crayons/markers
Introduction (Time): (4 minutes)

Quick review of previous classe(s).

​ ritten on the board.​ ​Ask class what comes to mind when they see the word. Answers are given popcorn style and
Stress w
written on the board. Introduce the topic. “Today we are going to talk about how we can manage our life, and our stress, and
why it is important for our mental and physical health”

Lesson Focus
Time Teaching Learning Activity Teaching Points
Strategy
6 Min. Discussion Water analogy. - “how much does
- The glass of water gets heavier the longer you hold the weight. a glass of water
- This is the same for stress weigh?”
- only take a few
answers from
students
- compare to
stress in short
term and long
term
(comparison)
15 Lecture - What is Stress? - Negative impacts
Min. - Impacts of Stress of stress
- Overview of strategies - Stress
- 5,4,3,2,1 management
 - Three Compliments strategy and
- Japanese Method benefits of them
- Quick Breathing
- Meditation (there are different kinds: body scans, breathing,
mindfulness, etc.)
8 Min. -Think - Pair - 3 Minute Meditation : ​https://www.youtube.com/watch?v=SEfs5TJZ6Nk - Remember to
Share - How do you feel discussion with elbow partner walk around the
- Share with Class class, guiding
-Discussion - Supply class with resources on where to find different guided conversations.
meditations.

4 Min. Discussion - what strategies did you like the best?

- allow for questions

Closure (Time): (3 Minutes)

-Quick recap of what was covered in class.
- Muddiest Point: have students write down what stress management strategy they may need more of an explanation on a
sticky note, stick on wall before leaving class..
- Remind class to bring pencil crayons to next class.

Assessment Strategy/Activity:
Think - Pair - Share
- Reflect on the the activity and how it made them feel. How effective it was to relieve stress.

Muddiest point
- Allows you to guide learning and make adjustments to help aid understanding.
Reflection:
Name of Lesson: Mental Health - Stress Management

Teacher: Shelby Hippe

Grade Level: 8 Subject: Health and Life Lesson: ​_5___ of _5___ Date: Time: 40 Min. Class
Skills

Topic:​ Mental Health Sub Topic:​ Time Management/Life Balance

Curricular Outcomes
General Outcome: Specific Outcome (#):

WELLNESS CHOICES: ​Students will m ​ ake responsible and
informed choices to maintain health and to promote safety for
self and others.
LIFE LEARNING CHOICES: ​Students will u ​ se resources
effectively to manage and explore life roles and career
opportunities and challenges.
W-8.11​ Identify and develop personal resiliency skills; e.g.,
planning skills, social competence
L-8.1 ​determine and develop time management
strategies/skills to establish personal balance; e.g., the use of
time and energy in family, school, leisure, and volunteer
activities.

Learning Objectives (TSWBAT):

Students will be able to:

- Understand what life balance is and why it is important.
- Give examples of strategies for time management and understand how they benefit life balance.

Materials
Teacher: Student:
- life balance wheel worksheet - pencil
 - presentation clicker - pencil crayons/markers
- whiteboard marker
- smartboard/projector

Introduction (Time): 4 Minutes

-Address questions from “muddiest point” in last class.

-Have life balance written on the board to allow students to start thinking about what it may mean.
-Introduce topic for today's class

Lesson Focus
Time Teaching Learning Activity Teaching Points
Strategy
5 Min. Discussion Life Balance -
- explain what life balance is. - What do all these
- ask students what may be some different areas included in their life things have in
balance. common? (all
- Introduce the different aspects of life balance. take time)

4 Min. Think- Pair- - What area of your life do you feel you are lacking? - Make sure to
Share - Discuss with elbow partner walk around
- Share with class class guided
conversations.
1 Min. Transition What is the common reason that you are lacking in the different areas of
Question your life? TIME!
8 Min. -Lecture Time Management
-Discussion - Go through different time management strategies
- Ask class for any other time management strategies they can think
of.
15 -Active Life Balance Wheel Worksheet - Explain the
Min. Learning - Explanation of activity worksheet
- Time to complete activity - Show visually on
-Evidence of the board how to
Learning fill in the circle.
Product

Closure (Time): 3 Minutes

-Quick recap of what was covered in class, answer any questions.
-Commit to using one strategy to try. Write on a sticky note.

Assessment Strategy/Activity:

Evidence of Learning Product: Life Balance Wheel Worksheet

- Students reflect on the areas of their life, presenting it visually.
- Connect the strategies learned in current class and previous Stress management lesson to implement in their lives.

Reflection:
 Mental Health Survey

Accessed from: Mental Health and High School Curriculum Guide - Understanding Mental Health and Mental Illness
Name:
 Mental Illness Jigsaw

Each individual in your group will have one mental illness to research. Answer the following questions:
- What is it?
- How common is it?
- What are the symptoms?
- How is it treated?
Share your findings with your group.

a) Depression

b) General Anxiety Disorder

c) Bipolar Disorder

d) Schizophrenia

Local Mental Health Resources

 - Kids HELP Phone:__________________________________

Kids HELP Phone is Canada’s only 24-hour national bilingual counseling service for children and youth. It provides
counseling directly to children and youth between the ages of 4–19 and help to adults age 20 and over find services
for youth they are concerned about.

- Local Distress Line:___________________________________

- Health LINK Alberta:_____________________________________

- Edmonton Alberta Health Services Child/Adolescent Mental Health Clinic: __________________________________________

- Canadian Mental Health Association (Edmonton): ____________________________________

- Schizophrenia Society (Edmonton):_____________________________________

- Local Doctor’s Office:__________________________________

- Local Hospital:_____________________________________

Modified from: https://www.albertahealthservices.ca/info/Page13367.aspx

Name: _______________________
 Reflect. How will you work to balance your wheel? Include
strategies (time management and stress management)
discussed in class.

Final Assessment

The final assessment for this unit on mental health, students will respond to two case studies. The studies will include
descriptions of individuals and what struggles they are under. Based on the descriptions, students will discuss how they may
respond to these individuals. This will include what mental illness is associated with the individuals symptoms, what
community resources may be able to help, and strategies for stress and time management.
Having students respond to these case studies allows for them to take the knowledge they have learned throughout this unit,
and apply them to real life circumstances. If discussed to the full extent, students will demonstrate all outcomes from the
lessons.

Name:__________________________
Due Date:____________________

Mental Health Case Studies

Assignment worth 5% of your overall grade.

You have been given the description of two different case studies. Your task is to read and respond to the individuals in both the
descriptions based off the knowledge you have gained from this unit. Your responses must included:
 1. What mental illness does the individuals symptoms correspond with?
2. What local mental health resources might you suggest for the individual and why?
3. What areas of life balance does the individual seem to be lacking?
4. Can you suggest any stress/time management strategies for the individual and why they would benefit?
5. (If applicable) If you believe this individual may be suicidal, what intervention steps will you take?

Case Study 1
D.P. is overwhelmed. With two huge assignments, a final exam, and his football team’s championship game coming up, D.P. has a lot on
his plate. All the pressure seems to be taking its toll. He hasn’t been able to sleep very well the last couple of weeks, and constantly feels
uneasy. Lately D.P. can’t sit still, has super tense muscles, and occasionally breaks out into sweats for no reason. When he thinks about all
the things he has piling up he his heart feels like it’s going to pump out of his chest. Despite having so much to do, and very little spare
time, D.P. continues to procrastinate on his assignments and studying. The big game is only a week away, so the daily practices aren’t
giving him much downtime to relax, or hang out with his friends.

Case Study 2
A.J. has not been in the best place lately. With experiencing a recent breakup, she seems to be keeping to herself. A.J. normally spends so
much time with her friends, which was something very important to her, but now on the very rare occasion that she does talk to them, her
reactions seem hopeless. There has been a change in what she listens to - what use to be upbeat tunes, are now songs with dark lyrics,
mentioning death and dying often. A.J.’s parents work a lot and she rarely spends time with them. When presented with stress, A.J. seems
to have a “I don’t want to do this anymore” reaction. She is falling behind on her assignments and seems to not seem to have any
motivation to complete them.

Mental Case Study Rubric

Case 1 3 2 1
Excellent Good Needs Improvement

Mental Illnesses The student connected the The student mentioned the The student makes very little
 characteristics in the case characteristics from the article, mention of the characteristics in
studies to the mental illness but there is some uncertainty to the article.
that it represented the most. what .

Mental Health Resources The student mentions different The student mentions The student does not mention
community mental health community resources , but community resource.
resources and explains why there is little, or no explanation
they would benefit. of why they would benefit.

Life Balance There is a strong understanding There is somewhat of an There is no understand of the
of the areas of life balance that understanding of the areas of areas of life balance that may be
may be lacking. life balance that may be lacking. lacking.

Stress/Time Management The student give multiple The student gives stress and There is little to no mention of
suggestions of stress and time time management strategies stress and time management
management strategies that that may benefit. strategies.
would benefit and explains why.

Case 2 3 2 1
Excellent Good Needs Improvement

Mental Illnesses The student connected the The student mentioned the The student makes very little
characteristics in the case characteristics from the article, mention of the characteristics in
studies to the mental illness but there is some uncertainty to the article.
that it represented the most. what .

Suicide Prevention The student recognizes the The student recognizes the risk The student does not recognize
potential risk of suicide and of suicide, but intervention the risk of suicide.
explains well thought out steps are unclear.
intervention steps.

Mental Health Resources The student mentions different The student mentions The student does not mention
 community mental health community resources , but community resource.
resources and explains why there is little, or no explanation
they would benefit. of why they would benefit.

Life Balance There is a strong understanding There is somewhat of an There is no understand of the
of the areas of life balance that understanding of the areas of areas of life balance that may be
may be lacking. life balance that may be lacking. lacking.

Stress/Time Management The student give multiple The student gives stress and There is little to no mention of
suggestions of stress and time time management strategies stress and time management
management strategies that that may benefit. strategies.
would benefit and explains why.