Students research mental health (self-esteem, bullying implications, depression). From their research they design health promotion campaigns to educate the Lincoln Middle School on their learning. Students implement the campaign. They create ways to collect data from the community to analyze and evaluate the effectiveness of the campaign.
Learners understand that treatment, prevention and knowledge awareness can make an impact on adolescent mental health.
Learners are able to research, design implement and evaluate a plan for improving mental health in adolescents.
Learners are becoming more aware of their ability to influence their and their peers mindset.
Learners understand that treatment, prevention and knowledge awareness can make an impact on adolescent mental health.
Learners are able to research, design implement and evaluate a plan for improving mental health in adolescents.
Learners are becoming more aware of their ability to influence their and their peers mindset.
Lesson 1
Paint a story - The onset of mental health issues can start or has developed in many by 14years old. Investigate reasons, current health promotion strategies for success and failure.
Tapping into Understanding - what might be some causes / reasons / . factors for mental health issues in 14 year old worldwide?
make connections take their thoughts on the board and make connections and categories
Rank categories and select the top 2 - write the each category on a card.
students bring the cards together and rank them as a class.
Class discussion on the links they can make and priorities. From this discussion, students write a paragraph on "What is your current understanding of the reasons / causes / factors on 14 year olds with mental health conditions?"
Tapping into Understanding - what might be some causes / reasons / . factors for mental health issues in 14 year old worldwide?
make connections take their thoughts on the board and make connections and categories
Rank categories and select the top 2 - write the each category on a card.
students bring the cards together and rank them as a class.
Class discussion on the links they can make and priorities. From this discussion, students write a paragraph on "What is your current understanding of the reasons / causes / factors on 14 year olds with mental health conditions?"
Lesson 2-3
, Finding Questions
Students use the QFT technique to formulate questions on "The reasons / causes / factors why 14yr olds have mental health conditions"
Students write their top 2 questions on the board. As a class we discuss why the question (if answered) would help us understand the topic of Teen Mental Health.
The group find commonalities between their answers. The aim is to make links to Treatment, Prevention and Knowledge.
Students move into groups to locate pieces of evidence (websites, research etc that would answer their questions within their topic of treatment, prevention or knowledge.
These questions are logged on Google Classroom
Exploring the Evidence
Students analyze their peers websites and provide commentary if they are reliable - I provide this link for students to help guide their decisions.
Students are provided this WHO article to discuss within their groups and guide their processing.
Constructing Theories
Students remain in their Treatment, Prevention, Knowledge. They clarify the questions they have from "finding questions" lesson. Student work in groups to organize information, and find a PSA online
Students use the QFT technique to formulate questions on "The reasons / causes / factors why 14yr olds have mental health conditions"
Students write their top 2 questions on the board. As a class we discuss why the question (if answered) would help us understand the topic of Teen Mental Health.
The group find commonalities between their answers. The aim is to make links to Treatment, Prevention and Knowledge.
Students move into groups to locate pieces of evidence (websites, research etc that would answer their questions within their topic of treatment, prevention or knowledge.
These questions are logged on Google Classroom
Exploring the Evidence
Students analyze their peers websites and provide commentary if they are reliable - I provide this link for students to help guide their decisions.
Students are provided this WHO article to discuss within their groups and guide their processing.
Constructing Theories
Students remain in their Treatment, Prevention, Knowledge. They clarify the questions they have from "finding questions" lesson. Student work in groups to organize information, and find a PSA online
Lesson 4-5
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Testing Theories
Students take their "constructed theory" and apply this to Lincoln. If they were to introduce their idea to Lincoln would it be successful. Students complete the diagram to organize thoughts. Example: Knowledge - if Lincoln students had this knowledge how would it impact them Prevention - if the prevention strategies discussed were implemented at Lincoln would they be successful? Treatment - if these treatment strategies were used at Lincoln, would this be acceptable and successful? Students are to complete the attached work sheet to organize their theories. Once completed students share their thoughts with their peers and receive constructive feedback on how to improve. note: knowledge, prevention and treatment are the three areas this group of students created in their development of the concept. I would suggest steering students here but being open to their interest and direction. |
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Lesson 6 -7
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Demonstrating Understanding
During these two classes students take their theory and create a campaign that they will implement within the Middle School. Two lessons is provided for time to be creative, design and implement. An introduction to the assessment criteria is completed lesson two. |
Lesson 8
Reflecting and Acting
Students evaluate their campaigns and discuss through their "demonstrating understanding" task what they have learned, what could have been improved, what did they learn that might transfer to a different subject or life experience?
Students evaluate their campaigns and discuss through their "demonstrating understanding" task what they have learned, what could have been improved, what did they learn that might transfer to a different subject or life experience?
