Use images and a Gallery Walk to help students consolidate their learning about behaviours and actions that can lead to unnecessary risk. Students then create a performance to share their learning with others and promote behaviours that reduce injury and contribute to a healthy lifestyle.
Use quotations to activate student thinking about mental illness, the stigmatization of mental illness, substance use and addiction, protective factors, risk factors, and their relationship to well-being.
Provide images, quotations and/or excerpts for students to use to demonstrate their understanding of the connection between substance use, addictive behaviours and their connections to physical and mental health, risk factors that may lead to substance use and addictive behaviours, and strategies to make safer choices and sources of support for addictions.
Use popular media to support students in making connections between their personal lives and ideas and messages presented in media about mental illness, relationships, and bias and stereotyping, and have them express their understanding through an original artistic performance.
Use an award ceremony format to support students in analyzing the influence of media on perpetuating negative images and messages about mental illness, harassment, violence, and relationship abuse.
Explore incidences of harassment, gender based violence and stereotypes common in society and social media to support students in understanding their impact and being advocates for the reduction/ elimination of bullying, gender based violence and stereotypes.
Use improvisation to support students in considering diverse perspectives on a variety of relevant issues such as how diseases and health conditions impact one’s nutrition and food choices, risk taking behaviours and strategies to reduce personal injury, coping with stress, mental illness, stigmas, sexual harassment, violence and abuse, and developing healthy relationships.
Use pictures and short captions to support students in consolidating and expressing their understanding of healthy living concepts such as: factors that influence harmful behaviours and their social and financial impacts; healthy behaviours to reduce illness; implications of harassment, violence, and abuse and ways to respond to them; community resource supports to take action; and/or local and global issues related to substance use and addictions.
Students create a Choice Board by collectively brainstorming positive and negative experiences they currently face with regards to healthy eating decisions. They use these “mini scenarios” to explore common issues, concerns, and challenges that require messaging and can support students in making connections between their understanding of healthy eating requirements and their personal lives.
Use a RAFT activity (Role, Audience, Format, Topic) to help students consolidate their knowledge and understanding of the connections between social issues involving food and the impact these might have on their healthy eating choices.
Use a Placemat activity to support students in sharing their ideas about factors that influence behaviours and strategies for making safer choices to prevent injury, risk factors associated with substance use and addictions, sources of support, and skills and resources to maintain personal health while becoming independent.
Use a Graffiti activity to help students consolidate their knowledge and understanding of the connections between substance use, addictions, and physical and mental health, protective factors, risk factors, and sources of support to enhance well-being, then share their learning through a performance.