About Level Up | Ophea Teaching Tools

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    About Level Up

    The Level Up resource is organized into four sections: Program Guide, Activity Cards, Videos, and Posters.

    Program Guide

    The Program Guide contains background information on Mental Health, Substance Use, Healthy Eating, Digital Citizenship and Cyberbullying, Teaching and Learning Strategies and Assessment.  It is designed to support educators’ understanding of the Level Up resource and their implementation of The Ontario Curriculum, Grades 1–8: Health and Physical Education, 2015 (revised), The Ontario Curriculum, Grades 9–12: Health and Physical Education, 2015 (revised).

    Activity Cards

    The activity cards are divided into six units, which include activities to help children and youth develop living skills (self-monitoring and critical thinking) and health literacy through the lens of well-being in relation to healthy eating and substance use. The sets of activity cards can be used together as one encompassing unit, or may be used individually to supplement an already existing program.

    The following elements are included in each of the activity cards:

    • Topics: The identified topics highlight the key learning themes within each card. Direct connections can be made between topics and The Ontario Curriculum, Grades 1–8: Health and Physical Education, 2015 (revised), The Ontario Curriculum, Grades 9–12: Health and Physical Education, 2015 (revised).
    • Equipment: There is a list of equipment and materials for each activity.
    • Minds On: This identified activity will stimulate learners’ thinking about the knowledge and skills that will be further developed in the current activity card and then reviews the knowledge and skills learned.
    • Action: This constitutes the main part of the activity card. It provides instructions for setting up the activity area, using the equipment and materials, and organizing the learners (e.g., group size). It also incorporates a variety of teaching and learning strategies, including the integration of literacy strategies, to support the development of content-specific language.
    • Consolidation: This is a wrap-up activity or task whereby learners may be provided with the opportunity to apply their learning in a new context and to complete a personal or peer reflection related to topics addressed.
    • Assessment: Explanations are provided to assist the educator with how to use assessment strategies and provide feedback on a child and youth’s learning. A variety of assessment tools are provided in the Appendices.


    Six videos are contained within the Level Up resource. The videos can be used in combination with the activity cards and posters, as decided by the educator based on the child or youth’s prior knowledge. Each video has a series of prompting questions. Video themes and questions are located below.

    Healthy Eating and Well-Being

    Feeling Well, Being Well (Ages 6-10): Scenarios of two young people with very different eating habits are explored in relation to their levels of physical activity and wellness.

    1.   Explain why people need healthy food to have healthy bodies.

    2.   How does eating a healthy breakfast every day help you learn?

    3.   What is Canada’s Food Guide? What does the food guide tell you that can help you decide which foods to eat regularly and which foods to limit or eat less often?

    4.   Which foods in Canada’s Food Guide should we eat every day, and which foods should we eat less often?

    The Healthy Maze Challenge (Ages 11-14): A selection of youths must find their way through the infamous Maze Challenge by making positive choices related to healthy eating and wellness in order to complete the maze with honour.

    1.   Why is healthy eating important for active living? How does active living affect the way we eat and the way our bodies use the food we eat?

    2.   How can people make healthy food choices if their choices are limited by a dislike of certain foods, a food allergy, personal beliefs about ethical food choices, cultural preferences or religious food rules, or budget limitations?

    3.   If you had to go directly to a lesson or a practice after school, what could you plan for a snack that would be healthy and give you sustained energy?

    4.   What can you do to promote the availability of healthier food choices in community settings?

    5.   What might you think about when you see a professional athlete drinking an energy drink in a commercial?

    Your Health, Your Story (Ages 15-18): A high school learner gathers a few friends for a Health & Physical Education project on healthy choices, with a specific focus on healthy eating. Their relatable stories of food struggles and successes are captured here.

    1.   How can a busy lifestyle lead to poor eating habits and food choices, and what can you do to eat better when you are busy?

    2.   How do you handle emotional and social factors that could lead to poor eating habits or choices?

    3.   What can you do if you are going to be somewhere where there are only a few healthy choices or none at all?

    4.   Who/where can you turn to for advice or support if you are struggling with making healthy food choices?

    Substance Use and Well-being

    Super Healthy Headquarters (Ages 6-10):  Healthy Girl and Sidekick attempt to foil Dr. Fizzle’s diabolical plans involving substance use by making healthy choices and promoting well-being.

    1.   What are some behaviours that can be harmful to your health? What are some things you can do that protect your health and the health of other people?

    2.   Describe the difference between prescription and nonprescription medicines.

    3.   What should we do to ensure medicines are used safely and correctly?

    Growing Up Healthy (Ages 11-14): An older sister narrates her brother’s typical day at school and in the community as he makes choices around substance use, peer pressure, and well-being.

    1.   Different types of drugs have different effects on the body. What are some of the side effects of smoking cigarettes? What are the effects of energy drinks? What are the effects of abusing prescription medication?

    2.   How can the side effects of smoking affect someone’s life?

    3.   How can peers influence your decisions about using drugs? How might you respond to these influences?

    4.   How realistic are messages we get from the media about smoking cigarettes?

    Healthy U (Ages 15-18): High school blogger BabbleBee73 provides a tongue-in-cheek, play-by-play report of the end-of-term party, profiling decisions and consequences of choices made related to substance use, relationships, and well-being.

    1.   Who or what influences your decisions in different areas of your life?

    2.   Identify and describe the warning signs of substance misuse or abuse, addictions, and related behaviours, and the consequences that can occur.

    3.   Explain how stress affects mental health and emotional well-being, and demonstrate an understanding of how to use a variety of strategies for relieving stress and caring for your overall well-being.

    4.   Cyber bullying can be emotionally damaging and tragic. What behaviours do you practise to be a good digital citizen? What can you do if you find harassing information about yourself or others online? There's no justification for bullying of any kind. If you’ve cyber bullied someone what actions can you take to stop?


    Six posters are contained within the Level Up resource. The posters can be used in combination with the activity cards and videos, as decided by the educator based on the child or youth’s prior knowledge. Poster summaries and teaching considerations are located below.

    Healthy Eating and Well-being

    Making Healthy Eating Choices (Ages 6-10): Children are encouraged to think about making healthy eating choices in a variety of settings in which they live, learn, and play.

    Healthy Eating Choices (Ages 11-14): Children are encouraged to think about what influences them, including various types of media, when they are making healthy eating choices.

    Making Healthy Eating a Priority (Ages 15-18): Youth are encouraged to think about how they can make healthy eating a priority in their life in a variety of settings.

    Substance Use and Well-being

    How to Make a Healthy Choice (Ages 6-10): Children are provided with questions to guide their decision making around healthy choices to determine what is best for them.

    Time to Choose (Ages 11-14): Children are provided with steps to guide their decision making around healthy choices to determine what is right for them.

    Positive Approaches to Coping with Stress (Ages 15-18): Youth are encouraged to think about what positive coping strategies they can use to deal with stress. Several examples are provided.

    Teaching Considerations:

    • Consider displaying posters around the learning spaces within your facility.
    • Send posters home as discussion prompts for families on given topics.
    • Prior to using the activity cards and videos, share the posters allowing children and youth to tap into prior knowledge on the given topics.
    • Based on the conversations generated from the posters, have children and youth create their own posters for display throughout the learning space.
    • Have children and youth role play the conversations between the characters on the given topics. What would the characters say, or how would they respond to the given situation?
    • Provide small groups of children and youth different posters from their age level and have children and youth respond to the poster (content or design) and share their thoughts with the large group.
    • Before and after activity card use and video watching, have children and youth respond to the posters. How have their responses changed or remained the same?