Activities | Ophea Teaching Tools

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    H&PE Secondary Resources: Assessment and Evaluation Tools


    Student Resources

    Post/send writeable tools for students to access to record their thinking about a variety of topics, questions, concepts, images (e.g., fitness, motivation to participate, images/concepts/questions related to Healthy Living concepts).

    Some may be used for small group collaboration (i.e. Placemat/Think/Pair/Share).

    Resources can be downloaded and printed as a hard copy for students without access to technology.

    Teacher Resources

    These resources may be used by teachers to track their assessment and share with students as the assessment tool (e.g. rubric) they will be using to assess students while working in a virtual setting.

    Sexual Violence Prevention Education Resources


    How the resources may be used in the classroom

    Use this section of the resource to access Questions and Prompts that may be used with students to explore concepts such as healthy relationships, consent, gender based violence and the connections to mental health and mental illness as well as considerations for using the resources contained in the database.

    Engaging Students in Healthy Living through Drama


    Finding Balance

    Use the list of concepts located in the How Is It Done section. Post each of the concepts on a shared document. Have students work individually or in small groups to record their ideas about each concept, and make connections between the concepts and an individual's mental and emotional and spiritual well-being.

    Use the Acrostic Poem activity in the How Is It Done section to articulate their understanding about each concept.

    Cannabis Education Resources Activity Plans


    My Influences, My Skills, My Choices

    Use the Placemat graphic organizer in the Minds On section to have students to think about the social influences youth face related to cannabis. Alternately, have students respond to the question on a shared document. Then have students categorize the influences into "Direct social influences" and "Indirect social influences in a shared document (e.g. using a T-Chart).

    Use the steps in the Action section to have students gather additional information about social factors that influence substance use.

    Use the scenarios and the task in the Consolidation section to have students analyze social factors and apply decision making and communication skills to respond to the situation presented in the scenario.

    Use the Ideas for Extension to support students in further consolidating their learning about social factors that might influence substance use and the role of decision making and communication skills to respond to influences.

    Approaches to Teaching Healthy Living


    Sample Unit Overview: Grade 12

    Use the activity at the beginning of the Action to have students create a personal vision for their future and create a goal about their future.

    Have students respond to the Looking Forward questions in the Action by posting them in a common space and having students contribute their ideas. Alternately, have students select and respond to questions that are of interest to them.

    Use the Living Skills chart activity that follows the Looking Forward questions in the Action to have students identify the skills they currently have and those they might consider developing to support their personal health and well-being as they become more independent. Consider having students use a graphic organizer to sort their skills (e.g. using a T-Chart).