Escolar Documentos
Profissional Documentos
Cultura Documentos
Materials:
- Attached worksheet
- Powerpoint
Cross-Curricular Competencies:
Developing Thinking - This competency addresses how people make sense of the world around them.
Understanding develops by building on what is already known, and by initiating and engaging in contextual
thinking, creative thinking, and critical reasoning through cultural, experiential, and inquiry processes. Health
education is taught and learned through an inquiry process that recognizes the knowledge that students
already possess, and teaches them to self-reflect and purposefully seek, evaluate, and use historical,
contemporary, and evolving information.
Developing Identity and Interdependence - This competency concerns the ability to act autonomously in an
interdependent world. It requires the learner to be aware of the natural environment, of social and cultural
norms and expectations, and of the possibilities for individual and group accomplishments. It assumes the
possession of a healthy self-concept and the ability to live in harmony with others and with the natural and
constructed worlds. Health education requires students to examine and demonstrate responsible and
respectful behaviours in a variety of contexts, to positively influence the factors that affect relationships, and
to develop a strong sense of identity in relation to their connection with others.
Developing Literacies - This competency concerns a variety of ways, including the use of technology, to
interpret the world and express understanding of it through words, numbers, images, sounds, and
movements in various situations. Multiple literacies involve a continuum of interrelated skills, strategies, and
knowledge that contribute to the development of an individual’s ability to participate in a variety of roles and
settings in the home, school, and community. Health education requires students to use different literacies
effectively and contextually as they represent ideas and health information in multiple, flexible ways, as they
identify and access supports to healthy living, and as they make healthy decisions and apply them in daily life.
Developing Social Responsibility - This competency concerns how people contribute to their physical, social,
and cultural environments. It requires the ability to participate with others in accomplishing shared or
common goals. Health education supports students in applying decisions for individual, family, community,
and environmental health and wellness. Students work toward common goals to improve the health of self,
others, and the environment.
Outcome(s):
USC9.2 - Analyze how the well-being of self, family, community, and the environment is enhanced by a
comprehensive, community approach to safety.
PGP Goals:
1.1 - the ability to maintain respectful, mutually supportive and equitable professional relationships with
learners, colleagues, families and communities
1.3 - a commitment to social justice and the capacity to nurture an inclusive and equitable environment for
the empowerment of all learners
2.4 - ability to use technologies readily, strategically and appropriately
2.6 - ability to strive for/pursue new knowledge
Stage 2- Assessment
Assessment FOR Learning (formative) Assess the students during the learning to help determine next steps.
I will gauge students’ understanding of the topic through questions and discussions in class.
Assessment OF Learning (summative) Assess the students after learning to evaluate what they have learned.
Students will hand in their worksheets. I will look over the answers to their questions to see if they
understood the topics we discussed in class. There will be no formal grade given for this lesson.
Stage 3- Learning Plan
Main Procedures/Strategies:
Go through powerpoint with students as they fill out worksheet. There will be discussions along the way.
- It’s Pink Shirt Day
- What does Pink Shirt Day represent?
- Anti-bullying or bullying awareness
- BT Vancouver: Pink Shirt Day Founder: Pink Shirt Day Founder
o https://www.youtube.com/watch?v=WY8wanOHnQg
o 5 minutes
- This day of awareness started in Nova Scotia. Two high school boys decided to take a stand against
bullying when they saw a grade 9 boy being bullied for wearing a pink shirt. They went to a discount
store and bought tank tops, messaged their classmates about what went on, hauled the shirts to
school the next day, and distributed them throughout their school. They stood together against
bullying.
- This year, Pink Shirt Day’s main theme is cyberbullying, which is the fastest growing form of bullying.
It encourages others to combat cyberbullying by thinking twice before posting something negative,
and instead using the internet to spread kindness.
- My personal experience with bullying
o Thunder thighs and tree trunk legs
o Frizzy hair
o Gap tooth
o Excluded from groups
o Wore hand-me-downs
o Boy clothes
- We are going to focus on bullying today because it is the most prevalent in schools.
- What does the word bullying mean to you? – Give 2 minutes to write - Brainstorm ideas
o Unwelcome or aggressive behaviour that is intentional and involves an imbalance of power or
strength
o Often based on another person’s appearance, culture, race, religion, ethnicity, sexual
orientation or gender identity
o Typically repeated over time
o A person who is being bullied has a hard time defending themselves
- There are 4 types of bullying. Does anyone know the other 3 (other than cyberbullying)?
o Physical – hitting or punching
o Verbal – teasing or name calling
o Social/emotional – intimidation using gestures or social exclusion
o Cyber – sending insulting messages online
- Okay I’m going to throw a bunch of statistics at you – 4 slides
o Don’t need to know the statistics, just listen
o I want you to write down something that shocked you the most and tell me why it shocked
you
- Bullying PSA
https://www.youtube.com/watch?v=Zw9QQkS2SrM (3 min)
https://www.youtube.com/watch?v=0LCI7EOttM0 (3 min)
- Effects of bullying:
o Can interfere with student’s engagement and learning in school
o More likely to be depressed, lonely, anxious, have low self-esteem, feel unwell, and think
about suicide
o May fear going to school, using the bathroom, or riding the bus
o Creates a climate of fear and disrespect in school and has a negative impact on learning
- What can you do?
o Any form of bullying must be taken seriously
o Tell an adult you trust – your parents, teacher, principal, police officer, etc.
o Try to remember specifics – who was involved, what happened, and when and where did it
happen?
o Don’t be a bystander – bullies often look for attention and by standing around, it only
encourages their behaviour
o Don’t visit websites that target or hurt others
o Don’t forward cruel emails, texts, messages, photos, etc. that you receive from others
o Keep messages, photos, texts, or emails that you receive and show them to an adult to use as
evidence
o Be assertive, not aggressive. Insults and fighting could make a situation worse.
Assertive people state their opinions, while still being respectful to others.
Aggressive people attack or ignore others’ opinions in favour of their own.
o Only if you feel comfortable and others are around, let the bully know that what they are
doing is not okay
o Try to get the victim away from the situation without putting yourself in harm’s way
o Get help from an adult
o Know you are not alone and there are people out there that want to help
o Be nice to others! Kindness can go a long way
- School are supposed to be a safe place to learn and interact with peers, but bullying can make it
unsafe for some students. There may also be other reasons why you do not feel safe.
- When bullying in a school continuously occurs, the environment can be affected
o Mount Royal offers some programs and services that promote inclusivity and respectful
behaviour, create a safe community, and can be supportive:
o What groups can you think of?
Human Rights Club
GSA – Gay Straight Alliance
SAPS – School Age Parent Group
School Resource Officer Program
School Nurse
*RAP – Restorative Action Program (Student Services – talk to Ms. Mitchell)
Your student handbook has all the information you need
Can you think of any others?
o It also has some rules and guidelines in place that are there to create a safe and welcoming
community
Treat others with courtesy, respect, tolerance, and a sense of caring
Any form of violence or harassment towards others is not tolerate at Mount Royal to
create a safe environment for all
Closing of lesson:
Ask if they have any questions and have a discussion. Have them hand in their worksheets.
Personal Reflection:
I put a lot of work into this lesson because I started it completely from scratch. My teacher loved the videos I
chose and said my lesson went very smoothly. The students were involved with great discussion. I was very
nervous about this lesson because it was the first formal lesson I taught outside of the gymnasium. I had a fellow
student teacher take a video of me and I looked at it to see what I could improve on. I need to focus on what I
do with my hands because I tend to fidget with things such as my hair or necklace.
M. Wilkinson ’16 *Adapted from Understanding by Design (McTighe and Wiggins, 1998)
Health Education 9 – Week 1 Name: __________________
USC9.2 - Analyze how the well-being of self, family, community, and the environment is enhanced by a
3. Pink Shirt Day 2018 encourages others to __________ cyberbullying by thinking twice before posting
4. Write down some ideas of what the word bullying means to you.
5. Bullying is:
_________ or ___________.
6. Categories of bullying:
9. Bullying is the greatest between grades 7-9. Brainstorm 2 ideas of why you think this is.
10. Males reported higher incidents of bullying in general, however females reported higher incidents of
______________________.
More likely to be depressed, _________, anxious, have low _________________, feel unwell,
May fear going to __________, using the ______________, or riding the ______.
Creates a ___________ of fear and disrespect in school and has a _____________ impact on
learning.
Try to remember specifics – who was involved, what happened, and when and where did it
happen?
Don’t be a _______________ – bullies often look for attention and by standing around, it only
Don’t _____________ cruel emails, texts, messages, photos, etc. that you receive from others.
__________ messages, photos, texts, or emails that you receive and show them to an adult to use
as evidence.
Be _____________, not _______________. Insults and fighting could make a situation worse.
Only if you feel comfortable and others are around, let the bully know that what they are doing is
not okay.
Try to get the victim away from the situation without putting yourself in harm’s way.
Know you are not alone and there are people out there that want to help
13. SAFE:
S – __________________________
A – __________________________
F – __________________________
E – __________________________
14. Schools are supposed to be a safe place to learn and interact with peers, but bullying can make it unsafe
for some students. There may also be other reasons why you do not feel safe. When bullying in a school
15. Mount Royal offers some programs and services that promote inclusivity and respectful behaviour, create
a safe community, and can be supportive:
16. It also has some rules and guidelines in place that are there to create a safe and welcoming community.
Any form of violence or ____________________ towards others is not tolerated at Mount Royal
Emergency 911
http://www.stopabully.ca/