Title of lesson:  

In my head...

Introduction:

A major aspect of a successful person is their mental health. Mental health is often times stigmatize and viewed very negatively, which often leads to those that need help not seeking help because of the connotations.

**Please not, this is a serious and somber lesson. Students will be challenged to really learn and construct a deep connection to the importance of mental health. A parent letter should be sent home both before and after this visit to provide parents with an equal opportunity to learn from this lesson.**

Objective(s):

Students will be able to define Mental Health in their own terms and will be able to express why it is an important aspect to attend to for their overall health.

Learning Standards:

CCSS.ELA-LITERACY.WHST.6-8.1 Write arguments focused on discipline-specific content.

CCSS.ELA-LITERACY.WHST.6-8.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

CCSS.ELA-LITERACY.WHST.6-8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCSS.ELA-LITERACY.WHST.6-8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

CCSS.ELA-LITERACY.WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

CCSS.ELA-LITERACY.WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.

CCSS.ELA-LITERACY.WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research.

CCSS.ELA-LITERACY.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics, texts, and issues, building on others' ideas and expressing their own clearly.

Keywords/Related Links:

Mental Health

Materials:

Field Journal

Pen/Pencil

Markers

Silence

Index Cards

Clear Packing Tape

Instruction/Procedure:

1.Before students arrive at the STREAM center, place 10-12 thought-provoking questions, statements/quotes, facts/figures/data, and images along the nature path at LHI.

a.Some words/definitions: dictionary definitions of crazy, mental health, help, health, advocate. Do students agree or disagree with these? How would they change them?

b.Facts/Figures: # of teens who have gotten mental health assistance, average number of teens that suffer from depression/anxiety/self esteem issues, # of students seeking treatment, # of students who have a self-harming behavior. How do these numbers make you feel? Do you know someone who is struggling with their mental health? How do you think mental health ties into body image? How could mental health of teens affect their relationships?

c.Quotes: Various authors or scientists or common statements made by students who’ve attended LHI. What does our society think about mental health? Has your view/opinion changed at all since starting this lesson?

500. d.Images: Cartoons, drawings, paintings that elude to the topic of mental health. Make sure to include some cartoons from the New Yorker and other saterical sources.
     

2. When students arrive at stream center divide groups into of no more than 4 per group. Have them as individuals brainstorm and define mental health. Once everyone has some idea, have the group share and construct a group definition.

3. As groups finish, have them silently walk through the nature trail. Stagger groups so that each group is able to spend 5min. per station and reflect and answer each card in their journals. This should be done individually and SILENTLY!!!

4. Once all groups have walked the path, allow for groups to meet together to talk about the cards they were moved by the most. *Teachers make sure to keep the learning space safe and conflict free. Students should never be forced to share or ridiculed for their thoughts. This conversation is often times very personal and needs to be handled delicately.

5. Provide students with a fresh sheet of paper. Ask them to make a comic strip about an aspect of mental health they found interesting. There needs to be a minimum of four pictures and no box should ever be completely full of text/words/conversations. Allow for students to re-visit the trail and work outside if they’d prefer. If there is time, have students who wish to share their cartoon with the class.

Extensions:

*Repousse the most popular comic and display it on the Pon la Mesa structure

*Hold a “healing circle” to dispel misconceptions on community mental health

*Research indigenous/historic beliefs on mental health and give a presentation on findings and what has or has not changed.