Mental Health Unit

by: Taylor Weaver, Marie Regala, Peggy Leisz, &

Maizey Mantsch
th
This unit is intended to be implemented in a 5 grade
classroom during the second semester as students begin
to think about the daunting transition into middle school.
This is a very important time in a childs life, as well as a
time when many mental health issues present or
manifest themselves for the first time.

Unit Outline
I. Monday: Self-Esteem
A. Students learn about what self-esteem is and what it is that makes
them special.
B. The Sneetches by Dr. Seuss
C. Interactive Activity

II. Tuesday: Depression and Anxiety

A. Students learn how to access valid information, products, and
services to enhance their mental health.
B. Testing Miss Malarkey by Judy Fincher
C. Discussion and Reflection

III. Wednesday: Eating Disorders

A. Students identify healthy and unhealthy eating habits.
B. Identify ways culture affects image
C. Goal Writing

IV. Thursday: Coping Mechanisms

A. Learn about positive and negative coping skills
B. Class Discussion
C. Sticky Situations response sheet

V. Friday: Mental Health Panel

A. Write mental health related questions

B. Meet with a panel of mental health professionals

C. Written comprehensive reflection on unit

Monday: Self-esteem (Marie)

Lesson Title: I Am
Grade Level: 5
Objective: Students will reflect on what makes them so very special.

Materials:
The Sneetches by Dr. Seuss
Envelopes
Colored paper cut into small stars
Plain Paper
Coloring utensils
Procedure:
Read the book The Sneetches by Dr. Seuss
After reading discuss:
Why the star-bellied sneetches believed they were better
How did their actions change throughout the story
Everyone is special
Just like we just discussed, everyone is special in their own way. Today we are
going to reflect on all of the things that make each and every one of us in here
special. To begin I would like you to spend 3 minutes writing down all the different
things that make you spectacular. Your pencil cannot leave the paper the whole 3
minutes. Ready?
Students write down traits
Now even though I gave you all 3 minutes I bet there are still some things you
left out that you dont even know about. So now we are going to help each other
out. On each of your desk is an envelope. Please write your name nice and big on
this envelope.
Students use color utensils to write down their name.
Wow all your envelopes look fantastic! Now in the middle of your desks are
colored blank stars. We are going to take some time to walk around to every single
persons envelope and take one of those paper stars and right one thing about that
person that we think makes them amazing. Make sure to be specific so that person
knows exactly what you are talking about.
Play music
Students walk around writing stars for everyone
Once everyone is finished students return to their desks and look through their
envelopes

 Did you miss things? Were other people able to point different things out about
you? What were they?
Why do we think we are not able to see those things in ourselves? If others are
seeing these things why arent we? Discuss of media and self expectations
Let students reflect
Students create an I am poem
Students write down all the different traits and things they wrote down and others
talked about on to the plain piece of paper in the outline of the letter I
Using coloring utensils
Back these poems on colored paper and display in the classroom as a constant
reminder of how amazing every single student is.
Assessment:
Teacher checklist

Met

Student wrote for 3 minutes

Student wrote down traits for other students
Student created a I am poem

Tuesday: Depression and Anxiety (Maizey)

Lesson Title: Anxiety Relief
Grade Level: 5
Health Standards:
Standard 3: Students will demonstrate the ability to access valid information,
products, and services to enhance health.
Objective: Students will understand different types of depression and anxiety
Students will be able to differentiate between stress and anxiety
Students will be able to communicate with their peers about personal issues
Materials:
Testing Miss Malarkey by Judy Finchler
Blue Painters Tape
Procedure:
- Read Testing Miss Malarkey by Judy Finchler
- After reading have whole group discussion:

o What was happening to Miss Malarkey?

o Have any of you ever been stressed?
o Does anyone know the difference between stress and anxiety?
o This can sometimes lead to anxiety.
o How did Miss Malarkey cope with this problem?
o What can we learn from this?
- As we talked about Miss Malarkey having anxiety we need to understand how
stress and anxiety are related. As a class we seemed to be familiar with stress.
Stress is defined as a state of mental tension and worry caused by problems in your
life, work, etc. Going back to Miss Malarkeys situation she became stressed
because of the test that she and the school was unaware of.
- Anxiety is defined as a feeling of worry, nervousness, or unease, typically about
an imminent event or something with an uncertain outcome.
- An example of stress for an individual could be taking a test and anxiety could
be presenting a project in front of the class.
- Discuss at your table groups about situations people get stressed about and
situations people have anxiety about.
- Lets come back together and tell us what you guys talked about at your table
groups?
- Reflect on what they said and compare how certain situations could be under
both categories due to the persons fears.

There are four types of anxiety disorders. They are panic disorder, social anxiety
disorder, specific phobias, and generalized anxiety disorder. The definitions of these
types are:

Panic disorder: People with this condition have feelings of terror that strike

suddenly and repeatedly with no warning. Other symptoms of a panic attack include
sweating, chest pain, palpitations (unusually strong or irregular heartbeats), and a
feeling of choking, which may make the person feel like he or she is having a heart
attack or "going crazy."

Social anxiety disorder: Also called social phobia, social anxiety disorder involves

overwhelming worry and self-consciousness about everyday social situations. The

worry often centers on a fear of being judged by others, or behaving in a way that
might cause embarrassment or lead to ridicule.

Specific phobias: A specific phobia is an intense fear of a specific object or

situation, such as snakes, heights, or flying. The level of fear is usually inappropriate
to the situation and may cause the person to avoid common, everyday situations.

Generalized anxiety disorder: This disorder involves excessive, unrealistic worry

and tension, even if there is little or nothing to provoke the anxiety.

- Tell students you will be handing out this information in a combined document
with all of the information discussed today.
- Have an open discussion with the class.
o What are some examples of phobias?
o What questions do you have about these types?
- It is not uncommon for a person with an anxiety disorder to also suffer from
depression or vice versa. About of those diagnosed with depression are
diagnosed with an anxiety disorder we just discussed. They are both treatable,
separately and together but need to be taken seriously.
- Write on the board the definition of depression
- Depression is a condition in which a person feels discouraged, sad, hopeless,
unmotivated, or disinterested in life in general. When these feelings last for more
than two weeks and when the feelings interfere with daily activities (such as taking
care of family, spending time with friends, or going to work or school), it's likely a
major depressive episode.
Major depression is a treatable illness that affects the way a person thinks,
feels, behaves, and functions. When these feelings last for a short period of time, it
may be a case of "the blues.
- There are 3 types of depression Major depression, Persistent depressive
disorder, and bipolar disorder.
- Hand out the definitions of these in a handout with the anxiety information as
well.
- Students we are going to do an activity that is going to ask you personal
questions about yourself. We need to be respectful of our classmates and not
repeat this information outside of the class. If you decide that the activity is not for
you, I think you are all old enough for me to trust that you will walk back to your
seats quietly.
- Have students stand and separate desks if necessary.
- Place tape to split the room into two sides. Have students stand on one side of
the tape.
- I am going to read off statements and if the statement is relevant or relates to
you cross over the tape.
o Anyone who is in the 5th grade cross the line
o Anyone who enjoys going to the movies
o Anyone whose favorite season is fall
o Anyone who has flown on a plane
o Anyone who has visited another country
o Anyone who has never left the state
o Anyone who enjoys coming to school
o Anyone whose favorite subject is math
o Anyone who is a part of a sport

o Anyone who is the oldest in the family

o Anyone who is the youngest
o Anyone who is an only child
o Anyone who does not feel safe on a plane
o Anyone who gets stressed
o Anyone who gets anxiety
o Anyone who sometimes feels lonely
o Anyone who has felt discriminated against
o Anyone who knows someone who has cancer
- Have an open discussion after students are back at their desks
o How did that activity make you feel?
o How did you feel if you there were only a few of you across the line
o Did others movements influence you at all? How?
o How can we make our classroom more welcoming?
o Have students write a one page reflection of what they learned from this activity
and how they felt about the Cross the Line activity.
The prompt is How did this activity make you feel and what information will you
take away from this activity?
Understand that we share some similarities and you are never alone if you need
help with these issues that impact our daily lives. Important to refer back to
handout.
o Pass out the handout with information and contacts if needing more information
as well as references to contact.
o Inform students this lesson was a brief overview and provide contacts of 24-7
hotlines
-Include the contact for the school counselor
- Include local contacts and references they could use
Assessment:
Informal assessment

Completed

Student wrote a reflection

Reflection was one page
Student answered the prompt

Resources:
- http://www.webmd.com/anxiety-panic/guide/mental-health-anxiety-disorders?
page=2
- http://www.adaa.org/understanding-anxiety/depression
- Finchler, Judy, and Kevin O'Malley. Testing Miss Malarkey. New York: Walker,
2000.

http://www.cdc.gov/Healthyyouth/SHER/standards/index.htm

Wednesday: Eating Disorders (Peggy)

Lesson Title: Influences on Healthy Eating Habits
Grade Level: 5
Health Standards:
2.5.1 Describe how family influences personal health practices and behaviors
2.5.3 Identify how peers can influence healthy and unhealthy behaviors
2.5.5 Explain how media influences thoughts, feelings, and health behaviors
6.2.1 Identify a short-term personal health goal and take action toward achieving
that goal
Objectives:
-Students will identify between healthy and unhealthy eating habits (anorexia and
bulimia).
-Students will identify the ways in which our culture affects image.
-Students will write goals for themselves in terms of creating a new healthy eating
habit.
Materials:
Open space in the room to sit in a circle while discussing.
Magazines, computers, scissors, glue sticks, construction paper.

1.
a.
2.
a.
3.
a.
b.
4.
a.
b.
c.
5.
a.
b.
6.

Procedure:
Discussion about healthy eating habits.
What are some examples that you know of? What are some examples you do in
your everyday life?
Discussion about unhealthy eating habits.
What are some examples that you know of? What are the effects of these unhealthy
habits?
Introduce eating disorders as types of unhealthy eating habits.
Anorexia is caused by self-starvation and rapid weight loss.
Bulimia is caused by eating a lot of food and then throwing it up.
Talk about demographics of eating disorders.
Peak ages are 14 and 18.
At least 10 million females have eating disorders.
Bulimia is more common but anorexia has higher mortality rate.
Brainstorm ideas about effects of eating disorders as a group.
physical effects?
mental/emotional effects?
Talk about possible causes of eating disorders with shoulder partners.

a. Come back as a group and ask them to share ideas.

b. Ask them about how their peers may affect eating habits, how the media may affect
eating habits, and how their family may affect eating habits?
c. Are these influences good or bad?
7. Activity:
a. Have students look through magazines/photos online and find examples of people in
the media who either exemplify good/positive self-image or healthy eating habits.
b. Once they have cut out pictures, they are to glue them onto a piece of construction
paper. On the piece of paper they are to write down one goal as well. This goal must
be related to making a healthy change in eating habits.
c. Students are to bring their finished products to me to check off for completion. I will
not grade them on the specifics of their goal or the pictures they cut out. As long as
they completed the activity, they will receive credit.
Assessment:
Teacher Checklist

Completed

Student participated in group discussion

Student was actively engaged in activity
Student completed activity and wrote down a goal
Resources:
http://www.columbia.edu/itc/hs/medical/residency/peds/new_compeds_site/
pdfs_new/school_based_health/Eating_Disorders.pdf
https://www.dosomething.org/facts/11-facts-about-teens-and-self-esteem
http://www.simplypsychology.org/self-esteem.html

Thursday: Coping Mechanisms (Taylor)

Lesson Title: How To Deal With Life
Grade Level: 5
Health Standards:
2.5.1 Describe how family influences personal health practices and behaviors
2.5.3 Identify how peers can influence healthy and unhealthy behaviors
Objective: Students will demonstrate knowledge of positive and negative coping
skills by writing responses to realistic situations.

Materials:
Whiteboard
Dry erase marker
Access to Power Point (or other presentation application)
Method of projecting presentation (screen or projector)
Situation Response sheets (one per student)
Paper
Pens/Pencils

A.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
B.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.

Procedure:
The teacher will ask the students what things currently make them feel upset,
nervous, or stressed and what things they are worried about moving into middle
school.
Students will respond and the teacher will compile a class list of stressors on the
whiteboard.
Teacher will ask students what they usually do when they feel stress or experience
anxiety or depression (refer to Tuesday lesson).
Students will discuss in partners or small groups and then share out in large group.
Teacher will tell students that coping mechanisms are the way we deal with the
world around us and the things that upset us or make us feel stressed or anxious.
There are both positive and negative coping mechanisms.
Teacher will give a short presentation of positive and negative coping mechanisms.
Negative Coping Mechanisms
Drugs: prescription or street drugs, alcohol, or tobacco
Eating: binging, purging, starving, using food for consolation
Denial: lie or ignore the problem
Withdrawal: avoid the situation, keep to yourself
Revenge: getting even, sarcasm
Worrying: imagining all the worst scenarios
Spending: buying on impulse, spending a lot of time and/or money shopping
Stubbornness: demanding your way, refusing to be wrong
Tantrums: yell, swear, mope, pout
Fault finding: judgemental attitude, criticizing, complaining
Passivity: procrastination
Positive Coping Mechanisms
Hobbies
Work: tackle new projects, keep busy
Expression: share your feelings, possibly use a creative outlet
Assertiveness: state your needs and wants, say no respectfully
Networking: make friends, use community or school resources to meet new people
Goal Setting: set clear goals, plan for the future
Time Management: set priorities, balance work and play
Reframing: look for the good in bad situations
Exercise
Self-Care: shower, rest, eat healthy
Relaxation: tense and relax each muscle, breathe deeply, take a warm bath
Faith: find purpose and meaning in life, pray, meditate quietly

1.

2.
3.
4.
5.

6.

7.

Students will be given a worksheet with a list of situations. Students must state
how they would deal with each situation.
Sticky Situations
It is Friday and you have homework for every single class to do over the weekend.
You have a soccer game on Saturday and you are supposed to go to your friends
house on Sunday afternoon. You feel stressed and you dont know where to start.
What do you do?
A new friend invites you over on a Friday night. The friends parents are supposed
to be home, but they go out to dinner for a while, leaving you alone with your friend
and a pizza. The friend pulls a couple of beers out of the fridge: one for them and
one for you. You dont want to offend your friend, but you dont want to drink.
What do you do?
You find yourself feeling overwhelmed by everything you have going on. You have
activities every day after school and homework every night. Your friends have been
hounding you to hang out more often. You feel out of control. What do you do?
You have been feeling very down in the dumps lately. You got a bad grade on a test
and you havent been getting along very well with your parents or friends. What do
you do?
You are overwhelmed by your new school. None of your elementary school friends
are in your class and you are feeling very shy and lonely. What do you do?
Assessment: Teacher will conference individually with each student to discuss how
they currently deal with their problems and how they plan to deal with their
problems in the future.

Friday: Panel of Health Professionals (Taylor)

Lesson Title: Mental Health Recap With Professionals
Grade Level: 5
Health Standards:
*See standards for all above lessons as this is a comprehensive recap of the entire
unit.

Objective: Students will recap what they have learned during the week and have a
chance to ask mental-health related questions of professionals.

1.

2.
3.
4.
5.

6.

7.

Materials:
Chairs for panel
Paper
Pencils
Procedure:
Begin preparation well in advance, enlisting a variety of mental health professionals
to come to your classroom and speak to your students. (Ideas for panel members:
School Counselor, Middle School Counselor, Family Counselor, Psychologist,
Counselor Specializing in Eating Disorders, etc.)
Prepare students ahead of time by telling them who will be coming to the classroom
and discussing appropriate behavior for the panel discussion.
Have students brainstorm and write at least three questions on a note card they
would each like to ask a member of the panel.
Collect note cards and hand them back on the day of the lesson (to be sure every
student remembers their question).
Have each panel member introduce themselves, tell what their role in the mental
health field is and explain a little about their work. Ask each panel member to tell
some personal detail to build rapport with students.
Allow students to ask questions of panel members. Give time warnings toward the
end of the session, giving a limit for questions at an appropriate time (ex. only three
more questions).
After panel members depart, lead a class discussion about the session, what they
learned during the unit, and what they found most helpful for transitioning to middle
school.
Assessment: Each student will write a reflection about what they learned or
discovered during the week. They will also write about how they will deal with the
issues of moving to a new school and any other stumbling blocks they may
encounter in the future.