THE UNIVERSITY OF

WESTERN AUSTRALIA
School of Sport Science, Exercise &
Health

HEALTH EDUCATION LESSON PLAN

SCHOOL: DATE: 22/05/18 PRD: 1 TIME: Start 9:45

: Finish 10:45
CLASS: year 9 NUMBERS: 31 LESSON #: 1 of 1 : Duration 60 minute

UNIT: Health education MENTOR/SUPERVISOR:

Teaching content and learning focus: Students will begin the topic of mental health. It will be of major
focus to make them aware of mental health and encourage them to understand the meaning of mental health.
They will also begin to understand the meaning of stigma and how it effects mental health.

Student knowledge/skills assumed: Students will be aware of news through the media about mental health.
They may also know people with mental health problems and be aware of certain mental health foundations.

Lesson aims/objectives:
 Encourage students to recognise and understand what mental health is
 Encourage students to recognise that mental health can take many forms
 Show students that poor mental health=mental illness
 Demonstrate to students that stigma is a problem for people with mental health

Curriculum Activity format for students to display identified learning outcome/sub-strand Time
Focus
WAC Sub-strands: BHSA, CIHW, (activity title, described, teaching style, and role of the teacher/student)
CHAC AV
BHSA, CHAC Watch Youtube video on mental health that gives perspective on mental health and how stigma plays a significant role 15 min
BHSA, CHAC Allow students to work collaboratively to determine how mental health is different for everyone. They will do this 20 min
Through group work.
BHSA, CHAC What do we know about mental health? Students brainstorm what they know about stigma and mental health 10
min
BHSA, CHAC Powerpoint to consolidate information that students learnt 5 min

Personal teaching goals/behaviours: Resources needed & facility preparation:

UWA Health Education - Lesson Plan

  Be exciting and engaging  Butchers paper
 Aim to prevent any confusion occurring  Whiteboard and markers
 Make it fun and easy to learn  Internet connection and laptop with projector
 Make it relevant to the students  Cards that will be used when lining up
 Have good lesson flow 

Lesson differentiation: Catering for varied ability/ interest/ readiness levels.

Identify any class activities that allow students to access different content (what),
process/support (how) or evaluation (assessment of outcome performance).
Content- students will complete a significant amount of groupwork to keep them engaged and activated.
This means students can get peer support and extension where required along with teacher extension in
Class discussions and further questioning.

Process/Support- Teacher will be able to support through all of the group work by walking around and
Helping any students that require help in the activities. The teacher can provide extra reasources and ways
For explanation in this also.

Evaluation- diagnostically is will be checked that students understand what mental health means and
What it is and then how mental health can become bad- e.g. mental illness. Students will be assessed on
Outcome performance based on their questioning and their participation in activities.

Goals/objectives for the next lesson (Teacher/Student): Students will delve deeper into mental health by
viewing the video “Its kind of a funny story” and they will analyse this in relation to mental health and how it
could affect them.

TIME CONTENT/ACTIVITIES: Introduction, Focus Activities, Conclusion. ORGANISATION OPPORTUNITY

Include procedures, student activities, content summary, resource usage, Include groupings TO ACCESS
teaching instructions, and key discussion topics/questions. and methods to SUB-STRANDS
group, class
setting.
Introduction Access prior

UWA Health Education - Lesson Plan

 knowledge
 Welcome students and mention that we are addressing
5 min mental health in today’s lesson Sitting at
 Take the roll. their place.

15 Activity
min Students to watch the following Youtube video- Stop the
stigma video that goes for 3:20. Sitting in
https://www.youtube.com/watch?v=DWaOsPiv-gw their normal
places around
What is mental health? the classroom BHSA,
 Initiate class discussion by asking the question CHAC
 What are good things about mental health?
 What are bad things about mental health?
 Explain that it is like physical health and it can be
good physical health and bad physical health.

Activity
20 Students are handed out a piece of paper that has a certain trait
min to explain an individual on it.
Students can
 Students will be instructed that there is no right or
complete this
wrong with what they choose but they are to stand in a
along the
line or continuum from what they think is most
back wall of BHSA,
mentally unhealthy to most mentally healthy.
the room. CHAC
 Students will be given specific time to do so.
 The point will be that everyone is different, and
everyone’s mental health will be different also.
 Students will be asked why they stood in a specific
spot along the continuum and questioned by what they
think is healthy about it.
 It will then be made clear that someone that sounds
really healthy mentally may not be that healthy and
vice-versa, but you would never know.
 Explain that mental health takes many different forms
and it is hard to recognise people struggling with
mental health.
Provide students with websites that they can go to, to find out
more about mental health.
 Reach out- mental fitness At their
 Bite back- mental fitness desks.
 Black dog

Explain that mental illness is and use it in terms of mental

health. Mental illness is when someone has bad mental health.
Just like when someone has bad physical health they may get
ill. BHSA,
CHAC

UWA Health Education - Lesson Plan

10 Activity- Brainstorm
min  It will be explained to students that stigma is
associated with mental health and is one of the reasons
that people have difficulty in talking about mental
health and getting help they need. They will need to
refer to the video they watched when completing the
brainstorm.
 Students will have a number on the back of their piece In groups
of paper form when they ordered themselves in a around the
continuum. They will use that number to find someone room.
in the same group and then find a place around the
room. Students will be provided with butcher’s paper
to complete the brainstorm in a group.
 Students will write stigma into the middle of the sheet
of paper and they will be required to write down what
they think is stigma after we have watched the video
and looked at it.
 Following the brainstorm- teacher will complete a
whole class brainstorm on the board that will write
down one answer from each group into the brainstorm
to clarify what stigma is.
5 min Activity
 If there is time, teacher will consolidate knowledge
using powerpoint presentation that will cover what we
spoke about with the students earlier in the lesson.

Conclusion
5 min  Summarise the lesson content At their
desks.
 Ask if anyone has any questions
 Give students homework to complete in their
homework books page 75 worksheet 4.1 of their fit for
life book. Homework will be checked in the following
lesson.

Happy Exercise Teachers Modest

addiction pet

UWA Health Education - Lesson Plan

Depressed Low Actress
Sporty
achiever
Excited Workaholic Bi-polar Drug addict
Party go-er Class Anorexic Broken
clown family
Perfectionist Reserved Grumpy Overweight
High achiever Always in Annoying Nerd
trouble
Lonely Bully Low self Modest
esteem
Schizophrenic Bullied Arrogant Sporty

UWA Health Education - Lesson Plan