Category Archives: Teaching Resources

07/25/18

Sensory Grounding Free-Write

Sensory Grounding Activity.pdf

Description of the Resource:

This handout includes instructions for a sensory grounding activity and space for the student to free-write about their experience. The sensory grounding exercise is best to be done in a natural space. Students sit by themselves out of sight from other students and are mindful of their 5 sense. Students must merely be mindful of what they hear, smell, feel, see and taste. After at least ten to 20 minutes or when the student hears the teachers signal, students begin writing about their sensory experience and how it affected them or their experience, view or understanding of the place. This activity can be used to teach students grounding techniques and mindfulness skills that they can use when they find themselves overwhelmed or anxious. It also gets students outside in nature and away from technology which is good for their mental health.

Ideal Use of the Resource:

This handout and activity work as best as part of a grade 10, 11 or 12 Outdoor Ed unit or class. It connects to the following Big Idea “Spending time outdoors allows us to develop an understanding of the natural environment and ourselves.” It could be done as a “solo time” on a camping trip or during a regular class period if a natural space is available on campus or nearby.

Considerations:

This activity requires a natural space nearby the school or a planned field trip. It should only be done with mature students who can be trusted to engage in the activity and with limited supervision, as not every student will be in the teacher’s sight lines at all time. Students must be responsible enough not to wander off or distract each other. This activity also works best if the teacher takes away the students phones and devices. Requires a lockbox or safe place to keep student devices.

Time: 20 to 60 minutes depending on the maturity of the students. It can be repeated multiple times over the semester with each session increasing in length to grow the students capacity for mindfulness or appreciation of “screen-free” time.

Acknowledgement:

This handout and activity were adapted from an exercise lead by Nick Townley and Kate Inch as part of  UBC EDCP 323 Outdoor Environmental Education at Deas Island Park on October 8th, 2017.

07/25/18

Mental Health Habits

Mental Health Habits Worksheet.pdf

Description of the resource:

This worksheet explores the PHE 10 Big Idea “The decisions we make involving physical activity, healthy eating, sleep routines and technology use have potential short-term and long-term consequences for our mental health.” It has four sections, each relating to one topic (Exercise, Nutrition, Sleep & Technology Use). It leaves note-taking space in each section for students to write notes on the effects of the topic on mental health, as well as the recommendations or healthy habits related to the topic. The worksheet includes three discussion questions.

Ideal Use of the Resource:

This worksheet is ideal for a PHE 10 class. It could be done as a one-off lesson or use as an introduction or to a mental health unit. It could be used as a note-taking sheet for a teacher-led presentation on the topics. Or students could take the worksheet home, research the topics and fill it out as homework. If students are not accustomed to PHE homework, time could be given in-class for students to work in small groups to research one of the four sections and then present the information to the rest of the class. The questions can be used as a summative activity for students reflect on the information they have learned and how it relates to them by assessing their own mental health habits. The students could discuss the discussion in pairs as they walk the track (i.e. A Walk & Talk). Alternatively, the questions could be used as prompts for a journaling assignment

Considerations:

In order to use this worksheet effectively, you as the teacher must provide the students with supplementary information, ideally with visual aids. You could present the information for the students to write on the worksheet using a power point or related videos. If the students are researching the information, the teacher must provide them with recommended resources or credible website in which they can find the information. ELL students and students with learning differences might struggle to write notes on the worksheet without a PowerPoint presentation or visual aid from which to copy the information. If the content is simply dictated by the teacher or a student presenter, they will need to speak very slowly and repeat themselves.

If done during a class period, the teacher will also need to secure a classroom space as writing while sitting on the gym floor or a bench is uncomfortable. This may cause your students to become distracted and irritable or need more time. 

Time:   approximately 60 minutes or possibly longer to do the worksheet and Walk & Talk questions, especially if students are researching the sections in small groups and presenting.