Grade 4 Sample Lesson: Building Strong and Healthy Minds

Considerations for Lesson Planning

Location: Classroom

Strand: Healthy Living

Topic: Mental Health Literacy

Students:

  • A student with generalized anxiety disorder (GAD) who experiences challenges with confidence, self-consciousness, and motivation to participate
    • Consideration: Incorporate strategies to support the emotional well-being and participation for the student with GAD.
  • A student with attention deficit hyperactivity disorder (ADHD) who struggles with focus and transitions
    • Consideration: Ensure that the student with ADHD can effectively participate in all activities.
  • Students from low-income families and low socioeconomic status, experiencing food and housing insecurity
    • Consideration: Incorporate strategies to support the accessibility and participation of students from low-income families and low socioeconomic status.
  • Students from African, Caribbean, and Indigenous backgrounds
    • Consideration: Incorporate strategies to support the inclusion and cultural well-being of students who identify as African, Caribbean, and Indigenous

Supports: None

Lesson: Building Strong and Healthy Minds

Lesson Overview

Students learn about, reflect on, and practise wellness strategies through engagement in activity stations and large and small group discussions.

Overall and Specific Expectations

D2: D2.5

Learning Goals

  • We are learning to identify everyday choices that can improve our mental health.
  • We are learning to use strategies like self-check-ins, mindfulness, and physical activity to support our well-being.
  • We are learning to recognize how connecting with others and giving back to our community can positively impact our mental health.

Materials

  • Access to writing tools (for example, journal, blank paper, pencils, crayons) for students to create their Support Network chart

Assessment for Learning

Use the Teacher Resource: Recordable Assessment Tool (Checkbric) to observe and record student conversations to assess students’ understanding of daily choices that impact their mental health and strategies they can use to support their personal well-being.

Minds On

Share the learning goals with the class and co-construct success criteria with students. Consider posting the success criteria in the learning space for reference throughout the lesson.

Sticky Note Stack Up

Show an image of a backpack and ask students, “If mental health was a backpack, what are some things we carry inside it every day?”

Provide each student with sticky notes and ask them to write or draw one idea per sticky note about what they "carry" in their mental health backpack (for example, emotions, thoughts, stress, happiness).

In table groups, have students pile up their sticky notes in the centre of their table. Instruct groups to sort and organize their sticky notes into categories or patterns they notice. Have each group stick their organized sticky notes on a large class chart labelled “What’s in Our Mental Health Backpack?”

As a class, review the responses and discuss noticeable patterns (for example, common emotions, thoughts, stressors) and strategies they might use to help their mental health backpack feel lighter (for example, talking to someone, getting outside, taking deep breaths).

Highlight that everyone carries different things in their mental health backpack, and we can support ourselves and others by using helpful strategies.

Action

Mindfulness and Breathing Strategies

Use the breathing exercise posters from School Mental Health Ontario to have students learn the following breathing exercises to help manage emotions and support their mental well-being. 

  • Belly Breathing
    • Place one hand on your stomach and one on your chest.
    • Inhale deeply through the nose, feeling your stomach expand like a balloon.
    • Exhale slowly through the mouth, feeling your stomach deflate.
    • Repeat a few times, focusing on slow, controlled breaths.
  • Hand-Tracing Breathing
    • Hold out one hand with fingers spread apart.
    • Use the index finger of the other hand to trace up the thumb while inhaling.
    • Trace down the other side while exhaling.
    • Continue this pattern for each finger, moving slowly and focusing on breath.
    • Note: In this breathing activity, students may use a star to represent the five points instead of their fingers.
  • Flower Breathing
    • Imagine holding a flower in one hand.
    • Take a deep breath in through the nose as if smelling the flower’s scent.
    • Slowly exhale through the mouth, like gently blowing the petals.
    • Repeat a few times, keeping the breathing slow and calm.

After practising each of the breathing techniques, use the following teacher prompts to have students reflect on which breathing strategy felt most helpful and when they might use it in their daily lives. 

Teacher Prompt: “Which breathing strategy felt the most helpful for you, and why?”

Student responses may include:

  • "Flower breathing was my favourite because imagining a flower made me feel happy."
  • "Hand-tracing breathing worked best for me since I could focus on moving my fingers while I breathed."
  • "I found belly breathing the most helpful because I could really feel my breath slow down."

Teacher Prompt: “When might you use one of these breathing techniques in your daily life to help manage stress or emotions?”

Student responses may include:

  • "I would use belly breathing before a test to help calm my nerves."
  • "I could try flower breathing when I feel frustrated with my homework."
  • "If I get upset during recess, I can use hand-tracing breathing to help me feel better."

Explain to students that they may practise these breathing techniques any time throughout the remainder of the lesson to cope with their emotions.

Stations – Exploring Mental Health Strategies

Organize students into small, mixed-ability groups to encourage collaboration and peer support. Explain to students that they will be rotating through three interactive stations, each focusing on a different strategy to support mental health. Use a visual timer to assist students in keeping track of time at each station to support transitions (approximately five to seven minutes per station). Have groups rotate through the three stations. Encourage students to practise their mindful breathing techniques and remain active as they rotate through the stations (for example, stand, stretch, engage in one of the fitness activities they learn at Station 1).  

Station 1: Fitness Activities
Have students engage in a quick movement break, choosing exercises from the 50 Fitness Activity GIFs. Pre-select the movements based on the needs and preferences of the students, providing both standing and seated options to ensure accessibility and comfort for all.

Station 2: Connecting with Others
Have students work individually or with other group members to create a Support Network chart. Have students identify and write or draw a list of trusted people in their lives (for example, family, friends, teachers, coaches) on the chart. They can also include symbols or words that represent how these people support them. After creating their lists, students can share their responses with other members of their group to see the variety of support networks people rely on. 

Station 3: Giving Back
Designate a space for a Kindness Wall. Have students generate ideas of ways to help others and write or draw their ideas on sticky notes. Have students place their ideas on the Kindness Wall. Ideas can include simple acts like offering a compliment, including someone in a game, helping a friend with a task, or writing a kind note.

After visiting all stations, use the following teacher prompts for students to reflect on how exercise helps improve mood and reduce stress, how having trusted connections helps support their mental well-being, and how acts of kindness can positively impact their mental health and relationships.

Teacher Prompt: “How did your body feel before and after moving? What changes did you notice?”

Student responses may include:

  • "Before moving, I felt tired, but after, I felt more awake and ready to focus."
  • "At first, my body felt stiff, but after moving, I felt more relaxed and less tense."
  • "I was feeling sluggish before, but after moving, I had more energy and felt refreshed."

Teacher Prompt: “How can movement help when you’re feeling stressed, tired, or overwhelmed?”

Student responses may include:

  • "Moving helps me let go of stress because it takes my mind off of negative thoughts and makes me feel better."
  • "When I’m feeling overwhelmed, stretching or walking helps me clear my mind."
  • "If I’m really tired, doing a little movement wakes me up and helps me concentrate."

Teacher Prompt: "What types of activities and/or wellness practices might you participate in with your family and community to support your well-being and the well-being as a community?"

Student responses may include:

  • "I spend time with my family, singing, dancing, and celebrating together. In our culture, community is very important. We share stories about our history so that we don’t forget where we come from.”
  • "I take part in smudging, listening to stories, and joining community events with my family. These traditions help me feel close to my ancestors and part of a strong, supportive community.”
  • “I spend time with my coach at the rec centre, where we practise different sports and exercises. It helps me stay active, have fun, and feel good about myself while also learning new skills.”

Teacher Prompt: “Who are some people you can talk to when you need support and how does it help you?”

Student responses may include:

  • "I can talk to my parents because they always listen and give me good advice."
  • "I can talk to an Elder in my community because they share wisdom, traditional teachings, and guidance that help me feel connected and supported."
  • "A teacher or school counsellor can help when I need support at school."

  • “I can talk to my therapist or counsellor. They help me work through my feelings, understand what I am going through, and teach me ways to handle difficult situations at home.”

Teacher Prompt: “How do small, everyday choices affect our mental health and well-being?”

Student responses may include:

  • "Even small things like drinking enough water, getting fresh air, or taking deep breaths can help me feel better throughout the day."
  • "If I take time to do things I enjoy, like drawing or listening to music, it helps me feel less stressed."
  • "When I make healthy choices, like getting enough sleep or talking about my feelings, I feel more in control and less overwhelmed."

  • “When I choose to do something kind, I feel more connected to others and less alone.”

Consolidation

Exit Ticket Reflection

Use an Exit Card (consult Teaching Strategy Descriptions) to have students draw or write about one mental health strategy they would like to use in their daily life (for example, deep breathing, talking to a friend, physical movement, a random act of kindness) and one act of kindness they can commit to this week (for example, spend time with an Elder, check in on a friend, help their sibling with homework, clean up their community). Students may choose a mental health strategy from the stations and an act of kindness from the Kindness Wall or come up with their own.

After completing their exit cards, encourage students to share their reflections in pairs, small groups, or with the class. 

Remind students that taking care of our mental health is just as important as everyday tasks like brushing our teeth or eating meals. 

Encourage them to regularly use the strategies they've learned to support their mental well-being.

CRRP Strategies Embedded in the Lesson 

Components of this lesson incorporate strategies to support the emotional well-being and participation for the student with GAD.

  • Calming techniques are incorporated like deep breathing (for example, belly breathing) to help students manage anxiety.
  • A quiet and safe learning space is created throughout the mindfulness activities to help students self-regulate without pressure.
  • Flexible participation options are provided, allowing students to engage at their own pace and choose how they respond.
  • Providing instructions at the beginning of the action section of the lesson and using a visual timer creates predictable routines and expectations to reduce uncertainty and stress.
  • Self-check-ins in manageable steps are encouraged, allowing students to choose simple strategies to cope with their emotions in the moment.

Components of this lesson are designed to ensure that the student with ADHD can effectively participate in all activities.

  • Movement breaks and hands-on activities are used to keep students engaged and help focus attention.
  • Flexible reflection methods are used, such as drawing or verbal expression, to support different processing styles.
  • Activities are structured to be short, interactive, and varied to minimize restlessness and maintain engagement.
  • Visual reminders or timers are offered to help with transitions and keep students on track.
  • Opportunities are provided for students to move around (for example, stretching, standing) during discussions to help maintain focus and energy. 

Components of this lesson incorporate strategies to support the accessibility and participation of students from low-income families and low socioeconomic status.

  • Mental health strategies that do not require financial resources are emphasized by focusing on accessible, practical methods like deep breathing, physical activity, kindness, and community support.
  • Cost-free wellness practices are highlighted, such as journaling, nature walks, mindfulness exercises, and spending quality time with others, underscoring their role in emotional well-being.
  • Focusing on adaptable well-being strategies that can be applied in various circumstances without additional financial burden respects the diverse living situations of students, recognizing that some may not have private spaces or stable access to healthy food.
  • An awareness of free community resources is promoted (for example, public libraries, local community centres, school support services) and how they can provide mental health support, physical activities, or mentorship, ensuring all students know where to seek help.

Components of this lesson incorporate strategies to support the inclusion and cultural well-being of students who identify as African, Caribbean, and Indigenous.

  • Students are encouraged to incorporate cultural or family-based wellness practices into their reflections, such as spiritual or community rituals, and traditional healing practices.
  • Cultural approaches to wellness are highlighted by discussing practices like smudging, singing, dancing, storytelling, and teachings from Elders, emphasizing their significance for emotional and mental well-being.
  • Community-based strategies are introduced, such as mutual aid, kinship networks, and the role of Elders in supporting mental health, reinforcing the importance of collective care and community support.
  • Discussions help students make connections to their identity, cultural pride, and the strength of cultural traditions, fostering and promoting mental health.