28 records – page 1 of 1.

2 recommendations  

iMinds

Resource Type
Activity
Assessment
Classroom printables
Lesson Plan
Unit Plan
Grade Level
4
5
6
7
8
9
10
Submitted By
Centre for Addictions Research of BC at UVic - one year ago
Description
Drugs touch virtually every aspect of human life.…
Resource Type
Activity
Assessment
Classroom printables
Lesson Plan
Unit Plan
Grade Level
4
5
6
7
8
9
10
Submitted By
Centre for Addictions Research of BC at UVic - one year ago
Description
Drugs touch virtually every aspect of human life. The opportunities for drug education are equally diverse. The "iMinds" resources, part of our Helping Schools program, provide drug-related elaborations (sample topics, modules, key questions) for various curricular areas. We encourage you to use and adapt these learning ideas to fit into your lesson planning and classroom situation.
Subject
Cross-Curricular
English Language Arts
Health and PE
Social Studies
Keywords
drug ed
health literacy
substance use
philosophical inquiries
mental health
health promotion
URLs
http://www.helpingschools.ca
Learning Standards
All of the various gr. 4-10 learning resources in our Helping Schools program align with the core competencies of various curricula including English Language Arts, Social Studies and PHE.
Duration
varies from 45 minutes to several lessons spanning six-unit modules
Language
English
Date Created
Jan 22, 2016
1 recommendation  

iMinds - The Ups and Downs of Stress

Resource Type
Activity
Classroom printables
Lesson Plan
Grade Level
8
9
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
All of us experience stress and, while it’s not a…
Resource Type
Activity
Classroom printables
Lesson Plan
Grade Level
8
9
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
All of us experience stress and, while it’s not always a bad thing (e.g., starting a new school year, preparing for a trip or a performance), it is important to learn how to manage stress in a healthy way. Drinking alcohol or using other drugs may provide us with temporary relief from stress. But using substances too often as a coping strategy may lead to significant harm. This learning activity uses a few helpful stimuli (e.g., short videos, handout) to engage learners in reflection and dialogue related to stress management - and also helps young people understand the role of stress in substance misuse and most importantly helps them develop their stress management skills, including appreciating the role of physical activity.
Subject
Revised Curriculum
Health and PE
Keywords
stress
drugs
substance mis-use prevention
health promotion
coping strategies
physical activity
mental health
resiliency
drug literacy
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/stress-outline.pdf
Learning Standards
First Peoples’ principles of learning • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place) Physical and Health Education 8/9 Big ideas • Healthy choices influence our physical, emotional, and mental well-being • Healthy relationships can help us lead rewarding and fulfilling lives • Advocating for the health and well-being of others connects us to our community PHE 8/9 Competencies • Describe how students’ participation in physical activities at school, at home, and in the community can influence their health and fitness • Identify and apply strategies to pursue personal healthy-living goals • Describe and assess strategies for promoting mental well-being, for self and others • Describe and assess strategies for managing problems related to mental well-being and substance use, for others
Duration
30-60 minutes with potential for more
Language
English
Date Created
Oct 21, 2016
0 recommendations  

iMinds - Youth Voices on Marijuana

Resource Type
Activity
Lesson Plan
Grade Level
7
8
9
10
11
12
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
Youth Voices on Marijuana - this iMinds instructi…
Resource Type
Activity
Lesson Plan
Grade Level
7
8
9
10
11
12
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
Youth Voices on Marijuana - this iMinds instructional outline provides a variety of strategies for engaging students in meaningful conversations about cannabis. The lesson draws on the Blunt Talk report published by the McCreary Society (June/2016) and, in particular, quotes from students taking the 2013 Adolescent Health Survey.
Subject
Revised Curriculum
English Language Arts
Health and PE
Social Studies
Keywords
substance use
mental health
school connectedness
cannabis
marijuana
drug literacy
youth voices
health literacy
substance misuse
health promotion
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/youth-voices-marijuana.pdf
Learning Standards
First Peoples’ principles of learning • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Big ideas • Exploring text and story helps us understand ourselves and make connections to others and to the world (English Language Arts 6/7/8) • Exploring and sharing multiple perspectives extends our thinking (English Language Arts 6/7/8/9) • Advocating for the health and well-being of others connects us to our community (Physical and Health Education 8/9/10) • Healthy choices influence our physical, emotional, and mental well-being (Physical and Health Education 7/8/9/10) • Healthy relationships can help us lead rewarding and fulfilling lives (Physical and Health Education 8/9/10) • Examining societal interactions makes us aware of social justice issues (Social Justice 11/12) • The causes of social injustice are complex and have lasting impacts on society (Social Justice 11/12) • Social justice issues have both individual and systemic effects (Social Justice 11/12) Competencies English Language Arts competencies • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts (Grade 7/8/9/10/11/12) • Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts (Grade 7/8/9/10/11/12) • Respond to text in personal, creative, and critical ways (Grade 7/8/9) • Exchange ideas and viewpoints to build shared understanding and extend thinking (Grade 7/8/9) • Construct meaningful personal connections between self, text, and world (Grade 8/9/10/11/12) • Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking (Grade 10/11/12) Physical and Health Education competencies • Reflect on outcomes of personal healthy-living goals and assess strategies used (Grade 7/8 • Identify and describe/propose strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations (Grade 7/8/9) • Describe and assess/propose/analyze strategies for responding to discrimination, stereotyping, and bullying (Grade 7/8/9/10) • Describe and apply/propose strategies for developing and maintaining healthy relationships (Grade 7/8/9/10) • Explore strategies for promoting the health and well-being of the school and community (Grade 7) • Describe and assess strategies for promoting mental well-being, for self and others (Grade 7/8) • Describe and assess strategies for managing problems related to mental well-being and substance use, for others (Grade 7/8) • Create strategies for promoting the health and well-being of the school and community (Grade 8/9/10) • Propose healthy choices that support lifelong health and well-being (Grade 9) • Analyze strategies for promoting mental well-being, for self and others (Grade 9/10) • Explore and describe factors that shape personal identities, including social and cultural factors (Grade 10) Social Justice 11/12 competencies • Use inquiry processes and skills to: ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions • Ask questions and corroborate inferences about the content, origins, purposes, and context of multiple sources and multiple perspectives (evidence) • Determine and assess the long-and short-term causes and consequences of an event, legislative and judicial decision, development, policy, and movement (cause and consequence) • Recognize implicit and explicit ethical judgements in a variety of sources (ethical judgment)
Duration
30-60 minutes with potential for more
Language
English
Date Created
Oct 21, 2016
0 recommendations  

iMinds - We Are All Change Makers

Resource Type
Activity
Lesson Plan
Grade Level
5
6
7
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
This inquiry lesson encourages students to reflec…
Resource Type
Activity
Lesson Plan
Grade Level
5
6
7
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
This inquiry lesson encourages students to reflect on Margaret Wheatley’s poem, Turning to One Another, and to engage in behaviour that builds the skills of connectedness, of democracy. (The research is strong and consistent; students who feel connected to school do better academically and are healthier. (Healthy Schools BC, 2014).)
Subject
English Language Arts
Health and PE
Keywords
community
school connectedness
drug ed
substance use
democracy
school culture
poetry
URLs
http://www.uvic.ca/research/centres/carbc/publications/helping-schools/index.php
Learning Standards
Links to Curriculum First Peoples’ principles of learning • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits and the ancestors. • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). English Language Arts 5 Big idea • Exploring stories and other texts helps us understand ourselves and make connections to others to the world Competencies • Access information and ideas from a variety of sources and from prior knowledge to build understanding • Use a variety of comprehension strategies before, during, and after reading, listening, or viewing to guide inquiry and deepen understanding of text • Use personal experience and knowledge to connect to text and develop understanding of self, community, and world • Exchange ideas and perspectives to build shared understanding English Language Arts 6/7 Big ideas • Exploring stories and other texts helps us understand ourselves and make connections to others to the world • Exploring and sharing multiple perspectives extends our thinking Competencies • Access information and ideas for diverse purposes and from a variety of sources and evaluate their relevance, accuracy and reliability • Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking • Construct meaningful personal connections between self, text, and world • Exchange ideas and viewpoints to build shared understanding and extend thinking Physical and Health Education 5/6 Big idea • Personal choices and social and environmental factors influence our health and well-being Competencies • Describe and apply strategies for developing and maintaining positive relationships • Explore strategies for promoting the health and well-being of the school and community • Describe and assess strategies for promoting mental well-being • Describe and assess strategies for managing problems related to mental well-being and substance use Physical and Health Education 7 Big idea • Personal choices and social and environmental factors influence our health and well-being Competencies • Explore strategies for promoting the health and well-being of the school and community • Describe and assess strategies for promoting mental well-being, for self and others • Describe and assess strategies for managing problems related to mental well-being and substance use
Duration
30-60 minutes with potential for more
Language
English
Date Created
Oct 24, 2016
0 recommendations  

iMinds - Does War Cause Addiction

Resource Type
Activity
Lesson Plan
Worksheet
Grade Level
11
12
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
Debates over this question – by historians, healt…
Resource Type
Activity
Lesson Plan
Worksheet
Grade Level
11
12
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
Debates over this question – by historians, healthcare workers and politicians – have been influencing North America’s ever-evolving drug policies since the start of the 20th Century. For many people, it makes sense that a surge of drug addiction follows the return of soldiers who’ve been physically and mentally traumatized by war, but ... This iMinds lesson idea explores the arguments and considers other possible causes. For many people, it makes sense that a surge of drug addiction follows the return of soldiers who’ve been physically and mentally traumatized by war, but this iMinds lesson idea explores the arguments and considers other possible causes.
Subject
Revised Curriculum
Social Studies
History
Keywords
addiction
war
military history
mental health
substance use
addiction and war
social justice
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/war-addiction-outline.pdf
Learning Standards
Curricular competencies (Social Justice 11/12) • Use inquiry processes and skills to: ask; gather; interpret; and analyze ideas; and communicate findings and decisions. • Asses and compare the significance of people, events, and developments at particular times and places, and examine what it reveals about social justice issues (significance) • Ask questions and corroborate inferences about the content, origins, purposed and context of multiple sources and multiple perspectives (evidence) • Compare and contrast continuities and changes for different groups and individuals in different times and places (continuity and change) • Determine and assess the long and short term causes and consequences of an event, legislative and judicial decision, development, policy, and movement (cause and consequence) • Explain different perspective on past and present people, places, issues and events (perspective) • Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgment) • Make reasoned ethical judgments about controversial actions in the past and present after considering the historical context and standards of right and wrong at the time (ethical judgment) • Create and implement an action plan to address a particular social justice issue
Duration
60 minutes with potential for more
Language
English
Date Created
Oct 24, 2016
0 recommendations  

iMinds - Opioid Use: Deconstructing Media Messages

Resource Type
Activity
Lesson Plan
Grade Level
11
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
This inquiry was designed to help increase aware…
Resource Type
Activity
Lesson Plan
Grade Level
11
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
This inquiry was designed to help increase awareness about the elements of a media story and their potential to influence our thoughts and behaviour and to develop critical skills in deconstructing the media messages about drug use, and in particular opioid use.
Subject
Revised Curriculum
English Language Arts
Keywords
drug use
media literacy
mental health
social justice
opioid use
critical analysis
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/opioid-media-deconstruct.pdf
Learning Standards
Links to Curriculum First Peoples’ principles of learning • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place) English Language Arts 11 Big ideas • Texts are socially, culturally, geographically, and historically constructed • Language shapes ideas and influences others. Competencies • Access information for diverse purposes and from a variety of sources and evaluate its relevance, accuracy, and reliability • Apply appropriate strategies in a variety of contexts to comprehend written, oral, visual, and multimodal texts; guide inquiry; and extend thinking • Recognize and appreciate how various forms, structures, and features of texts reflect a variety of purposes, audiences, and messages • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts • Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts • Recognize how language constructs personal, social, and cultural identity • Construct meaningful personal connections between self, text, and world • Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking • Reflect on, assess, and refine texts to improve their clarity, effectiveness, and impact according to purpose, audience, and message • Transform ideas and information to create original texts, using new or unfamiliar genres, forms, structures, and styles
Duration
60 minutes with potential for more
Language
English
Date Created
Oct 24, 2016
0 recommendations  

iMinds – Women and Alcohol

Resource Type
Activity
Lesson Plan
Grade Level
10
11
12
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
This iMinds lesson idea deconstructs a CBC docume…
Resource Type
Activity
Lesson Plan
Grade Level
10
11
12
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
This iMinds lesson idea deconstructs a CBC documentary and other marketing pieces to explore social concepts and health issues related to women and alcohol. A teacher's guide with links to other resources is available. This iMinds lesson idea deconstructs a CBC documentary and other marketing pieces to explore social concepts and health issues related to women and alcohol. A teacher's guide with links to other resources is available.
Subject
Revised Curriculum
English Language Arts
Health and PE
Social Studies
History
Keywords
alcohol
alcohol in society
substance use
media literacy
binge drinking
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/women-alcohol.pdf
Learning Standards
Curricular competencies (Social Studies 10)
Use Social Studies inquiry processes and skills to: ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions
Assess the significance of people, places, events and developments, and compare varying perspectives on their historical significance at particular times and places, and from group to group
Compare and contrast continuities and changes for different groups during this time period
Assess how prevailing conditions and the actions of individuals or groups affect events, decisions, and developments
Explain different perspectives on past or present people, places, issues, and events, by comparing norms, values, worldviews, and beliefs
Make reasoned ethical judgments about controversial actions in the past and present, and whether we have a responsibility to respond Curricular competencies (Physical and Health Education 10)
Explore and describe factors that shape personal identities, including social and cultural factors
Identify factors that influence health messages from a variety of sources and analyze their influence on behaviour
Assess and evaluate strategies for managing problems related to mental well-being and substance use for others
Analyze strategies for promoting mental well-being for self and others
Propose strategies for developing and maintaining healthy relationships
Propose strategies for avoiding and/or responding to potentially unsafe, abusive or exploitive situations
Propose healthy choices that support lifelong health and well-being
Reflect on outcomes of personal healthy-living goals and assess strategies used
Identify and apply strategies to pursue personal healthy-living goals Curricular competencies (English Language Arts/Media Studies 11/12)
Apply appropriate strategies in a variety of contexts to comprehend written, oral, visual and multi-modal texts, guide inquiry and extend thinking
Think critically, creatively and reflectively to explore ideas within, between and beyond texts
Recognize and identify the role of personal, social and cultural contexts, values and perspectives in texts
Construct meaningful personal connections between self, text and world
Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking
Demonstrate understanding and communicate increasingly sophisticated ideas through a wide variety of digital and print media, including opportunities to evaluate sources of information
Duration
60 minutes with potential for more
Language
English
Date Created
Oct 24, 2016
0 recommendations  

iMinds – Selling Tobacco to Women

Resource Type
Activity
Lesson Plan
Grade Level
10
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
This iMinds lesson idea challenges students to th…
Resource Type
Activity
Lesson Plan
Grade Level
10
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
This iMinds lesson idea challenges students to think about the way tobacco and other psychoactive substances are marketed and, in particular, to consider the role of gender in both marketing and social attitudes. A teacher's guide and a student handout are available.
Subject
Revised Curriculum
Social Studies
History
Keywords
women and tobacco
drug use
marketing
social justice
tobacco and the law
equality
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/ss10-tobacco-women-outline.pdf
Learning Standards
Social Studies 10 competencies: Use Social Studies inquiry processes and skills to: ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions • Compare and contrast continuities and changes for different groups during this time period (continuity and change) • Assess how prevailing conditions and the actions of individuals or groups affect events, decisions, and developments
Duration
60 minutes with potential for more
Language
English
Date Created
Oct 25, 2016
0 recommendations  

iMinds - Cycles

Resource Type
Activity
Lesson Plan
Other
Grade Level
9
10
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
Developed by researchers at the UBC School of Nur…
Resource Type
Activity
Lesson Plan
Other
Grade Level
9
10
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
Developed by researchers at the UBC School of Nursing, Cycles is a film-based resource that encourages teens to talk openly and honestly about why some young people use cannabis (marijuana). The resource features a locally produced 28-minute film about fictional high school students and their relationships with cannabis. It also has a facilitator’s guide with lesson plans, teaching tips, student handouts and quick facts about cannabis use. The facilitator’s guide is available in both English and French, the video is available with and without French subtitles.
Subject
Revised Curriculum
Health and PE
Keywords
mental health
substance use
cannabis
pot
video based resource
social support
drug ed
URLs
http://www.uvic.ca/research/centres/carbc/publications/helping-schools/cycles/index.php
Learning Standards
Physical and Health Education 9/10 - Explore and describe factors that shape personal identities, including social and cultural factors - Identify factors that influence health messages from a variety of sources and analyze their influence on behaviour - Assess and evaluate strategies for managing problems related to mental well-being and substance use for others - Analyze strategies for promoting mental well-being for self and others - Propose strategies for developing and maintaining healthy relationships - Propose strategies for avoiding and/or responding to potentially unsafe, abusive or exploitive situations - Propose healthy choices that support lifelong health and well-being - Reflect on outcomes of personal healthy-living goals and assess strategies used - Identify and apply strategies to pursue personal healthy-living goals
Duration
60 minutes with potential for more
Language
English
Date Created
Oct 25, 2016
1 recommendation  

iMinds - Rat Park

Resource Type
Activity
Lesson Plan
Grade Level
6
7
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
Rat Park refers to a scientific experiment in the…
Resource Type
Activity
Lesson Plan
Grade Level
6
7
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
Rat Park refers to a scientific experiment in the late 1970s that called into question the common understanding of addictive drugs. Professor Bruce Alexander and his students at Simon Fraser University showed that living conditions, not drugs, were the issue. Our environment greatly influences whether or not we use drugs, how much we use, how often, and where. This instructional example provides two alternative stimuli through which to introduce this material to Grade 6/7 students and a variety of instructional strategies appropriate for different learning styles and curricular subjects.
Subject
Revised Curriculum
Arts Education
English Language Arts
Health and PE
Keywords
addiction
drug ed
substance use
social support
social justice
mental health
ecosystem
community
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/rat-park-6-7.pdf
Learning Standards
First Peoples’ principles of learning • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Arts Education 6 Big ideas • Engaging in creative expression and experiences expands people’s sense of identity and community • Experiencing art is a means to develop empathy for others’ perspectives and experiences Competencies • Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play • Interpret and communicate ideas using symbols and elements to express meaning through the arts • Express, feelings, ideas, and experiences through the arts Arts Education 7 Big ideas • Through art making, one’s sense of identity and community continually evolves • Experiencing art challenges our point of view and expands our understanding of others Competencies • Create artistic works collaboratively and as an individual using ideas inspired by imagination, inquiry, experimentation, and purposeful play • Interpret and communicate ideas using symbols and elements to express meaning through the arts • Express, feelings, ideas, and experiences through the arts English Language Arts 6 Big ideas • Exploring text and story helps us understand ourselves and make connections to others and to the world • Exploring and sharing multiple perspectives extends our thinking Competencies • Use a variety of comprehension strategies before, during, and after reading, listening, or viewing to construct meaning from text • Use personal experience and knowledge to connect to text and develop understanding of self, community, and world • Exchange ideas and perspectives to build shared understanding • Use writing and design processes to plan, develop, and create texts for a variety of purposes and audiences English Language Arts 7 Big ideas • Exploring text and story helps us understand ourselves and make connections to others and to the world • Exploring and sharing multiple perspectives extends our thinking Competencies • Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts • Respond to text in personal, creative, and critical ways • Exchange ideas and viewpoints to build shared understanding and extend thinking • Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences Physical and Health Education 6/7 Big ideas • Healthy choices influence our physical, emotional, and mental well-being • Learning about similarities and differences in individuals and groups influences community health Competencies • Describe and apply strategies for developing and maintaining healthy relationships • Explore strategies for promoting the health and well-being of the school and community • Describe and assess strategies for promoting mental well-being, for self and others
Duration
60 minutes with potential for more
Language
English
Date Created
Oct 25, 2016
0 recommendations  

iMinds - The Man Who Walked Between the Towers

Resource Type
Activity
Lesson Plan
Grade Level
6
7
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
This iMinds instructional idea is based on the st…
Resource Type
Activity
Lesson Plan
Grade Level
6
7
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
This iMinds instructional idea is based on the story of Philippe Petit's daring high wire performance between the Twin Towers in New York City. It provides a great background for exploring several themes relevant to building drug literacy.
Subject
Revised Curriculum
English Language Arts
Keywords
risk taking
adventure
risk and resiliency
substance use
courage
preparation
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/between-towers.pdf
Learning Standards
Curricular competencies (English Language Arts 6/7) • Apply appropriate strategies to comprehend written, oral and visual texts, guide inquiry, and extend thinking • Think critically, creatively and reflectively to explore ideas within, between and beyond texts • Construct meaningful personal connections between self, text and world • Respond to text in personal, creative and critical ways • Exchange ideas and viewpoints to build shared understanding and extend thinking
Duration
60 minutes with potential for more
Language
English
Date Created
Oct 25, 2016
0 recommendations  

iMinds - Bicycle Day’s Dilemma

Resource Type
Activity
Lesson Plan
Grade Level
10
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
This iMinds instructional outline uses excerpts f…
Resource Type
Activity
Lesson Plan
Grade Level
10
Submitted By
Centre for Addictions Research of BC at UVic - 4 months ago
Description
This iMinds instructional outline uses excerpts from Albert Hofmann's writings about his discovery of, and experiences with, LSD to challenge students to think critically about the benefits and risks associated with substance use and how we manage those in our society.
Subject
Revised Curriculum
English Language Arts
Keywords
substance use
mental health
LSD
therapeutics
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/bicycle.pdf
Learning Standards
English Language Arts 10 • Apply appropriate strategies in a variety of contexts to comprehend written, oral, visual and multi-modal texts, guide inquiry and extend thinking • Think critically, creatively and reflectively to explore ideas within, between and beyond texts • Recognize and identify the role of personal, social and cultural contexts, values and perspectives in texts • Construct meaningful personal connections between self, text and world • Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking
Duration
60 minutes with potential for more
Language
English
Date Created
Oct 26, 2016
0 recommendations  

iMinds - Smoking the Pipe: Peace or War

Resource Type
Activity
Classroom printables
Lesson Plan
Grade Level
10
11
12
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
This iMinds lesson idea looks at how ceremonial s…
Resource Type
Activity
Classroom printables
Lesson Plan
Grade Level
10
11
12
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
This iMinds lesson idea looks at how ceremonial smoking pipes and tobacco were used by many First Nations peoples in North America in relation to both building alliances for war and in making peace. Students reflect on peace-making processes and the role of symbolic objects and actions. A teacher's guide and a student handout as well as a History of Treaty-Making in Canada are available.
Subject
Revised Curriculum
Social Studies
History
Keywords
First Nations
peace making
treaties
tobacco use
substance use
cultural practices
Blackfoot peace treaties
war and peace
history
social justice
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/war-smoking-pipe-outline.pdf
Learning Standards
Curricular competencies • Use inquiry processes and skills to: ask; gather; interpret; and analyze ideas; and communicate findings and decisions. • Asses and compare the significance of people, events, and developments at particular times and places, and examine what it reveals about social justice issues (significance) • Ask questions and corroborate inferences about the content, origins, purposed and context of multiple sources and multiple perspectives (evidence) • Compare and contrast continuities and changes for different groups and individuals in different times and places (continuity and change) • Determine and assess the long and short term causes and consequences of an event, legislative and judicial decision, development, policy, and movement (cause and consequence) Social Studies 10/11/12 • Explain different perspective on past and present people, places, issues and events (perspective) • Recognize implicit and explicit ethical judgments in a variety of sources (ethical judgment) • Make reasoned ethical judgments about controversial actions in the past and present after considering the historical context and standards of right and wrong at the time (ethical judgment) • Create and implement an action plan to address a particular social justice issue
Duration
60 minutes with potential for more
Language
English
Date Created
Oct 27, 2016
0 recommendations  

iMinds - Charlie and the Chocolate Factory - Exploring Drugs that Excite Our Brains

Resource Type
Activity
Lesson Plan
Grade Level
4
5
6
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
This iMinds lesson is designed to be a part of a …
Resource Type
Activity
Lesson Plan
Grade Level
4
5
6
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
This iMinds lesson is designed to be a part of a larger book study. It seeks to help students build drug literacy as they consider the psychoactive properties of one of our favourite drugs – chocolate. Roald Dahl provides rich content for exploring the positive attractiveness, but also the destructive potential, of psychoactive substances. Exploring this ambivalence with respect to chocolate provides a relatively uncharged setting to learn an important framework for understanding other psychoactive drugs.
Subject
Revised Curriculum
English Language Arts
Keywords
chocolate
psychoactive drugs
substance use
risk taking
mental health
adventure
drug literacy
health literacy
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/drug-charlie-choc-factory.pdf
Learning Standards
First Peoples’ principles of learning • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place) • Learning involves recognizing the consequences of one’s actions • Learning requires exploration of one’s identity English Language Arts 4 & 5 Big ideas • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens Competencies • Use a variety of comprehension strategies before, during, and after reading, listening, or viewing to deepen understanding of text • Apply a variety of thinking skills to gain meaning from texts • Use personal experience and knowledge to connect to text and deepen understanding of self, community, and world • Exchange ideas and perspectives to build shared understanding English Language Arts 6 Big ideas • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens Competencies • Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts • Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts • Construct meaningful personal connections between self, text, and world • Respond to text in personal, creative, and critical ways • Exchange ideas and viewpoints to build shared understanding and extend thinking
Duration
60 minutes with potential for more
Language
English
Date Created
Oct 27, 2016
0 recommendations  

iMinds - Cocoa-nomics: Who benefits? Who pays?

Resource Type
Activity
Classroom printables
Lesson Plan
Grade Level
10
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
This iMinds lesson idea encourages students to ex…
Resource Type
Activity
Classroom printables
Lesson Plan
Grade Level
10
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
This iMinds lesson idea encourages students to explore issues related to the cocoa industry particularly in West Africa where over 70% of the cocoa comes from. A teacher's guide and a student handout are available.
Subject
Revised Curriculum
Social Studies
Economics
History
Labour History
Keywords
child slavery
social justice
drug literacy
psychoactive substances
chocolate
economics
global markets
fair trade
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/drug-cocoanomics.pdf
Learning Standards
First Peoples’ principles of learning • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place) • Learning involves recognizing the consequences of one’s actions • Learning is embedded in memory, history, and story Social Studies 10 Big ideas • The development of political institutions is influenced by economic, social, ideological, and geographic factors • Historical and contemporary injustices challenge the narrative and identity of Canada as an inclusive, multicultural society Competencies • Use Social Studies inquiry processes and skills to: ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions • Assess the significance of people, places, events, or developments, and compare varying perspectives on their significance at particular times and places, and from group to group (significance) • Compare and contrast continuities and changes for different groups during this period (continuity and change) • Assess how prevailing conditions and the actions of individuals or groups influence events, decisions, or developments (cause and consequence) • Explain and infer different perspectives on past or present people, places, issues, or events by considering prevailing norms, values, worldviews, and beliefs (perspective) • Make reasoned ethical judgments about actions in the past and present, and determine appropriate ways to remember and respond (ethical judgment)
Duration
60 minutes with potential for more
Language
English
Date Created
Oct 27, 2016
0 recommendations  

iMinds - The Lightening Thief

Resource Type
Activity
Lesson Plan
Grade Level
8
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
"The Lightening Thief" by Rick Riordan is a fanta…
Resource Type
Activity
Lesson Plan
Grade Level
8
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
"The Lightening Thief" by Rick Riordan is a fantasy-adventure story about Percy Jackson, a 12-year-old boy who discovers that his ADHD, dyslexia and other troubles at school and home may be related to his background. Its a story that's full of learning opportunities related to managing life. This iMinds lesson is designed to support teachers in engaging students in thinking about gambling (like substance use, another potentially addictive behaviour that can be fun though not without risks).
Subject
Revised Curriculum
English Language Arts
Keywords
gambling
substance use
adventure
mental health
health literacy
gambling literacy
Greek mythology
risk taking
coping strategies
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/gam-lightning-thief.pdf
Learning Standards
First Peoples’ principles of learning • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place) • Learning involves recognizing the consequences of one’s actions. • Learning involves generational roles and responsibilities. • Learning is embedded in memory, history, and story. • Learning requires exploration of one’s identity. English Language Arts 8 Big ideas • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world • Texts are socially, culturally, and historically constructed • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens Competencies • Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts • Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts • Construct meaningful personal connections between self, text, and world • Respond to text in personal, creative, and critical ways
Duration
60 minutes with potential for more
Language
English
Date Created
Oct 28, 2016
0 recommendations  

iMinds - The Giver

Resource Type
Activity
Lesson Plan
Grade Level
6
7
8
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
The Giver is a dystopian novel, popular in BC sch…
Resource Type
Activity
Lesson Plan
Grade Level
6
7
8
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
The Giver is a dystopian novel, popular in BC schools, about a highly evolved society that has found ways to minimize or even eradicate pain from human lives through drugs and structure. But the cost to this pleasant, safe and orderly system, called “Sameness,” is emotional sterility. The concepts of safety and safe drug use are core themes in this popular story. But more than that the novel begs to be explored for its ideas around our choices to feel or suppress pain and joy, and the relationship between them. It also invites us to think about ways we can manage pain and joy for the benefit of both the individual and community.
Subject
Revised Curriculum
English Language Arts
Keywords
drug use
pain management
health literacy
mental health
freedom and choice
pain and pain killers
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/giver.pdf
Learning Standards
Links to Curriculum First Peoples’ principles of learning • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place) • Learning involves recognizing the consequences of one’s actions • Learning involves generational roles and responsibilities • Learning is embedded in memory, history, and story • Learning requires exploration of one’s identity English Language Arts 6-8 Big ideas • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens Competencies • Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts • Construct meaningful personal connections between self, text, and world • Respond to text in personal, creative, and critical ways • Exchange ideas and viewpoints to build shared understanding and extend thinking • Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences
Duration
60 minutes with potential for more
Language
English
Date Created
Oct 28, 2016
0 recommendations  

iMinds - The Perfect High

Resource Type
Activity
Classroom printables
Lesson Plan
Grade Level
9
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
This iMinds teacher's resource suggests ways to u…
Resource Type
Activity
Classroom printables
Lesson Plan
Grade Level
9
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
This iMinds teacher's resource suggests ways to use Shel Silverstein's poem, The Perfect High, to help students explore life, truth and drugs. A student handout is available.
Subject
Revised Curriculum
English Language Arts
Keywords
drug use
emotional well being
mental health
substance abuse
health literacy
personal reflection
poetry
joy
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/ela9-perfect-high-outline.pdf
Learning Standards
First Peoples' Principles of Learning: • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place) • Learning involves recognizing the consequences of one’s actions • Learning is embedded in memory, history, and story • Learning requires exploration of one’s identity English Language Arts 9 Big Ideas: Exploring stories and other texts helps us understand ourselves and make connections to others and to the world. Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens. Competencies: • Access information and ideas for diverse purposes and from a variety of sources and evaluate their relevance, accuracy, and reliability. • Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking • Recognize and appreciate how different forms, structures, and features of texts reflect different purposes, audiences, and messages • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts • Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts • Recognize how language constructs personal, social, and cultural identity • Construct meaningful personal connections between self, text, and world • Respond to text in personal, creative, and critical ways • Exchange ideas and viewpoints to build shared understanding and extend thinking • Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences
Duration
60 minutes with potential for more
Language
English
Date Created
Oct 28, 2016
0 recommendations  

iMinds - The Power of Music

Resource Type
Activity
Classroom printables
Lesson Plan
Grade Level
9
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
For millennia, music has had a deep and abiding r…
Resource Type
Activity
Classroom printables
Lesson Plan
Grade Level
9
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
For millennia, music has had a deep and abiding role in human culture. It affects and reflects historical, social, ethnic, religious, philosophical, and aesthetic contexts and practices. This lesson asks students to consider the role that music has played – and continues to play – in the human experience, in society as a whole as well as in their individual lives. The songs provided all provide opportunity to reflect on these issues, and in particular how music might affect and reflect attitudes towards alcohol or other drugs.
Subject
Revised Curriculum
English Language Arts
Keywords
substance use
drug ed
mental health
music
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/ela9-music-power-outline.pdf
Learning Standards
First Peoples’ principles of learning • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place) • Learning involves recognizing the consequences of one’s actions • Learning is embedded in memory, history, and story • Learning requires exploration of one’s identity English Language Arts 9 Big Ideas • Exploring stories narrative texts helps us understand ourselves and make connections to others and to the world • Questioning what we hear, read and view contributes to our ability to be educated and engaged citizens. Curricular competencies • Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking • Recognize and appreciate how different forms, structures, and features of texts reflect different purposes, audiences, and messages • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts • Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts • Recognize how language constructs personal, social, and cultural identity • Construct meaningful personal connections between self, text, and world • Respond to text in personal, creative, and critical ways • Understand how literary elements, techniques, and devices enhance and shape meaning • Exchange ideas and viewpoints to build shared understanding and extend thinking • Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences
Duration
60 minutes with potential for more
Language
English
Date Created
Oct 31, 2016
0 recommendations  

iMinds - Explorers All

Resource Type
Activity
Classroom printables
Lesson Plan
Unit Plan
Grade Level
4
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
In this 5-lesson unit from iMinds, Grade 4 stude…
Resource Type
Activity
Classroom printables
Lesson Plan
Unit Plan
Grade Level
4
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
In this 5-lesson unit from iMinds, Grade 4 students become “explorers” who seek out and examine the benefits, risks and harms of using medications, caffeine and other drugs. Students also explore a range of options for managing everyday problems and reflect on who they can look to if they ever need help. Module includes background material, lesson plans, and black-line masters. Also available in French. Tout Explorer – dans ce module de 5 leçons iMinds, les élèves deviennent des « explorateurs » qui recherchent et examinent les avantages, les risques et les inconvénients de la consommation de médicaments, de caféine et d’autres drogues. Les élèves explorent également une gamme d’options pour gérer les problèmes quotidiens et réfléchir à vers qui ils peuvent se tourner si ils ont un jour besoin d'aide. Le module comprend des documents d'information, des plans d’apprentissage, et des documents à reproduire.
Subject
Health and PE
Keywords
drug use
explorers
health literacy
Snakes and Ladders
benefits and risks
substance abuse
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds-grade4.pdf http://www.uvic.ca/research/centres/carbc/assets/docs/iminds-grade4-french.pdf
Learning Standards
First Peoples' Principles of Learning • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place) • Learning involves recognizing the consequences of one’s actions • Learning involves generational roles and responsibilities • Learning is embedded in memory, history, and story • Learning requires exploration of one’s identity Physical and Health Education Big Ideas -Understanding ourselves and the various aspects of health helps us develop a balanced lifestyle. -Personal choices and social and environmental factors influence our health and well-being. -Developing healthy relationships helps us feel connected, supported, and valued. Curricular Competencies - Identify and describe factors that influence healthy choices • Identify and apply strategies for pursuing personal healthy-living goals • Describe and apply strategies for developing and maintaining positive relationships • Describe and assess strategies for promoting mental well-being • Describe and assess strategies for managing problems related to mental wellbeing and substance use • Describe factors that positively influence mental well-being and self-identity
Duration
60 minutes with potential for more
Language
English
Date Created
Oct 31, 2016
0 recommendations  

iMinds - Treat Island

Resource Type
Activity
Classroom printables
Lesson Plan
Unit Plan
Grade Level
5
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
In this 5-lesson unit from iMinds, students engag…
Resource Type
Activity
Classroom printables
Lesson Plan
Unit Plan
Grade Level
5
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
In this 5-lesson unit from iMinds, students engage in tasks that encourage them to compare the role of sugar in our society with the role of medications and other drugs. By the end of the unit, students know more about self-management techniques and how to find help with problems. Module includes background material, lesson plans, and black-line masters. Also, available in French. L’Île aux Gâteries – dans ce module de 5 leçons iMinds, les élèves participent à des tâches qui les encouragent à comparer le rôle du sucre dans notre société avec le rôle des médicaments et autres drogues. A la fin du module, les étudiants en savent plus sur les techniques de gestion autonome et sur la façon de trouver de l'aide pour résoudre les problèmes. Le module comprend des documents d'information, des plans d’apprentissage, et des documents à reproduire.
Subject
Revised Curriculum
Health and PE
Keywords
drug use
self-management
health literacy
medication use
mental health
sugar
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds-grade5.pdf http://www.uvic.ca/research/centres/carbc/assets/docs/iminds-grade5-french.pdf
Learning Standards
First Peoples’ principles of learning • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place) • Learning involves recognizing the consequences of one’s actions • Learning requires exploration of one’s identity Physical and Health Education 5 Big Ideas - Understanding ourselves and the various aspects of health helps us develop a balanced lifestyle. - Personal choices and social and environmental factors influence our health and well-being. Curricular competencies - Describe the impacts of personal choices on health and well-being • Identify, apply, and reflect on strategies used to pursue personal healthy-living goals • Identify and describe strategies for avoiding and/or responding to potentially unsafe, abusive, or exploitive situations • Describe and apply strategies for developing and maintaining healthy relationships • Describe and assess strategies for romoting mental well-being, for self and others • Describe and assess strategies for managing problems related to mental wellbeing and substance use, for others • Explore and describe strategies for managing physical, emotional, and social changes during puberty • Explore and describe how personal identities adapt and change in different settings and situations
Duration
60 minutes with potential for more
Language
English
Date Created
Oct 31, 2016
0 recommendations  

iMinds - Becoming a Detective

Resource Type
Activity
Classroom printables
Lesson Plan
Unit Plan
Worksheet
Grade Level
6
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
Through this 6-lesson module from iMinds, student…
Resource Type
Activity
Classroom printables
Lesson Plan
Unit Plan
Worksheet
Grade Level
6
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
Through this 6-lesson module from iMinds, students learn how to be detectives. They examine “clues” about the potential influences on a young person’s behaviour in order to solve a case involving three students who keep falling asleep in class. Module includes background material, lesson plans, and black-line masters.
Subject
Revised Curriculum
English Language Arts
Health and PE
Keywords
drug use
health literacy
mental health
substance use
healthy relationships
detective
presentation
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds-grade6.pdf
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds-grade6-french.pdf
Learning Standards
First Peoples’ Principles of Learning • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place) • Learning involves recognizing the consequences of one’s actions • Learning involves generational roles and responsibilities • Learning is embedded in memory, history, and story • Learning requires exploration of one’s identity English Language Arts 6 Big Ideas • Exploring and sharing multiple perspectives extends our thinking • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens. Competencies • Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts • Construct meaningful personal connections between self, text, and world • Respond to text in personal, creative, and critical ways • Exchange ideas and viewpoints to build shared understanding and extend thinking • Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences Physical and Health Education 6 Big Ideas • Healthy choices influence our physical, emotional, and mental well-being. • Learning about similarities and differences in individuals and groups influences community health Competencies • Describe the impacts of personal choices on health and well-being • Analyze health messages and possible intentions to influence behaviour • Identify, apply, and reflect on strategies used to pursue personal healthy living goals • Identify and describe strategies for avoiding and/or responding to potentially unsafe, abusive or exploitive situations • Describe and apply strategies for developing and maintaining healthy relationships • Describe and assess strategies for promoting mental well-being, for self and others • Describe and assess strategies for managing problems related to mental well-being and substance use, for others • Explore and describe strategies for managing physical, emotional and social changes during puberty and adolescence • Strategies for managing personal and social risks related to psychoactive substances and potentially addictive behaviours
Duration
60 minutes with potential for more
Language
English
Date Created
Oct 31, 2016
0 recommendations  

iMinds - Ancient Peoples and Psychoactive Plants

Resource Type
Activity
Classroom printables
Lesson Plan
Unit Plan
Grade Level
7
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
This 6-lesson module from iMinds is designed to h…
Resource Type
Activity
Classroom printables
Lesson Plan
Unit Plan
Grade Level
7
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
This 6-lesson module from iMinds is designed to help students learn about the role alcohol and other drugs have played in human history and society. Module includes background material, lesson plans, black-line masters and a supplementary text. Also available in French.
Subject
Revised Curriculum
English Language Arts
Health and PE
Social Studies
History
Keywords
ancient civilizations
drug use
influencing factors
mental health
health literacy
alcohol and other drug use
presentation
modern drug use
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds-grade7.pdf
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds-grade7-french.pdf
Learning Standards
First Peoples’ Principles of Learning • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place) • Learning involves recognizing the consequences of one’s actions • Learning involves generational roles and responsibilities • Learning is embedded in memory, history, and story • Learning requires exploration of one’s identity English Language Arts 7 Big Ideas • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world. • Exploring and sharing multiple perspectives extends our thinking. • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens. Competencies • Assess information and ideas for diverse purposes and from a variety of sources and evaluate their relevance, accuracy, and reliability • Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking Physical and Health Education 7 Big Ideas • Healthy choices influence our physical, emotional, and mental well-being. • Learning about similarities and differences in individuals and groups influences community health. Competencies • Assess and communicate health information for various health issues • Identify and apply strategies to pursue personal healthy living goals • Reflect on outcomes of personal healthy living goals and assess strategies used • Identify and describe strategies for avoiding and/or responding to potentially unsafe, abusive or exploitive situations • Describe and assess strategies for promoting mental well-being, for self and others • Describe and assess strategies for managing problems related to mental well-being and substance use, for self and others • Influences of physical, emotional and social changes on identities and relationships Social Studies 7 Big Ideas • Religious and cultural practices that emerged during this period have endured and continue to influence people. Competencies • Use Social Studies inquiry processes and skills to — ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions • Determine which causes most influenced particular decisions, actions, or events, and assess their short- and long-term consequences (cause and consequence) • Explain different perspectives on past or present people, places, issues, or events, and compare the values, worldviews, and beliefs of human cultures and societies in different times and places (perspective) • Make ethical judgments about past events, decisions, or actions, and assess the limitations of drawing direct lessons from the past (ethical judgment)
Duration
60 minutes with potential for more
Language
English
Date Created
Oct 31, 2016
0 recommendations  

iMinds - The Hunger Games

Resource Type
Activity
Lesson Plan
Other
Grade Level
7
8
9
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
This instructional outline exploits the numerous …
Resource Type
Activity
Lesson Plan
Other
Grade Level
7
8
9
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
This instructional outline exploits the numerous references to drugs in this popular novel to help students reflect on how we use different drugs in our communities. Different activities focus on opioids (like fentanyl), hallucinogens (like LSD) and alcohol. Teachers are encouraged to introduce the Drug History Timeline which provides a collection of historical facts related to human interactions with drugs throughout history. It was developed to provide students with a helpful research tool. They can browse through the collection or search or filter to find information related to particular drugs, issues or places. See drugtimeline.ca .
Subject
Revised Curriculum
English Language Arts
Keywords
The Hunger Games
substance use
alcohol
opioids
hallucinogens
risk and reward
oppression
indigenous and ancient cultures
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/hunger-games.pdf
http://drugtimeline.ca/
Learning Standards
Links to Curriculum First Peoples’ principles of learning • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place) • Learning involves recognizing the consequences of one’s actions • Learning involves generational roles and responsibilities • Learning is embedded in memory, history, and story • Learning requires exploration of one’s identity English Language Arts 7-9 Big ideas • Exploring stories and other texts helps us understand ourselves and make connections to others and to the world • Questioning what we hear, read, and view contributes to our ability to be educated and engaged citizens Competencies • Apply appropriate strategies to comprehend written, oral, and visual texts, guide inquiry, and extend thinking • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts • Construct meaningful personal connections between self, text, and world • Respond to text in personal, creative, and critical ways • Exchange ideas and viewpoints to build shared understanding and extend thinking • Use writing and design processes to plan, develop, and create engaging and meaningful literary and informational texts for a variety of purposes and audiences
Duration
60 minutes with potential for more
Language
English
Date Created
Nov 13, 2016
0 recommendations  

iMinds - Debating Drug Policy

Resource Type
Activity
Assessment
Classroom printables
Lesson Plan
Unit Plan
Other
Grade Level
10
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
This iMinds 6-lesson module (including teachers g…
Resource Type
Activity
Assessment
Classroom printables
Lesson Plan
Unit Plan
Other
Grade Level
10
Submitted By
Centre for Addictions Research of BC at UVic - 3 months ago
Description
This iMinds 6-lesson module (including teachers guide and black-line masters) helps students develop their critical thinking skills while learning about and performing formal debates on the use of alcohol and other drugs. Also available in French.
Subject
Revised Curriculum
Cross-Curricular
English Language Arts
Health and PE
Social Studies
Keywords
Debate
drug policy
alcohol
marijuana
health
English Language Arts
Social Studies
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds-grade10.pdf
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds-grade10-french.pdf
Learning Standards
First Peoples’ principles of learning • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors. • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place). Big Ideas • People understand text differently depending on their worldviews and perspectives (English Language Arts 10) • The exploration of text and story deepens our understanding of diverse, complex ideas about identity, others, and the world (English Language Arts 10) • Language shapes ideas and influences others (English Language Arts 10 – Spoken Language) • Voice is powerful and evocative (English Language Arts 10 – Spoken Language) • Understanding the factors that influence our health empowers us to take action to improve it (Physical and Health Education 10) • The development of political institutions is influenced by economic, social, ideological, and geographic factors (Social Studies 10) Curricular Competencies English Language Arts • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts • Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts • Exchange ideas and viewpoints to build shared understanding and extend thinking (Grade Construct meaningful personal connections between self, text, and world • Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking • Access information for diverse purposes and from a variety of sources and evaluate its relevance, accuracy, and reliability • Apply appropriate strategies in a variety of contexts to comprehend written, oral, visual, and multimodal texts; guide inquiry; and extend thinking • Synthesize ideas from a variety of texts/sources • Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking • Demonstrate speaking and listening skills in a variety of formal and informal contexts for a range of purposes • Select and apply an appropriate spoken language format for an intended purpose Physical and Health Education 10 • Critically analyze and explain health messages and investigate their potential influences on health and well-being • Develop skills for maintaining healthy relationships and responding to interpersonal conflict, including communication skills, negotiation strategies, and conflict resolution techniques • Critically analyze the impacts of technology and other factors on individual and community health Social Studies 10 • Use Social Studies inquiry processes and skills to ask questions; gather, interpret, and analyze ideas; and communicate findings and decisions • Assess the significance of people, places, events, or developments, and compare varying perspectives on their significance at particular times and places, and from group to group (significance) • Assess the justification for competing accounts after investigating points of contention, reliability of sources, and adequacy of evidence (evidence) • Compare and contrast continuities and changes for different groups during this period (continuity and change) • Assess how prevailing conditions and the actions of individuals or groups influence events, decisions, or developments (cause and consequence)
Duration
Project with multiple classes (discretion of teacher)
Language
English
Date Created
Nov 13, 2016
0 recommendations  

Opioid Use: Deconstructing Media Messages

Resource Type
Activity
Lesson Plan
Grade Level
11
Submitted By
Centre for Addictions Research of BC at UVic - 10 days ago
Description
The goal of this instructional outline is to incr…
Resource Type
Activity
Lesson Plan
Grade Level
11
Submitted By
Centre for Addictions Research of BC at UVic - 10 days ago
Description
The goal of this instructional outline is to increase awareness about the elements of a media story and their potential to influence our thoughts and behaviour and to develop critical skills in deconstructing the media messages about drug use.
Subject
Revised Curriculum
English Language Arts
Keywords
drug use
critical thinking
fentanyl
substance use
media literacy
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/opioid-media-deconstruct.pdf
Learning Standards
English Language Arts 11 – New Media Big ideas • Texts are socially, culturally, geographically, and historically constructed • Language shapes ideas and influences others. Competencies • Access information for diverse purposes and from a variety of sources and evaluate its relevance, accuracy, and reliability • Apply appropriate strategies in a variety of contexts to comprehend written, oral, visual, and multimodal texts; guide inquiry; and extend thinking • Recognize and appreciate how various forms, structures, and features of texts reflect a variety of purposes, audiences, and messages • Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts • Recognize and identify the role of personal, social, and cultural contexts, values, and perspectives in texts • Recognize how language constructs personal, social, and cultural identity • Construct meaningful personal connections between self, text, and world • Respectfully exchange ideas and viewpoints from diverse perspectives to build shared understanding and extend thinking • Reflect on, assess, and refine texts to improve their clarity, effectiveness, and impact according to purpose, audience, and message • Transform ideas and information to create original texts, using new or unfamiliar genres, forms, structures, and styles First Peoples’ principles of learning • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place)
Duration
60 minutes with option for more
Language
English
Date Created
Feb 10, 2017
0 recommendations  

Pain Medications: Benefits and Risks

Resource Type
Activity
Lesson Plan
Grade Level
9
Submitted By
Centre for Addictions Research of BC at UVic - 10 days ago
Description
This iMinds instructional outline invites studen…
Resource Type
Activity
Lesson Plan
Grade Level
9
Submitted By
Centre for Addictions Research of BC at UVic - 10 days ago
Description
This iMinds instructional outline invites students to think critically about how we perceive drugs in our culture and how that may impact the way we perceive the risks associated with different drugs. It begins with a consideration pain medication using an episode from Degrassi.
Subject
Revised Curriculum
English Language Arts
Health and PE
Keywords
pain management
opioids
drug ed
substance use
fentanyl
health
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/pain-meds.pdf
Learning Standards
English Language Arts 9 Big ideas • Exploring stories narrative texts helps us understand ourselves and make connections to others and to the world • Questioning what we hear, read and view contributes to our ability to be educated and engaged citizens. Competencies • Exchange ideas and viewpoints to build shared understanding and extend thinking • Transform ideas and information to create original texts • Express an opinion and support it with credible evidence Physical and Health Education 9 Big idea • Healthy choices influence our physical, emotional and mental well-being Competency • Assess and evaluate strategies for managing problems related to mental well-being and substance use First Peoples’ principles of learning • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place) • Learning involves recognizing the consequences of one’s actions
Duration
60 minutes with potential for more
Language
English
Date Created
Feb 10, 2017
0 recommendations  

Deal Maker or Deal Breaker: Alcohol in the North American Fur Trade

Resource Type
Activity
Lesson Plan
Grade Level
9
Submitted By
Centre for Addictions Research of BC at UVic - 10 days ago
Description
This iMinds lesson idea explores different histor…
Resource Type
Activity
Lesson Plan
Grade Level
9
Submitted By
Centre for Addictions Research of BC at UVic - 10 days ago
Description
This iMinds lesson idea explores different historical perspectives on the role of alcohol in the North American fur trade. A teacher's guide and a student handout are available.
Subject
Social Studies
History
Keywords
North American fur trade
alcohol
commerce
substance use
drug ed
social studies
URLs
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/drug-deal-maker.pdf
http://www.uvic.ca/research/centres/carbc/assets/docs/iminds/drug-deal-maker-hdt.pdf
Learning Standards
Social Studies 9 Big ideas • Disparities in power alter the balance of relationships between individuals and between societies • Collective identity is constructed and can change over time Competencies • Use Social Studies inquiry processes and skills to: ask questions; gather, interpret and analyze ideas; and communicate findings and decisions • Assess the significance of people, places, events and developments, and compare varying perspectives on their historical significance at particular times and places and from group to group • Assess the justification for competing historical accounts after investigating points of contention, reliability of sources and adequacy of evidence • Assess how prevailing conditions and the actions of individuals or groups affect events, decisions and development • Explain different perspectives on past or present people, places, issues and events by considering prevailing norms, values, worldviews and beliefs First Peoples’ principles of learning • Learning ultimately supports the well-being of the self, the family, the community, the land, the spirits, and the ancestors • Learning is holistic, reflexive, reflective, experiential, and relational (focused on connectedness, on reciprocal relationships, and a sense of place) • Learning involves recognizing the consequences of one’s actions • Learning recognizes the role of indigenous knowledge • Learning is embedded in memory, history, and story • Learning requires exploration of one’s identity
Duration
60 minutes with potential for more
Language
English
Date Created
Feb 10, 2017

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