Issue link: https://takingitglobal.uberflip.com/i/1433180
Lesson Two: Dakota Bear 134 •Play dough (lavender or vanilla scented) •Small crocheted blanket •Kaleidoscope •Relaxation prompt cards •Soothing sounds CD •Photo album or scrapbook of loved ones •Handwritten poem •Letter to self •Positive Armations List Examples of other items that could be included (that students could bring from home): •Fidget tools/toys (Pop-it, fidget spinner, etc.) •Colouring book and pencil crayons •Favourite book •Fuzzy socks •Stued animal •Tissues •Journal and pen/pencil (for writing or doodling) •Bubbles These kits will look dierent for each student! Students can get very creative with their boxes. Once students are finished creating their boxes. They will answer the self-reflection questions at the end of the "Mental Well-Being Stress Kit" handout. ASSESS: The word splash about Dakota Bear's song "Freedom" is a form of formative assessment. This activity is to activate students' minds and get the class analyzing their own thoughts. Teachers can check student thinking, and assess their analytical and communication skills. The debriefing questions after Dakota's interview with Fireside Chats is a form of formative assessment. Teachers will be able to check what students took away from Raven's video and make connections to the other parts of the lesson. The stress kit and self-reflection question are a summative assessment. Students will assess their own stress kits, their experience making the kits, and reflect on the importance of mental wellbeing. TAKE STUDENT LEARNING FURTHER Activity: Your Mental Health Playlist To take students' learning further, and have them reflect more about their mental wellbeing, students can create their own mental health playlist. In this activity, students choose 10-20 songs that they can play when they are either feeling down, stressed, or overwhelmed and/or songs they can play when they want to feel happy, empowered or to become motivated. Students can make the playlist on a multimedia app or website. Students can reflect on why they chose their songs and play one for the class. Teachers can even take some of the song ideas (ones without explicit content) and make a class playlist to help students feel grounded.