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Sustainable Happiness and Health Education Teacher's Guide- Elementary

Lessons and Activities for Grades K-3

Elementary

Description

The Sustainable Happiness resource illustrates the link between happiness and sustainability. It promotes the fact that we are connected to one another and the natural environment and that our mutual well-being depends on these interconnections.

The lesson plans educate students regarding the relationship between happiness, well-being and sustainability. The activities promote happiness as a means of connecting with other people, other species, and the natural environment. It teaches students that our daily actions and decisions contribute to or affect our own well-being and that of others around us and that choices we make for our personal happiness may also bring harm to our community or ecosystems.

General Assessment

What skills does this resource explicitly teach?

  • Working cooperatively with group members
  • Speaking and communicating thoughts and ideas

Strengths

  • The resource provides good background information about sustainable happiness.
  • The lesson plans are detailed and easy to use.
  • The activities promote group dialogue and individual expression.

Weaknesses

  • No modifications for students with varied learning needs.
  • Does not include explicit teaching of action skills

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
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    • Kindergarten
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      • English/Language Arts
        • Step 4Relevant matches
        • Writing: Ideas and information can be articulated accurately and imaginatively through the use of writing processes and an understanding of the author’s craft
      • Health Education
        • Step 4Relevant matches
        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world
      • Physical Education & Health
        • Step 4Relevant matches
        • Healthy Relationships: Personal well-being is supported through positive relationships built on communication, collaboration, empathy, and respect
    • Grade 1
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world
      • Physical Education & Health
        • Step 4Relevant matches
        • Healthy Relationships: Personal well-being is supported through positive relationships built on communication, collaboration, empathy, and respect
    • Grade 2
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      • Health Education
        • Step 4Relevant matches
        • Developing and affirming identity contributes to well-being and understandings of self and one another
    • Grade 3
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      • Health Education
        • Step 4Relevant matches
        • Developing and affirming identity contributes to well-being and understandings of self and one another
        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world.
      • Physical Education & Health
        • Step 4Relevant matches
        • Active Living: Developing physical literacy through movement and active living supports well-being across a lifespan.
    • Grade 4
      • Step 3Select a subject
      • Health Education
        • Step 4Relevant matches
        • Exploring connections strengthens our understandings of relationships to help us make meaning of the world
        • Making meaning of healthy living and the decision-making process contributes to our understanding of healthy growth and development
  • British Columbia
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    • Kindergarten
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      • Physical Education & Health
        • Step 4Relevant matches
        • Physical and Health Education: Good health comprises physical, mental, and emotional well-being.
    • Grade 1
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health Education:Daily physical activity helps us develop movement skills and physical literacy, and is an important part of healthy living.
        • Physical and Health Education: Good health comprises physical, mental, and emotional well-being
      • Social Studies
        • Step 4Relevant matches
        • Local Communities:: We shape the local environment, and the local environment shapes who we are and how we live.
    • Grade 2
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical and Health Education: Daily participation in physical activity at moderate to vigorous intensity levels benefits all aspects of our well-being
        • Physical and Health Education: Our physical, emotional, and mental health are interconnected
      • Social Studies
        • Step 4Relevant matches
        • Regional and Global Communities: Local actions have global consequences, and global actions have local consequences.
    • Grade 3
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical and Health Education: Daily participation in physical activity at moderate to vigorous intensity levels benefits all aspects of our well-being.
        • Physical and Health Education: Our physical, emotional, and mental health are interconnected
    • Grade 4
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical and Health Education: Daily participation in physical activity at moderate to vigorous intensity levels benefits all aspects of our well-being
        • Physical and Health Education: Understanding ourselves and the various aspects of health helps us develop a balanced lifestyle
  • Manitoba
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    • Kindergarten
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      • English/Language Arts
        • Step 4Relevant matches
        • Language as Exploration and Design
        • Language as Power and Agency
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Health Lifestyles Practices
      • Social Studies
        • Step 4Relevant matches
        • Being Together:: The People around Me
    • Grade 1
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language as Exploration and Design
        • Language as Power and Agency
      • Physical Education & Health
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        • Physical Education and Health: Health Lifestyles Practices
      • Social Studies
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        • Connecting with Others
        • My Environment
    • Grade 2
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      • English/Language Arts
        • Step 4Relevant matches
        • Language as Exploration and Design
        • Language as Power and Agency
      • Physical Education & Health
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        • Physical Education and Health: Health Lifestyles Practices
        • Physical Education and Health: Personal and Social Management
    • Grade 3
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language as Exploration and Design
        • Language as Power and Agency
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health: Health Lifestyles Practices
        • Physical Education and Health: Personal and Social Management
      • Social Studies
        • Step 4Relevant matches
        • Communities of the World: Connecting with Canadians
    • Grade 4
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Language as Exploration and Design
        • Language as Power and Agency
    • Grade 5
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      • English/Language Arts
        • Step 4Relevant matches
        • Language as Exploration and Design
        • Language as Power and Agency
  • New Brunswick
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    • Kindergarten
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      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
        • Writing and Representing
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Well-being
      • Science
        • Step 4Relevant matches
        • You and Your World: Healthy Lifestyles
      • Social Studies
        • Step 4Relevant matches
        • You and Your World:Healthy Lifestyles
    • Grade 1
      • Step 3Select a subject
      • English/Language Arts
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        • Speaking and Listening
        • Writing & Other Ways of Representing
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Well-being
      • Science
        • Step 4Relevant matches
        • You and Your World: Healthy Lifestyles
        • You and Your World: Our Environment
      • Social Studies
        • Step 4Relevant matches
        • You and Your World: Healthy Lifestyles
        • You and Your World: Our Environment
    • Grade 2
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking & Listening
        • Writing & Other Ways of Representing
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Well-being
      • Science
        • Step 4Relevant matches
        • You and Your World: Healthy Lifestyles
      • Social Studies
        • Step 4Relevant matches
        • You and Your World: Healthy Lifestyles
    • Grade 3
  • Newfoundland & Labrador
  • Northwest Territories
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    • Kindergarten
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      • English/Language Arts
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        • Celebrate & Build Community
      • Health Education
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        • Dental Health
        • Mental and Emotional Well Being
        • Nutrition
      • Physical Education
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        • Physical Educaton: Do It Daily For Life
        • Physical Educaton: Health Benefits
      • Social Studies
        • Step 4Relevant matches
        • The People around Me
    • Grade 1
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Celebrate and Build Community
      • Health Education
        • Step 4Relevant matches
        • Dental Health
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Benefits Health
      • Social Studies
        • Step 4Relevant matches
        • Connecting and Belonging: Connecting with Others
        • Connecting and Belonging: My Environment
    • Grade 2
    • Grade 3
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Develop and Celebrate Community
      • Health Education
        • Step 4Relevant matches
        • Dental Health
        • Encourage, Support, and Work with Others
        • Mental and Emotional Well Being
        • Nutrition
      • Physical Education
        • Step 4Relevant matches
        • Physical Education: Benefits Health
      • Social Studies
        • Step 4Relevant matches
        • Communities of the World: Exploring the World
        • Communities of the World:Connecting with Canadians
  • Nova Scotia
  • Nunavut
  • Ontario
  • Prince Edward Island
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    • Kindergarten
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      • English/Language Arts
        • Step 4Relevant matches
        • Reading and Viewing
        • Writing and Representing
      • Science
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        • Exploring the World Using Our Senses
      • Social Studies
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        • Units/ Outcomes
    • Grade 1
      • Step 3Select a subject
      • English/Language Arts
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        • Speaking and Listening
        • Writing and Other Ways of Representing
      • Social Studies
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        • Interactions: Environments
    • Grade 2
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
        • Writing and Other Ways of Representing
      • Social Studies
        • Step 4Relevant matches
        • Change: Environment
        • Change: People
    • Grade 3
      • Step 3Select a subject
      • English/Language Arts
        • Step 4Relevant matches
        • Speaking and Listening
        • Writing and Other Ways of Representing
      • Social Studies
        • Step 4Relevant matches
        • Provincial Identity: Citizenship
        • Provincial Identity: Peoples
  • Quebec
  • Saskatchewan
  • Yukon Territory
    • Step 2Select a grade level
    • Kindergarten
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical and Health Education: Good health comprises physical, mental, and emotional well-being.
    • Grade 1
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical Education and Health Education:Daily physical activity helps us develop movement skills and physical literacy, and is an important part of healthy living.
        • Physical and Health Education: Good health comprises physical, mental, and emotional well-being
      • Social Studies
        • Step 4Relevant matches
        • Local Communities:: We shape the local environment, and the local environment shapes who we are and how we live.
    • Grade 2
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical and Health Education: Daily participation in physical activity at moderate to vigorous intensity levels benefits all aspects of our well-being
        • Physical and Health Education: Our physical, emotional, and mental health are interconnected
      • Social Studies
        • Step 4Relevant matches
        • Regional and Global Communities: Local actions have global consequences, and global actions have local consequences.
    • Grade 3
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical and Health Education: Daily participation in physical activity at moderate to vigorous intensity levels benefits all aspects of our well-being.
        • Physical and Health Education: Our physical, emotional, and mental health are interconnected
    • Grade 4
      • Step 3Select a subject
      • Physical Education & Health
        • Step 4Relevant matches
        • Physical and Health Education: Daily participation in physical activity at moderate to vigorous intensity levels benefits all aspects of our well-being
        • Physical and Health Education: Understanding ourselves and the various aspects of health helps us develop a balanced lifestyle

Themes Addressed

  • Citizenship (1)

    • Community-Building and Participation
  • Ecosystems (1)

    • Appreciating the Natural World
  • Human Health & Environment (2)

    • Health Promotion
    • Quality of Life

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

The resource presents the views of the author who aims to to draw attention to the consequences, both positive and adverse, of how individuals, communities and nations pursue happiness. The resource provides multiple perspectives defining sustainable happiness in the background information. The activities identify the value of integrating sustainability and well-being and help students discover ongoing opportunities to enhance their own sustainable happiness.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

The resource promotes the concept that sustainable happiness can be used by individuals to guide their actions and decisions on a daily basis. It reinforces the need to genuinely consider social, environmental and economic indicators of well-being so that community happiness and well-being are sustainable.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good

The activities in the resource have students identify interactions between the human and the natural world. Analyzing these interactions helps students understand some of the causes and consequences of human impact on the environment.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Good

There are a few suggestions of action projects in the lesson plans for the older students which could be adapted for younger students.

Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good
Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Good

The resource promotes the message that authentic happiness is derived through relationships with family, friends, meaningful work and engagement in our community but does not focus on any specific group.

Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Very Good

Lessons that connect students with the natural environment have been included for each grade. The aim is to remind students that enjoying the outdoors and caring for nature contributes to individual, community and global well-being.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good

The resource encourages students to guide their actions and decisions on a daily basis in order to achieve sustainable happiness.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

The lessons are intended to motivate students to develop attitudes and intrinsic motivation to make healthy choices on a daily basis throughout their lives.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good
  • Language arts
  • Health
  • Science
  • Social Studies
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory

Students complete activities and  answer questions provided by teacher.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

Activities address a variety of learning styles but no modifications are suggested for students with learning difficulties.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Good
Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Good

The lessons involve large group, small group and partner work.  An emphasis is placed on interpersonal communication.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Good

Strategies are suggested in this resource that emphasize assessment of learning principles designed to foster the values of sustainability. Students are invited to self and peer assess by providing constructive ways to improve learning.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Satisfactory

Working with a partner, students either create a skit or a poster that conveys an important health message

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered

Not included in this resource.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Good
Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.