The Youth Taking Action on Health Equity: Lesson Plan for Elementary Students (lesson plan) was developed with support from Laurentian University’s Faculty of Education and Science Communication Program.
The lesson plan provides teachers and school staff with a series of activities and instructions to use in the classroom for students in Grade 1 to 3, Grade 4 to 6, and Grade 7 and 8.
Lesson plan goals
The primary goals of the lesson plan are:
- To raise awareness among elementary school students and adult influencers, like teachers and teacher candidates, about the social determinants of health and health equity.
- To encourage students to identify possible actions or solutions in their communities that can promote health equity and for them to continue doing so throughout the life span.
The lesson plan activities and resources can be used by parents, guardians, or anyone interacting with children and youth in their families or in their social networks.
Lesson plan activities and resources
Anti-Racism and Racial Equity, Truth and Reconciliation, and 2SLGBTQIA+
The lesson plan activities and resources complement existing resources provided by your school board and the Ministry of Education.
- The Anti-Racism and Racial Equity lesson plan aims to develop a student’s general knowledge of racism, cultural diversity, privilege, and discrimination.
- The Truth and Reconciliation lesson plan provides resources for students to understand and respect Indigenous peoples’ histories, cultures, traditional values, contemporary lifestyles, and traditional knowledge.
- The 2SLGBTQIA+ lesson plan aims to develop a student’s awareness and knowledge of 2SLGBTQIA+ issues, improve school climate, and encourage ally behaviour.
Teachers and school staff
The social determinants of health and health equity
We often think health depends on eating well, being active, and visiting the doctor. Although health care and lifestyle behaviours are important, our health is also affected by social and economic factors and conditions we experience. We call these factors the social determinants of health. They include income, education, housing, and social supports.
Not everyone has the same opportunities to be healthy. This is largely because of our access to and experiences with the social determinants of health. Health differences that are the result of unequal experiences with the social determinants of health are called health inequities. Health equity means that everyone has the opportunity to live a healthy life, no matter how much money we make, or where we live, go to school, and play.
The Ministry of Health (PDF) recognizes sixteen key social determinants of health:
- access to health services
- culture, race, and ethnicity
- disability
- early childhood development
- education, literacy, and skills
- employment, job security, and working conditions
- food insecurity
- gender identity and expression
- housing
- income and income distribution
- Indigenous status
- personal health practices and resiliency
- physical environments
- sexual orientation and attraction
- social inclusion/exclusion
- social support networks
Low awareness about the social determinants of health
There is overwhelming evidence confirming the importance of the social determinants of health on our health. Despite this, awareness among the public is low.
Recent studies1, 2 suggest that adults and young people believe health care and lifestyle choices, like physical activity and diet, are the most important factors influencing health. While health care and lifestyle choices are important, we know that the greatest predictors of our health are our social and economic status. Our health improves at every step up the income and social ladder.3
We need to raise awareness about the social and economic factors of health to prompt changes to policies and programs that can improve health opportunities for all. Starting the conversation among young people is especially important, since values are typically established at a young age.4
This lesson plan aims to inspire greater social awareness among young people. It encourages them to identify future actions that can support health equity such as civic engagement, policy and program development, community involvement, and leading or participating in charitable activities.5
References
1 Data from Ontario’s Rapid Risk Factor Surveillance System in 2013 (Cycle 13–15) collected from adults 18 years of age and older across thirteen health units including Public Health Sudbury & Districts. Data collected by the Institute of Social Research, York University.
2 Kenney, K., Moore, S. (2013). Canadian adolescent perceptions and knowledge about the social determinants of health: an observational study of Kingston, Ontario youth. BioMed Central Public Health. Vol 13:781.
3 Public Health Sudbury & Districts. (2011). Let’s Start a Conversation about Health … and Not Talk About Health Care at All User Guide, 2011.
4 Kotler, P., Roberto, E. 1989. Social Marketing: Strategies for Changing Public Behaviour. The Free Press. A division of Macmillian Inc.
5 Public Health Sudbury & Districts. (2017). Briefing note—Social Determinants of Health in Elementary and Secondary School Curricula in Ontario—CODE and COMOH Joint Committee.
This lesson plan aligns with the broad definition of health or “well-being” adopted by the Ministry of Education. The values embedded in the Ministry’s efforts to strive for equitable and inclusive education also mirrors our goal of health equity for all.
The following key Ministry of Education documents were reviewed and align with this lesson plan:
- Considerations for program planning (Government of Ontario) is an online resource that offers key strategies and policies for school staff to consider when planning effective and inclusive program and lessons for all students.
- This resource has multiple sections, including Student Well-Being and Mental Health (Government of Ontario), Human Rights, Equity, and Inclusive Education (Government of Ontario), and Ethics (Government of Ontario).
- The Foundations for a healthy school: a companion resource to the K–12 school effectiveness framework (Government of Ontario) is based on the evidence that healthy students are better prepared to learn, and that education is a key determinant of health. Student engagement is one of the five areas identified as a contributor to a healthy school.
According to Canada Without Poverty, one in four children in Canada were living in poverty in 2020. It is highly likely that teachers will encounter children living in poverty during their career. We hope that educating students about the social determinants of health and health equity will inspire them to act and make a difference in their communities. Our wish is for everyone to have the opportunity to reach their full health potential regardless of their social or economic background.
Stigmatization and discrimination
The material covered in the activities may pose challenges for students currently living in poverty, such as the potential for further stigmatization and discrimination. Some students may go to great lengths to hide the fact that they are living in poverty to avoid confrontation or feelings of shame. When delivering activities, teachers should be prepared to:
- constructively address negative or judgmental attitudes expressed by fellow classmates;
- ensure sensitivity, such as not identifying or singling out any students in activity examples.6
Teachers should use professional judgement to ensure sensitivity, while allowing for open discussion where appropriate. While the material has the potential to be challenging for students living in poverty, it may also be beneficial for these same students. Students affected by poverty have been found to have a sense of relief in learning that they are not alone in their experience of poverty.7
Teachers requiring additional help or resources for a student should connect with other classroom teachers, resource teachers, the vice-principal, principal, or social worker at the school board. The Upper Canada District School Board Virtual Learning Commons developed a teacher resource called How to Lead Difficult Discussions in the Classroom (PDF). The School Mental Health Ontario website offers a variety of evidence-based information and resources for the school communities.
Teachers should also follow the procedures for any sensitive student issues as outlined by their school, and school board.
References
6 Adapted from: There’s More to Poverty than Meets the Eye, Poverty Education Resource, 2014. Saskatoon Health Region.
7 Adapted from: There’s More to Poverty than Meets the Eye, Poverty Education Resource, 2014. Saskatoon Health Region.
Teachers are generally aware students have different learning styles and needs. Modifications may need to be made to some of the activities to accommodate different ways of learning. This is especially true for students with exceptionalities, those with special needs or students that are English Language Learners. Examples for modifying activities could include:
- Using a lesson from the previous division.
- Modeling the activity or providing example responses for the students before asking them to attempt it.
- Posting visual activity instructions or questions to allow students to see as well as hear orally.
- Asking students to discuss the activity with a student next to them or a small group of students before attempting it on their own.
For more information on adapting materials, please read the resource created by the Ministry of Education (PDF).
Teachers can use the RAN Chart for Inquiry (PDF) to track student thinking through the unit. Students can be asked, ‘What do you know about poverty?’ Initial thinking can be recorded on sticky notes.
Revisit the chart periodically through the lessons to move the sticky notes to the appropriate columns. Students can also record new thinking and questions that they have.
Source: OPHEA. (2016). Inquiry-Based Learning in Health and Physical Education – A Resource Guide for Educators. Retrieved from https://ophea.net/media/418/download?inline.
Additional resources from Public Health Sudbury & Districts on health equity:
Teachers may decide to introduce the topics of poverty and health equity by reading books aloud to the students prior to starting the activities in the lesson plan. Please visit the Reading Suggestions page for more information.
The lesson plan supports the expectations in Social Studies, Language, Health and Physical Education, Arts, and Mathematics curricula outlined in the Elementary curriculum: Grades 1 to 8 from the Ontario Ministry of Education. Please visit the Curriculum Expectations page to learn more about these expectations.
Authors
Geneviève Projean, Public Health Nurse, Health Equity Team, Knowledge and Strategic Services
Dana Wilson, former Manager, Health Equity, Knowledge and Strategic Services
Acknowledgments
- Lizanne Anawati, former placement student, Public Health Sudbury & Districts
- Jessica Bastelak, Graphic Designer, Public Health Sudbury & Districts
- Carolyn Crang, professor at Laurentian University’s Faculty of Education
- Erika Espinoza, Health Promoter, Public Health Sudbury & Districts
- Rachael George, former Apatisiwin Employment Coordinator, N’Swakamok Native Friendship Centre
- Bridget King, Public Health Nutritionist, Public Health Sudbury & Districts
- Catherine Lau, former student, Laurentian University’s Science Communication Program
- Jamie-Lyne Mayer, Program Assistant, Public Health Sudbury & Districts
- Mariette Sutherland, former Manager, Indigenous Engagement, Public Health Sudbury & Districts
- Alicia Boston, Health Promoter, Public Health Sudbury & Districts
- Sherri Baker, former Health Promoter, Public Health Sudbury & Districts
- Boroma Sanou, former Health Promoter, Public Health Sudbury & Districts
- Olayinka Sanusi, former placement student, Public Health Sudbury & Districts
- Gwen Ehi, former placement student, Public Health Sudbury & Districts
- Lorne MacEachern, Program Assistant, Public Health Sudbury & Districts
- Sharlene Webkamigad, former Special Advisor, Indigenous Affairs, Public Health Sudbury & Districts
- David Groulx, former Manager, Public Health Sudbury & Districts
- Ginette Demers, Manager, Public Health Sudbury & Districts
- Jasmine Fournier, Health Promoter, Public Health Sudbury & Districts
Contact for more information
If you have any questions or suggestions, please contact the Health Equity Team by email equity@phsd.ca.
Copyright
This resource may be reproduced, for educational purposes, on the condition that full credit is given to Public Health Sudbury & Districts. This resource may not be reproduced or used for revenue generation purposes.
Citation
Public Health Sudbury & Districts. (2026). Youth Taking Action on Health Equity: Lesson Plan for Elementary Students. Sudbury, ON
© Public Health Sudbury & Districts, 2026
O: September 2017 R: February 2026