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Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Minimizing Risk For Youth

Date

Subject/Grad
e Level

Health 9

Time
Duratio
n

Unit

The 4th R

Teacher

Mike Greeno

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES


General
Learning
Outcomes:
Specific
Learning
Outcomes:

Relationship Choices - Students will develop effective interpersonal skills that demonstrate
responsibility, respect and caring in order to establish and maintain healthy interactions.
R9-4 Students will analyze, evaluate and refine personal communication patterns
R9-5 Students will describe and analyze factors that contribute to the development of
unhealthy relationships, and develop strategies to deal with unhealthy relationships.

LEARNING OBJECTIVES
Students will:
1. Identify strategies for active listening skills and develop skills for active listening
2. Identify factors that contribute to healthy and unhealthy relationships.

ASSESSMENTS
Observations:
Key Questions:

Products/Performanc
es:

Class participation
Note packets
What are things that make up a (un)healthy relationship? How do you
know you are reaching the edge of your comfort zone? What is active
listening? Why is active listening important to healthy relationships?
Note Packets with exit slips

LEARNING RESOURCES CONSULTED

The 4 R

MATERIALS AND EQUIPMENT


White Board

th

4th R Copy Sheets


PROCEDURE

Expectations for
Learning and
Behaviour

Advance
Organizer/Agenda

Be Respectful
Students should respect the questions and concerns of others

Students need to be able to feel comfortable in the classroom.


Make sure to set firm guidelines off the start of class. Make a
Guidelines for Health Class for the students. Make sure to
include: Respect for others (no laughing at questions, listen), No
name rule (when giving an example dont use names), participate.

Intro, Expectations, LA 1, LA 2, LA 3, LA 4, Closure


Body

Introduction

Tim
e

Introduce unit title Personal Safety and Injury Prevention

Learning Activity #1

Explain that students will be discussing many issues related to


personal health and healthy relationships with others.
Healthy vs Unhealthy Relationships
Graphic Organizer
Have students write down whatever words come to their mind
when they hear the written statements.
Read the first statement, Write down what comes to mind when
you think of a healthy relationship look like, sound like, and feel
like.
Read the second statement, Write down what comes to mind
when you think of an unhealthy relationship look like, sound like,

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)


and feel like.
Option 1: Whole Class Graphic Organizer
Display a graphic organizer depicting healthy relationships on the
projector. Next have groups bring their post-it notes up individually
and then if other groups have the same to put them on top or if
they have a new idea then they can post it as well. Do this until all
have been shared and then again for unhealthy relationships.
End with a class discussion on whether or not these things can
apply to multiple types of relationships (not just dating).
Make sure to have take a picture of the ideas with their mobile
devices, that way they can recall the ideas throughout the unit.
Teacher Notes:
Assessments/
Differentiation

Observe student participation in group and individual activities. Have a


printed out agenda for IPP student.

Learning Activity #2

Healthy Relationships Communication Line


Strategy: Communication Line
Divide students into two groups. Have the first group stand in a
line at the front of the class and then have the second group stand
across from an individual. Label them line A, and line B.
Read a myth or fact statement and then have students THINK
TO THEMSELVES for 5 seconds on whether or not they think that it
is a myth or fact.
Line A will then explain to line B whether or not they think that the
answer is myth or fact and why they think so. When the students
in line A are done they say pass and then their partner in line B
will get their chance to agree or disagree with the individual in line
A and explain why. Ask a few select student on what type of
discussion they and their partner had.
Have B move 2 spaces to the right and then read the next
statement. Have B respond first this time and so on.
Wrap-up with a brief discussion on having healthy relationships
with everyone around you and knowing what the difference is.

Teacher Notes:
Assessments/
Differentiation

Observe student participation in group and individual activities. Have a


printed out agenda for IPP student.

Learning Activity #3

Comfort Zone
Display a comfort zone continuum on the board. Read off
statements and have students display a number from 1-5 based on
how comfortable they are with the statement.
Choose a few statements for discussion afterwards and have
students think about when they are approaching the edge of their
comfort zone and what some emotional and physical signs are. Do
this in a think-pair-share.

Teacher Notes:
Assessments/
Differentiation

Observe student participation in group and individual activities. Have a


printed out agenda for IPP student.

Learning Activity #4

Active Listening Practice


Skill: Active Listening
Discuss that active listening is an important aspect in all healthy
relationships. Ask student about I know exactly feel, Ive had that
happen to me. Discuss responses
Hand out active listening sheets to each student and have
students form groups of 3. Students will divide their group into a
listener, speaker, and observer. Speakers will talk about a given
topic for 30seconds, listeners will summarize what was said for 20
seconds, and the observer will record how active the listener was
listening. Students will switch roles until everyone has gone.
Encourage students to be active listeners during the activity.

Adapted from a template created by Dr. K. Roscoe


Teacher Notes:
Assessments/
Differentiation

Lesson Plan Template ED 3501 (Version C)


Discuss how students can relate this activity to their own lives.

Observe student participation in group and individual activities. Have a


printed out agenda for IPP student.
Closure

Consolidation of
Learning:

Feedback From
Students:
Transition To Next
Lesson
Sponge
Activity/Activities

Tim
e

Go through learning objectives with the class and formatively ask


if we have met them.
Then have students fill out the exit slip.

Class Discussions, exit slips

5 ways to listen better:


https://www.youtube.com/watch?v=cSohjlYQI2A

Adapted from a template created by Dr. K. Roscoe