1

Grade 3 Health Relationship

Choices Unit
Mr. Peter Vooys
St. Augustine Fine Arts School
January-April 2017
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Table of Contents
1) Key Question
Page 3
2) Rationale Page
3
3) Unit Objective and List of Outcomes
Page 4
4) Technology and Accommodations
Page 5
5) Lesson Plans (1-10)
Page 6
6) Unit Assessment Plan
Page 38
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Key Question:
How can we teach our students to make healthy relationship choices, and love
others like Jesus tells us to do?
Note: this unit was developed and delivered at a Catholic school, so references to
the Christian faith are made throughout the unit. If delivered at a public school,
major modifications would be made to the unit.
Rationale:
Human beings were created by relational God to be relational beings. In the course
of their work in the Relationship Choices unit in Health 3, students will explore their
place in relationship with other people, God, and themselves. Students will be made
more aware of their own feelings, and how to effectively manage these feelings.
They will continue their learning about the importance of communication, listening,
and proactive problem solving in the context of relationships, how to manage
change, and how to find and nurture their own strengths, and the strengths of
others in the context of relationship.
I am taking the opportunity with this class to play a number of co-operative games
and team building exercises, some of which are from the curriculum guide, and
some of which Ive learned in my work in Drama. The overall goal of these games is
to teach the idea that Love is contagious. The central idea being that by loving
others and showing our love to others that we are showing Jesus love for them, as
stated in Mark 12:31 (The second commandment is this: Love your neighbour as
yourself), which is our theme verse for the unit, and that by doing this, we can help
other people feel loved, and when we feel loved, we are easier to get along with.
True story! Each day, well start the class with an activity where the students greet
each other, shake hands, exchange compliments, and have multiple positive social
interactions. This is one of the fundamentals to my approach towards creating a
positive learning environment.
As a secondary resource, Im using The Five Love Languages by Gary Chapman. I
wont be directly referencing the book, but it has influenced my pedagogy in this
course. Im considering teaching them that there are five primary ways that people
can show others that they care about them, which are: affirmation, quality time,
gifts, positive touch, and service. Ive seen the application of this framework in
building a vibrant community over the course of one week at a summer camp
setting, and the effect was profound. Our introductory handshake/compliment game
at the beginning of each class is an example of using both positive touch and
affirmation to start each class. The other languages are not as easily represented
through the study of this particular unit. However, I plan to discuss this with my
teacher mentor, and other colleagues, and I see this as a field of particular interest
and future study in the formation of positive classroom communities.
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I am grateful for the opportunity to teach Health from the Catholic perspective. I
have endeavoured to intentionally permeate the subject matter with a faith-based
perspective, and I refer to Scripture and prayer a number of times throughout the
lessons in this unit. The theme verse for this unit is Mark 12:31: The second
commandment is this: love your neighbour as yourself, and we refer back to this
verse repeatedly, as it is the foundation for positive, loving relationships in our
society.
As a teaching tool, and to provide a strong hook for most lessons, Ill be using
puppetry, and bringing my puppet Francesca to class, and together well help
communicate the learning objectives through brief demonstration scenes at the
beginning of each class. Im excited about this opportunity to use my puppetry skills
for an audience that appears to be the ideal age for this!
I have endeavored to limit each activity to one class period, with the exception of
the final activity. In the case of a few of the activities, this is not my preference, but
I feel that because I am only in the classroom once per six day cycle, it would not be
practical to have multi-day projects or activities.
Unit Objective:
The students will create a variety of materials and strategies for their Health
Toolbox that explore positive choices regarding feelings, interactions, and group
roles.
The culminating activity of the unit will be safely teaching a group of younger
students a co-operative game, as part of a teaching/learning team of classmates.

General Learning Outcome:

Students will develop effective interpersonal skills that demonstrate responsibility,
respect and caring in order to establish and maintain healthy interactions.

Specific Learning Outcomes:

Lesson 1: Positive feelings
R.3.1- The students will recognize the effects of sharing positive feelings on self and
others; e.g., express appreciation to self and others. (Lesson 1)
Lesson 2: Politely Dealing with Your Feelings
R.3.2- TSW demonstrate appropriate ways for sharing and/or expressing feelings
through words and behaviour; e.g., demonstrate good manners when expressing
feelings. (Lesson 2)
Lesson 3: Stress
R.3.3- TSW develop, with guidance, strategies to deal with stress/ change. (Lesson
3)
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Lesson 4: Anger
R.3.4-TSW develop, with guidance, effective communication skills and strategies to
express feelings; e.g., appropriate expression of anger. (Lesson 4)
Lesson 5: Friendship Building
R.3.5-TSW develop strategies to build and enhance friendships. (Lesson 5)
Lesson 6: Including Others
R.3.6-TSW demonstrate inclusive behaviours regardless of individual differences or
circumstances; e.g., physical, emotional, cultural, economic. (Lesson 6)
Lesson 7: Conflict
R.3.7-TSW examine the effects of conflict on relationships. (Lesson 7)
Lesson 8: Co-operative Skills
R.3.8- TSW develop skills to work cooperatively in a group. (Lesson 8, and
throughout unit)
Lesson 9: Fair Play/Co-operative Games
Lesson 10: Celebration of Learning
R.3.9- TSW encourage fair play through modelling; e.g. model fair play and safe play
practices to cross-age groupings. (Lesson 9)

Technology: The class will use technology, including videos from YouTube, and
Smart Board activities when appropriate. If the presentations with Francesca the
puppet are wildly successful, I will consider filming them and posting them online
for repeated watching.

Accommodations: There is a student with a chromosomal disability, who is also at

ELL Level One, and is learning basic words in English. There are three other students
at ELL Level Two, and two students at ELL Level Three. There is a student with an
anxiety disorder, and another student with a verbal learning disability. Each
assignment requires drawing, role-playing, or another type of active or visual
display of learning, along with limited writing. Students who are unable to display
achievement of outcomes through writing will be assessed verbally or based on
their visual or performed demonstration of learning.
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Lesson Plans:
Lesson 1: Positive Feelings are Contagious

LESSON PLAN
General Information:
Teacher: Mr. Peter Vooys Grade 3 Health Relationship Skills Lesson 1 Jan 12,
2017/ 47 min

GLO
- Students will develop effective interpersonal skills that demonstrate
responsibility, respect, and caring in order to establish and maintain
healthy interactions.

SLO
- R.3.1- The students will recognize the effects of sharing positive feelings on
self and others; e.g., express appreciation to self and others.

Objective:
TSW create and perform, in groups,
brief scenes that demonstrate the
power of sharing positive feelings.
Assessment:
-Formative assessment and use of
checklist throughout, summative
assessment of sharing a positive feeling
scenes.
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Key Questions: Accomodations:

How can you share your good Will discuss with Teacher Mentor, Ms.
feelings with others in a way that Gamber
makes them feel good, too?

How can you let other peoples

happiness make you happy too?

Materials & Equipment:

White board, chart paper, space to rehearse, Francesca (teachers puppet
assistant)
Learning Resources:
Alberta Learning Guide to Curriculum Implementation for Health

PROCEDURE
Intro: (12 minutes, including game and expectations)
Welcome, Grade Three! My name is Mr. Vooys, and Ill be teaching you Health
over the next 3 months. To get started today, I think it would be valuable for us to
get to know each other, and we can also talk about what were going to learn.
Could we all stand up, and make a circle?
Today were going to be talking about sharing feelings. Were going to talk about
what positive feelings are, and what happens when we share them!

Game:
But to start, Id like for us to get our wiggles out. So, were all going to bounce
gently at our knees, and let our arms flap a bit, like this (demonstrates).
Excellent! So Im going to say my name, then Im going to share a positive
feeling, and a situation or event that makes me feel this positive feeling, then Ill
do an action that this positive feeling makes me feel like doing. Then, well go
around the circle. The person beside me will say my name, my positive feeling,
and what makes me feel it, and then theyll say their name, and their positive
feeling. Well keep going around the circle, and when we end, well have shared a
lot of positive feelings. Im going to write down the positive feelings we shared,
and this is how well brainstorm today.

Expectations:
Before we do this, lets talk about our expectations for the class. Do you think its
important to treat other people the way we want to be treated?

Class responds.
Good. How about, for our first expectation:

I expect everyone to treat other people in the class the way theyd like
to be treated. Does that sound good to you? Excellent! Thats one of the
important things Jesus teaches us to do.
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Do you think its important to respect me? Good. And how do we show respect?
By listening, and doing what I ask you to do. Excellent! So for our second
expectation:

I expect everyone to listen, and to respect me. Do you agree with this?
Good! Now for our last expectation. Do you think you learn more and have more
fun when you do your best? Yes? Great! So for our third expectation:

I expect everyone to do their best, and to ask for help if theyre

confused. Does this sound fair? Great. Those are my only expectations, and
theyll be our class rules. Im confident that youll all be able to do your best, and
Ill remind you if youre having trouble following these.

Now please take your seats, and take your health journals out. First, Id like you
to discuss two things with an elbow partner:

Pairs activity: (5 minutes)

Think about a time this week when another person shared a positive feeling with
you. Discuss with a partner.

Think about a time this week when you shared a positive feeling with another
person. Discuss with a partner.

Journal activity: (8 minutes)

Write three sentences, with the prompts
1. A feeling I like to share is
2. When others share a feeling with me, I
3. When I share a feeling with others, I

As students discuss, teacher writes a list of positive feelings and antecedents for
these on the board.

Pairs activity intro/rehearsal: (20 minutes)

Students make a short scene with a new partner, where something good happens
to one partner, and they express a positive feeling to the other partner. Then the
other partner reacts. Then the partners switch. Ill demonstrate, could I get a
volunteer. I just need to find my partner.

Francesca Enters (Francesca is a puppet)

Francesca: Mr. Vooys!
Teacher: Francesca! Say hello to the class!
Francesca: Im shy
Teacher: When youre meeting new people, you just need to be brave for 10
seconds, every after that is easier.
Francesca: Ok. Hi Grade threes!
Teacher: I just got some great news, Francesca, and Im really happy about it!
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Francesca: Whats that?

Teacher: My grade three class is brave, and theyre smart, and they know how to
listen and be respectful. Were going to have a great class together!
Francesca: Wow, thats great Mr. Vooys! You being so happy helps me feel
happier! Im so happy for you
Teacher: Thanks Francesca! That makes me even happier!
Francesca: Wow! I just got some good news, too! I got accepted into the ballet
academy!
Teacher: Wow, Francesca! Thats fantastic! Im so happy for you!
Francesca: Thanks, Mr. Vooys! I knew youd be happy for me.
Teacher: Thats because were friends, Francesca, and friends share their good
feelings with each other! When do you leave?
Francesca: Well, not until April.
Teacher: Well, so we have three months together before you go! Lets make the
most of them!
Francesca: Yes, lets! Bye grade threes! See you next week!

Francesca exits

Please share a positive feeling with me.

See, its very easy! Now please pair up with the same partner you had before.
What I want to see in these scenes is that you know show how sharing good
feelings can help others to feel these feelings too. You have four minutes to talk
about what youre going to share, and then well start presenting. A good idea
would be to use the ideas you talked with your partner about a few minutes ago.
Partners, when your partner shares their good news with you, let their happiness
make you happy too! Its that easy!

Show scenes: (12 minutes)

Scenes should be one minute long, or so.

Closure: (2 minutes) All right, boys and girls. So the main idea were going to be
working with for the next few months comes from the Bible. It comes from the
gospel of Mark, which tells about the life of Jesus.

Heres a really important verse, which is one of the most important things Jesus
ever said: The Lord your God is one. Love the Lord your God with all your heart,
with all your soul, with all your mind, and with all your strength. And love your
neighbour as yourself. Almost everything we do in Health class for the next three
months is based on the last part of that verse. And when we love other people,
and treat them with kindness, were also showing love to God, because He made
everybody, and by loving others, we show God that we respect the good work he
did by making them, and His love for them.

And heres a secret for all of you. Love is contagious! Its like a cold, but its not
bad, its good. And love doesnt spread by coughing on people. Instead, it spreads
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when you treat someone with love and kindness. When you do that, it makes it
easier for them to treat other people with love and kindness. Think about that as
you go home today, and talk to your parents about it! Have a great day, boys and
girls!

Lesson 2: Politely dealing with your feelings

LESSON PLAN
General Information:
Teacher: Mr. Peter Vooys Grade 3 Health Relationship Skills Lesson 2 Jan 20,
2017/ 47 min

GLO
- Students will develop effective interpersonal skills that demonstrate
responsibility, respect, and caring in order to establish and maintain
healthy interactions.

SLO
- R.3.2- The student will demonstrate safe and appropriate ways for sharing
and/or expressing feelings through words and behaviour; e.g., demonstrate
good manners when expressing feelings

Objective: Assessment:
TSW create a four-panel comic -Formative assessment and use of
demonstrating the importance of checklist throughout, summative
being polite about our feelings. assessment of four-panel comic

Key Questions: Accommodations:

Will discuss with Teacher Mentor, Ms.
Whats the difference between Gamber
sharing a positive feeling and
bragging or gloating?

What can you do when youre

confused or frustrated, before you
lose control of your emotions?

Materials & Equipment:

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Flipchart paper, copies of four-panel comic page for all students, Francesca
(teachers puppet assistant)
Learning Resources:
Alberta Learning Guide to Curriculum Implementation for Health

PROCEDURE
Intro: (10 minutes)
Welcome, grade threes. I really enjoyed seeing your skits last week. Who can tell
me what our big idea is for Health class? Its love your neighbour as yourself

And how do we do that? By treating everyone we know with love and kindness.
That puts a smile on Gods face. And do you remember why love is like a cold, but
good?

Yes, Love is Contagious!. When someone is treated with love and kindness, it
makes it easier for them to treat other people the same way.

As our warmup today, were going to learn a few ways to show people we love
them. Now, Im going to teach you an important skill that grownups use. Do you
think youre big enough to do this?

Excellent! Lets make a line, and Im going to teach you to shake hands. You want
to hold the other persons hand firmly, but dont squeeze too tight. Look them in
the eye, and smile at them. Practice once with me.

Students line up and shake Mr. Vooys hand.

Now a lot of grade sixes dont even know how to shake hands properly, but you,
grade threes, will be the best hand shakers in the school by the time I leave here!

Handshake game: Walk around the classroom, and shake hands with the
everyone you meet. Remember, it should be just firm enough, but not hard and
painful, thats mean. Make eye contact, and smile at the person.

Pass it on game: Now, shake hands, and tell the person one of three things:
Jesus loves you
Youre a good friend
I think you have a great smile

Pass it on game 2: Great job! Now, shake hands, and give the person a sincere
compliment that you think of. This will be a bit harder, but youve done really
good so far, so I think you can do it.

Good job! So, we just practiced two ways you can show somebody that you care
about them. You can give them a handshake, or a hug, or a high-five, or a pat on
the back. And you can give them a compliment, and remind them that theyre
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special. When someone does that for you, how does that make you feel?

Very good! Were going to be starting every Health class from now on by doing
this, so you have a lot of time to think of good compliments to give every person
in the class!

Class Discussion: (10 minutes)

So we just talked about positive feelings. Today, were going to talk about another
kind of feelings. Who can tell me what politeness means?

Very good, politeness is treating other people with respect. Its a way we show
other people that we care about them, and that theyre important to us.

Lets make a chart together:

Teacher and class make a triple T-Chart showing feelings, healthy responses, and
unhealthy responses. This is posted in the classroom.

Feelings:
Frustration:
Happiness:
Confusion:

Demonstration (5 minutes): Teacher demonstrates with Francesca the puppet.

Francesca: Oh my! I just won a free trip to Hawaii! I get to go to Hawaii! I get to
go to Hawaii!
Teacher: Thats good, Francesca. Im happy for you.
Francesca: I get to go to Hawaii, and you dont! (Sings) Ima go, to Hawaii. But
you cant. Cos Im the best! Im a go, to Hawaii. Im going to buy a new sun dress!
Teacher: Francesca, my feelings are a little bit hurt, and Im starting to get
annoyed. Do you know why?
Francesca: Because Im gloa-ting?
Teacher: Yes. Thats why. Youre trying to make me feel bad, and thats making
me annoyed and jealous. Is jealousy a good thing.
Francesca: No.
Teacher: Youre right. So lets try this again.
Francesca: OK!
Francesca: Oh my! I just won a free trip to Haw-aii! Mr. Vooys, I just won a free trip
to Hawaii!
Teacher: Thats good, Francesca. Im happy for you.
Francesca: Thank you, Mr. Vooys. Youre a good friend.
Teacher: Much better! Lets try one more.

Francesca: I dont know what to do. I dont know what to do. I dont know what to
do!!!! WAAAHHHHHHH!!
Teacher: Whats wrong Francesca?
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Francesca: I dont know how to do my assignment, Im confused, and now Im

crying!!! WAAHHHH
Teacher: Francesca, calm down. Can I help you with this?
Francesca: Yes. Would you please help me understand this? (stops crying. Takes a
moment)
Teacher: You know you can always ask me for help, and that most teachers,
principals, pastors, parents, and librarians are happy to help you!
Francesca: Mmm hmmm.
Teacher: Next time you get confused, can you ask for help before your feelings
get way too big?
Francesca: Yes, Mr. Vooys.
Teacher: Excellent, Francesca! Im proud of you.

Role Play (5 minutes): So, with a partner, Id like you to role play how to deal
with strong feelings politely. Remember, gloating makes people unhappy, and if
were frustrated or confused, its better for us to be polite, and ask for help before
our emotions get too big.

Activity: (15 minutes)

Draw a three panel cartoon showing how to use good manners a when youre
really happy, confused, or frustrated about something.

Examples: your parents bought you a new Xbox. You get to go to Hawaii for spring
break. You won a prize at school.

Your little brother told you hed let you play Xbox at 3 oclock. Its already 3:10.

Alright, class. Ive heard that some of you are artists, and I think thats great! I
just wanted to make you aware that the most important thing for this assignment
is that you show me appropriate ways to express a feeling. Ill enjoy the art, but if
we run short of time, please keep in mind that what I want to see is showing good
ways of expressing feelings through what your character is saying and doing. Ill
let you know when we have five minutes left, and then you can make sure you
can finish your cartoons. Thank you!

Closure: (2 minutes) All right class! Im looking forward to reading your comics. I
love comics! Lets say a prayer to end the lesson. Please bow your heads, and
lets be still for a moment.
Make sign of cross reverently

Dear Lord, thank you for our feelings. Thank you that youve given us a lot of
feelings, and that you are teaching us to share them and handle them wisely.
Please help us to love You, and to love other people as we love ourselves. Please
help us to be kind to our parents, to our classmates, and to our brothers and
sisters.

We ask these things in Christs name, Amen.

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Have a very good week, boys and girls.

LESSON PLAN
General Information:
Teacher: Mr. Peter Vooys Grade 3 Health Relationship Skills Lesson 3 Jan 30,
2017/ 47 min

GLO
- Students will develop effective interpersonal skills that demonstrate
responsibility, respect, and caring in order to establish and maintain
healthy interactions.

SLO
- R.3.3- TSW develop, with guidance, strategies to deal with stress/ change.

Objective: Assessment:
TSW create a chart showing -Formative assessment and use of
strategies for managing stress in checklist throughout, summative
their lives. assessment of stress management
strategies chart.

Key Questions: Accommodations:

What are three good things you can Will discuss with Teacher Mentor, Ms.
do when youre stressed out? Gamber

What are two strategies you can use

every day to reduce your stress?

Materials & Equipment:

Flipchart paper, copies of hand-out chart for stress management for each student,
Francesca (teachers puppet assistant), four balloons (red, white, yellow, blue or
green)
Learning Resources:
Alberta Learning Guide to Curriculum Implementation for Health

PROCEDURE
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Intro: (5 minutes) Welcome, class. Im happy to see you today! Please walk
around the classroom and give five people a good handshake.

Handshake game: Walk around the classroom, and shake the hand of everyone
you meet. What makes a good handshake?

Good! Firm, but not too firm. Make eye contact. Smile. Lets say them together:
firm but not too firm, make eye contact, smile.

Part 2: Walk around the classroom and give five other people a good handshake,
and a sincere compliment.

Part 3: Shake three more peoples hands, and share some good news with them.
If youre having trouble thinking of something, say Jesus loves you or youre a
good friend. When someone shares their good news, let that make you feel
happier, and reply Im happy to hear that. Thank you for sharing it with me!

Class Discussion: (7 minutes)

Good work, class! Lets take our seats.

Teacher pulls out Francesca the puppet.

Francesca: Oh my! Im so stressed out! I have a visit to the dentist tomorrow, and
I havent been brushing my teeth enough. Oh, my muscles feel tense. And I keep
thinking about what its going to be like when the dentist DRILLS MY TEETH. Oh
no, oh no, oh no! What am I going to do about this?

Teacher: Francesca, its ok. You can calm down a little. Today were going to talk
about ways that we can handle stress better. Well talk later, alright?

Francesca: Ok!

Teacher puts Francesca away

So today, were going to talk about stress. Who can tell me what stress is?

Stress is our bodies, and our hearts reacting to hard situations. Stress isnt always
a bad thing, and sometimes its Gods way of telling us that we need to think
about whats going on, make a good choice, and trust Him.

Heres a demonstration of how stress works:

Use four coloured balloons to demonstrate some of the psychological responses to

stress.

1. Blow up a white balloon until it cant be blown up any further. Tie it off
carefully. Discuss its qualities. For example, its nice to look at but it could pop
 16

easily. You could use it for decoration, but not to play with.

-Does anyone feel like this balloon sometimes? Does anyone feel like always try
to be perfect, and that this makes them feel like theyre under a lot of pressure?

2. Blow up a red balloon until it pops. Discuss what happened. For example, it
blew up and fell apart. It exploded.

-When things get really hard, do you blow up sometimes? This is another way
some people deal with stress. Do you ever blow up when you get stressed?

3. Blow up a yellow balloon fully, then pinch it off with your fingers for a few
seconds. Now let go. Discuss what happened. For example, it was out-of-control.
It could scare people.

-Sometimes people act out when theyre stressed. Lets think about a boy named
Robert. Roberts parents are talking about getting a divorce. This is really
upsetting to him. It stresses him out to think that his mom and dad might split up.
So he acts up and misbehaves a lot. Did you know that sometimes when people
misbehave, its because they have hard stuff in their lives, and they dont know
how to deal with it, so they misbehave, or hurt other people. Its not good that his
parents are talking about getting divorced. And its not his fault!

But hes in a situation where hes feeling a lot of stress, and his heart is hurting.
So sometimes he acts up, and sometimes hes even mean and bullies people.

Do you think that by being a friend to someone like Robert, and by loving them,
youd be helping them? Yes, you would.

4. Blow up a blue balloon, just enough. If necessary, let out a little air before you
tie it off. Toss it around and discuss its qualities. For example, its flexible and
bounces back. It can take being tossed around.

Which colour of balloon do you feel like most of the time? Discuss

Small group activity: (4 minutes)

In groups of three, please discuss some things that might make a person
stressed, and ways you feel stress in your body. You have four minutes. On my
mark, go.

Brainstorm: (10 minutes)

Lets share our ideas about what situations that make a person feel stress, and
how we feel stress in our body.

Now, lets make a list of ways to help us handle the stress.

Partial possible list:

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-Pray. Important! Christians have a big God who cares about them, and helps
them a lot!
-Talk to a friend, a parent, or someone you trust.
-Tell yourself that its going to be alright, that Jesus loves you, and that Hes
watching over you.
-Think about how you can overcome the problem.
General life strategies:
-Get lots of exercise.
-Eat healthy food.
-Make sure you get to relax every day.

Activity: (15 minutes)

Make a How to Deal with Stress chart, with four quadrants (I will provide the
handout with the chart for students)

Signs that Im feeling stress:

This is my bodys way of telling me to:

What do I do when I feel stress:

What lifestyle choices will help me handle stress better:

Closure: (2 minutes) Youve done really work, grade threes. I think youll be able
to do a good job handling stress in your lives. Just remember that you have a God
who loves you, and wants you to help you make good choices, you have parents
who love you, and you have lots of other people who love you. These people can
help you when you feel stressed. And its important that we love ourselves, and
take care of ourselves, and thatll make it way harder for us to burst, and we
wont feel like acting up

Remember: you cant always control what happens in your life. But you can
control how you react!

Lets pray:
Please take a moment to be still as we approach the Lord in prayer

Make the sign of the cross reverently

Dear Lord, we thank you for your love and mercy. We know that You want us to
grow into people that are able to wisely handle all sorts of challenges. Sometimes
we have stress in our lives. Please help us to remember to ask You for help when
were feeling stressed, and to think of the people we can ask for help, and the
strategies we can use to help us handle stress wisely.

We also remember our brothers and sisters who are in hard situations like having
their parents divorce, or being persecuted for their faith in places like Syria. They
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have a lot of stress in their lives, that isnt their fault. Please help them to call on
you, and us to pray for those who are suffering, and show love to everyone
around us.

We ask these things in Christs name, amen.

Lesson 4: Anger

LESSON PLAN
General Information:
Teacher: Mr. Peter Vooys Grade 3 Health Relationship Skills Lesson 4 Feb 7,
2017/ 47 min

GLO
- Students will develop effective interpersonal skills that demonstrate
responsibility, respect, and caring in order to establish and maintain
healthy interactions.

SLO
- R.3.4- TSW develop, with guidance, effective communication skills and
strategies to express feelings; e.g., appropriate expression of anger.

Objective:
TSW create a list of Anger DOs and
DONTs, and create short role-play
scenes where they practice
constructive anger management
skills.
Assessment:
-Formative assessment throughout.
Teacher will collect Anger Dos and Donts
lists for assessment purposes, will assess
student work on anger management role-
play with checklist

Key Questions: Accommodations:

What is one good thing you can do to Will discuss with Teacher Mentor, Ms.
help yourself calm down when you Gamber
are starting to get angry?

What is one good thing you can do to

help yourself calm down when youre
really mad?

Materials & Equipment:

 19

Flipchart paper, Francesca (teachers puppet assistant), Two handouts from Guide
to Implementation: Four Steps to Controlling Anger and Ways to Say Youre
Angry.
Learning Resources:
Alberta Learning Guide to Curriculum Implementation for Health

PROCEDURE
Introduction: (3 minutes)
Welcome class, lets walk around the room and get ready for health class!

Compliments/handshake game: Go around the classroom shaking hands. Give

a sincere compliment to every person whose hand you shake.

Now, shake five peoples hands and tell them something that someone can do for
you that makes you feel happy.

Class Discussion: (10 minutes)

Teacher brings out Francesca (the puppet)

Teacher: Im going to sing a song. Its gonna be kind of loud! Because my name is
Vooys, its not like I have a choice! Im going to sing a song, its going to be
fantastic! My song is so lovely it could shatter plastic!

Francesca is trying to concentrate, and getting angrier and angrier as Mr. Vooys
sings

Francesca: Ughh! Shut up! Your stupid singing is making it so I cant

concentrate!!!! ARGGH!!!
Teacher: Oh. Im sorry (teacher is very sad).

Francesca: Yeah! You should be!

Francesca walks off

Francesca (aside): Wow, Im feeling really guilty now. Lets think about what
happened.
I was trying to concentrate. And Mr. Vooys started singing. And I started to get
angry. And then I got really angry and lost my temper. Then I yelled at Mr. Vooys,
and made him really sad.
I think its ok that I was angry, but its not ok that I was mean. Yes, thats it! I have
to go apologize to Mr. Vooys.

Francesca returns to the scene

Francesca: Mr. Vooys, I wanted to tell you that Im sorry. That was mean of me to
 20

yell at you and say your song was stupid.

Mr. Vooys: I forgive you Francesca. Were you trying to concentrate?

Francesca: Yeah, I was trying to concentrate.

Mr. Vooys: Is there a better way that we could handle this situation?

Francesca: Yes! Can we try again, please?

Mr. Vooys: Sure. (inhales)

Mr Vooys: Im going to sing a song. Its gonna be kind of loud! Because my name
is Vooys, its not like I have a choice! Im going to sing a song, its going to be
fantastic! My song is so lovely it could shatter plastic!
Francesca is starting to get angry

Francesca: Mr. Vooys.

Mr. Vooys doesnt notice, keeps singing

Francesca: Mr Vooys!!

Mr. Vooys doesnt notice, keeps singing

Francesca: MR VOOYS!!!

Mr. Vooys: Oh! Yes, Francesca?

Francesca: Could you please stop singing? Im trying to study for my test.

Mr. Vooys: Oh, ok. But Im trying to practice singing for my audition for the school
play.

Francesca: Hmmmm. (pause) Could you try singing more quietly, or sing
somewhere else?
Mr. Vooys: Yes, I think I could sing more quietly.

Francesca: Thank you!

Mr. Vooys: See you next time Francesca.

(Francesca is put away)

So what do you think were going to talk about today, boys and girls?
Yep, were going to talk about how to handle anger. There are good ways to react
when were angry, and bad ways to react when were angry.
 21

Teacher writes on the board Its ok to feel angry, but its not ok to _________. Its
better to ____________
Class gives suggestions for list of bad ways to handle anger, and better ways to
handle anger.

Alright, weve come up with a list of bad ways to handle anger, and better ways to
handle anger.
I have a few sheets for you to look at that talk about ways we can handle our
anger better.

Pairs activity: (10 minutes)

Together in a pair, write down an Anger Dos and Donts list on a divided piece of
paper. Look at your handouts for strategies, or think of what weve brainstormed
already.

Role playing: (8 minutes)

Students will stay in their pairs, and practice effective anger management
strategies in a variety of situations.

Several pairs can volunteer to show their scenes, and if theres time, all pairs can
show their scenes.

Showing scenes: (remainder of class, minus one minute)

Closure: (1 minute)
Excellent, class. So today we were able to explore ways we shouldnt react to
anger, and better ways to deal with our anger. Next week were going to learn
about friendship-building skills. Lets say a prayer. Please stand and be still for a
moment.

Make sign of cross

Dear Lord,
Thank you for your grace and mercy. Please help us to be merciful to people who
make us angry. Please help us to be slow to get angry, like Your Word teaches us,
that we might become wise and loving.

We pray these things in Jesus name, Amen.

Have a wonderful week, boys and girls!

LESSON PLAN
General Information:
Teacher: Mr. Peter Vooys Grade 3 Health Relationship Skills Lesson 5 Feb 20,
2017/ 47 min
 22

GLO
- Students will develop effective interpersonal skills that demonstrate
responsibility, respect, and caring in order to establish and maintain
healthy interactions.

SLO
- R.3.5- TSW develop strategies to build and enhance friendships.

Objective:
TSW create a friendship strategies
page, with pictures of ways of being
a good friend to a new student at the
school.
Key Questions:
How can you show your friends that
you care about them?
Assessment:
-Formative assessment throughout.
Teacher will collect friendship strategies
assignment for summative assessment,
and will circulate with checklist and assess
student role playing.
Accommodations:
Will discuss with Teacher Mentor, Ms.
Gamber

Can you do the same things for

people who arent your friends?

Materials & Equipment:

Flipchart paper, white board, or Smart board, Francesca (teachers puppet
assistant)
Learning Resources:
Alberta Learning Guide to Curriculum Implementation for Health

PROCEDURE
Introduction: (10 Minutes)
Welcome, boys and girls. Lets play our handshake game before we start today.
Today, please:

Handshake game: Shake hands with five people. Compliment each other. Then,
share something with each that helps build better friendships. This could be
something like listening, or spending time together, or sharing the Xbox
controller, or anything you can think of.

Great, now lets have a seat, and see what Francesca has for us today.

Enter Francesca

Teacher: Hey Francesca, Im glad were such good friends.

Francesca: Yeah, Mr. Vooys, the only way our friendship would be better was if
 23

you were a little bit smarter.

(Pause. Time passes. Teacher and puppet re-enter scene)

Teacher: Hey Francesca, were good friends arent we? I thought we were going to
play jump rope after school yesterday!

Francesca: Yeah, sorry, Mr. Vooys. I got invited to Cindys house, and she has a
hot tub!

(Pause. Time passes. Teacher and puppet re-enter scene)

Teacher: Hey Francesca, were friends, right? When those other guys were making
fun of me yesterday, I really could have used someone to back me up, and I saw
you right nearby.

Francesca: Yeah, Im sorry, Mr. Vooys. I dont want to have trouble with Dave and
the gang.

(Pause. Time passes. Teacher and puppet re-enter scene)

Teacher: Hey Francesca. I dont feel like were friends anymore.

Francesca: But were totally friends!

Teacher: I dont think so (shakes head). You insult me, and ditch me, and dont
even help me when Im getting bullied. I dont think so, Francesca.
End scene

Brainstorm: (10 minutes)

Well, class, what just happened with Francesca and I?
Yeah, she kept doing things to hurt me, and our friendship kept getting weaker.
Every time she hurt me, it was like a wall being built between us. That was a
really simple scene, but in friendships, a lot of times both friends do things that
hurt the other person. What are some ways that we hurt our friends and build
walls between us?

Draw on white board (or create on Smart Board) 2 pictures: a brick wall between
two people and a foot bridge between two people. Brainstorm as a class ways
that our choices can build a wall between friends.

Okay, good work. So those are ways we hurt our friendships. Lets talk now about
ways we can help build stronger friendships. What are some of the ways friends
build each other up, and make the friendship stronger?

Write down examples of ways to strengthen friendships on the second picture.

 24

Great job, class! Now lets get in partners, and do some role-playing. Think of a
situation where you can make a stronger friendship, and act it out!

Pairs Activity: (8 minutes)

In partners, role-play situations where students make the choice to be a good
friend.

Activity: (15 minutes)

Draw three pictures, and write three strategies you can use to become friends
with a new student at your school.

Alright class, so I just want to remind you that a lot of you are artists, and thats a
good thing. The focus for this project, though, is showing me that you know ways
to be a good friend to others, with what you say, and what you do. Ill let you
know when we have five minutes left, so you can finish up.
Closure: (3 minutes)

Alright, class. We have a special treat today. Were going to hear from Francesca
one more time.

Enter Francesca

Teacher: Hey Francesca, Im glad were friends.

Francesca: Yeah, Mr. Vooys, the only way our friendship would be better was if I
learned to be a little bit more caring, like you.

(Pause. Time passes. Teacher and puppet re-enter scene)

Teacher: Hey Francesca, were such good friends arent we? I had a ton of fun
jumping rope with you yesterday!

Francesca: Me too, Mr. Vooys. Youre getting better at jumping rope!

(Pause. Time passes. Teacher and puppet re-enter scene)

Teacher: Hey Francesca, thanks for backing me up when Dave and those guys
were bullying me!

Francesca: Sure, Mr. Vooys, thats what friends do, we help each other!

(Pause. Time passes. Teacher and puppet re-enter scene)

Teacher: Hey Francesca. I just wanted to say thank you for being such a good
friend.
 25

Francesca: Youre welcome, and thank you too, Mr. Vooys, youre a good friend
too!

And thats all for today, class. I hope and pray that we can all be good friends to
the people in our lives, and I challenge you to do the best you can in making your
friendships stronger, by loving your friends and making good choices. Lets finish
in prayer. Please let yourself be still for a moment.

Make the sign of the cross reverently

Dear Lord,
We thank you for friendship. It is a wonderful gift. The Bible teaches us that there
is a friend that is even closer than a brother. Please help us to treat our friends
with love and kindness, and to be a friend to people who need one, who are
lonely or hurting. Thank you for Your love and Your friendship, Lord.

We pray these things in Jesus name, Amen

Lesson 6: Including Others

LESSON PLAN
General Information:
Teacher: Mr. Peter Vooys Grade 3 Health Relationship Skills Lesson 6 Feb 28,
2017/ 47 min

GLO
- Students will develop effective interpersonal skills that demonstrate
responsibility, respect, and caring in order to establish and maintain
healthy interactions.

SLO
- R.3.6- TSW demonstrate inclusive behaviours regardless of individual
differences or circumstances; e.g., physical, emotional, cultural, economic.

Objective:
TSW create a list of inclusion
strategies for three different
situations. The students will also
create role-playing scenarios based
on including marginalized
schoolmates.
Assessment:
-Formative assessment throughout.
Teacher will collect Inclusion Strategies
handout for assessment, and will also
assess the students in their role play with
a checklist. The beginning of each class
will also be observed and assessed
towards this SLO, as the handshake game
 26

that the students play each day is based

largely on this outcome
Key Questions: Accommodations:
How can we make everyone in our Will discuss with Teacher Mentor, Ms.
class feel welcome? Gamber

What are some ways you can reach

out to someone who is left out?

What would Jesus do if he saw

someone was hurting and lonely?

Materials & Equipment:

Flipchart paper, white board, or Smart board, Francesca (teachers puppet
assistant), device that plays music, enough Inclusion Strategies handouts for
every student.
Learning Resources:
Alberta Learning Guide to Curriculum Implementation for Health

PROCEDURE
Introduction: (6 minutes)

Handshake game: Introduce or focus on new additions to handshake game

based on what has succeeded thus far, or what the students need to work on.

Enter Francesca
Teacher: Hey Francesca, look over there. That new kid looks lonely. Should we
invite him to join our game of basketball?

Francesca: Um, no offence, but he smells funny, and plus, hes way too short. I
dont think so.

Teacher: But Francesca, didnt Jesus say love other people like you love yourself?

Francesca: Yes, and I love myself by making sure Im clean and not smelly.
Teacher: Francesca, what if he cant help it? And he might be really fun. And
anyways, I feel like we should see if hed like to join us. Because loving others like
we love ourselves means treating them the way wed want to be treated, like
putting ourselves in their shoes.

Francesca: Do you mean that I should imagine what it would be like if I was a new
student at a school, and I was shy and didnt have anyone to play with? Because
Id be lonely with no one to play with.

Teacher: Yes!
 27

Francesca: Ok, when you put it that way, that makes a little bit more sense. HEY
NEW KID!

Teacher: It might be better if we went over and talked to him, that seems like the
polite and considerate thing to do.

Francesca: Ok. Lets do it!

Exit Francesca

Class Discussion: (15 minutes)

Alright, class. So were going to do a guided thought activity. Im going to put on

some music, and Im going to ask you to imagine for a few minutes. Im going to
ask you to be very still and quiet, while Im talking, and Id like you to engage
your imaginations. Can you do this for me? Thank you.
So please close your eyes, and Ill fade the music in as I count to 10.

Melancholy music plays for about 15 seconds before teacher starts talking again.

So I want you to close your eyes for a minute, and imagine for a minute that
youre a new student at a school. Its recess, and everyone is playing with their
friends, except for you, because you dont have any friends.

Now I want you to imagine that youre in a wheelchair. Everyone else is playing
basketball, but they didnt invite you, because they dont think you can play
basketball. But youre actually really good at playing basketball. How do you feel?

Now, I want you to imagine that you just moved to Canada from another country.
Youre doing your best to learn English, but its hard to talk with your classmates.
Youd like to join their game of tag, but youre shy, and have trouble approaching
them. How do you feel?

Okay, now, when I count to ten, Im going to turn off the music, and were going
to talk about what we just experienced.

So how did you feel in each of the situations?

Students give various responses, which teacher writes down.

What did you wish would happen in each of the situations?

Students give various responses, which teacher writes down.

So, you dont have to like everyone, but we have to understand that everyone in
our class is welcome, and that we are called by Jesus to love everyone. In Mark
 28

12:29-31 when he was asked what the most important commandment is, Jesus
replies Hear O Israel, the Lord our God, the Lord is one. Lord your God with all
your heart, with all your soul, with all your mind, and with all your strength. The
second (most important commandment) is to love your neighbour as yourself.
There is no more important commandment than these. This means to love your
neighbour like youd want someone to love you. Can we repeat our first
expectation for the class? Treat others the way youd like to be treated. And
that expectation comes from that verse in the Bible!

So, even if we dont like someone, sometimes well be working with them, and
sometimes well be in a group with them, and its important that we treat them
with kindness and respect. Do you remember our three expectations for the
class?

Role Play: (4 minutes)

Im going to form groups, now. Youre going to be working together on an
imaginary project. When you get in your groups, please say something welcoming
to each person in the group. Were going to make this quick, and I think that this
will be very easy for you, because weve been practicing this at the beginning of
every Health class so far!

Switch groups

Switch groups

Activity: (15 minutes)

Teacher distributes a sheet with three situations, and a picture for each. Students
should write down brief strategies they can use to show love to these people, and
make them feel included.
1) A new kid at your school who has trouble with English is alone on the
playground.
2) A kid who has a disability and is a little slow wants to join your game.
3) Youre working with someone you wouldnt normally want to work with.

Closure: (5 minutes)

Can I tell you a little story?

Once upon a time, I worked with a guy named Marc at a hotel. Marc was really
quiet, and I thought he was a little weird. He didnt seem like someone Id ever be
friends with. But I still treated him kindly. Id say hello to him whenever we
worked together. If he needed help at work, Id offer to help, and he did the same
for me. One night, I was out running errands, and feeling pretty lonely, and I ran
into Marc. I asked him there if he wanted to come play pool with me. Can you
guess what happened next?
Very good. We became friends, and soon Marc was one of my best friends. It
turns out that we had more in common than we had thought. And that was a
 29

really lonely time in my life, and in Marcs life, too, and it turns out that we both
really needed a friend at the time. As for the end of the story, we havent seen
each other for a long time, but we did a lot of fun stuff together, and I know that
were still friends!

Heres a pro tip from me, and its the best advice I can give you. You arent going
to automatically like everyone, thats almost impossible. But God gives us the
ability to love everyone, and that means that we treat everyone the way we want
to be treated. We treat them with kindness and respect! When we do that, our
lives get a little bit brighter, and we can shine Jesus light into the lives of a lot
more people. Its awesome!

Lesson 7: Conflicts

LESSON PLAN
General Information:
Teacher: Mr. Peter Vooys Grade 3 Health Relationship Skills Lesson 7 Mar ___,
2017/ 47 min

GLO
- Students will develop effective interpersonal skills that demonstrate
responsibility, respect, and caring in order to establish and maintain
healthy interactions.

SLO
- R.3.7- TSW examine the effects of conflict on relationships.

Objective:
TSW learn to better empathize with
others, and apply their empathy to
understanding how to more lovingly
engage in conflict, by applying their
experience in role-plays to filling out
an assessment of the effects of
conflict on relationships.
Assessment:
-Formative assessment throughout. The
teacher will collect the effects of conflict
on relationships activity sheets for
assessment purposes, and will circulate
among the groups, formatively assessing
in a way to scaffolds to the effects of
conflict activity.

Key Questions: Accommodations:

Do you realize that a person youre Will discuss with Teacher Mentor, Ms.
having a conflict with has feelings Gamber
too?

Materials & Equipment:

Flipchart paper, white board, or Smart board, Francesca (teachers puppet
 30

assistant), enough copies of Effects of Conflict sheet for all students

Learning Resources:
Alberta Learning Guide to Curriculum Implementation for Health

PROCEDURE
Introduction: (8-10 minutes)

Handshake game: Introduce or focus on new additions to handshake game

based on what has succeeded thus far, or what the students need to work on. Or
replace with similar game, at this point.

Alright, class. So Francescas pretty tired, so I gave her the day off. To start today,
instead, Id like to ask you what conflict is.

Good, conflict could be a fight. Or an argument. A conflict is usually a

disagreement between people. It could be as small as not agreeing on what
movie to see, or as big as a war between countries. All of these are different
types of conflict. Now youll notice that I put signs around the classroom. Im
going to read a list of people in our lives, and Id like you to think about your life,
and how often you have conflicts with them, and Ill say some things that we
might have conflict over, and well keep going. Ill give you a moment to think
each time. While youre doing this, have a look at your classmates, too. You might
discover that some of you have the same problems, and understanding each
others problems is another way we can understand each other.

Post these four signs in the classroom, one in each corner: A lot, Sometimes,
Once in a while, Never.
Read a list of: people you could have conflicts with places or situations you
might have conflicts issues that might cause conflicts. For each example,
students move to the corner that represents how often they experience that type
of conflict. Encourage students to look around after they have chosen their
corner to see how conflict affects others.

List:
People:
-Mom
-Dad
-Older brother or sister
-Younger brother or sister
-Friends
-Teacher
-Principal
-Coach

Places:
-school
 31

-recess
-lunch
-health class
-on your way home
-soccer, hockey, dance, baseball, other sport
-music lessons
-Church

Sources of conflict:
-Toys
-TV or video games
-Bullying
-Rules
-Marks in school
-Homework
-Practicing an instrument or sport
-Money (allowance)
Great, thanks, grade 3s.

Role play: (12 minutes)

In groups of three, act out a conflict. Two people have the conflict, and the third
person will explain how the conflict is effecting these people. Take turns doing
three different conflicts. Mr. Vooys will come observe all the groups.
Some key questions for you to think about: how does this conflict make you feel?
How does this conflict make the other person feel?
How can we use love and kindness to help resolve the conflict?

Activity: (15-20 minutes)

Fill out the effects of conflict sheet.

Closure: (2 minutes)

Great, class! I think youre on your way to improving your ability to understand
and resolve conflicts! Heres our thought to end the class, and Id like you to think
about this today, and if you want you can chat about it with your parents: Jesus
said in the Sermon on the Mount Blessed are the peacemakers, for they shall be
called children of God. I trust that youll be able to keep growing in your ability
to understand and resolve conflicts. Lets pray to finish. Please be still for a
moment.

Reverently make sign of the cross

Dear Lord,
Thank you for giving us sharp minds. Please help us to be peacemakers, and
please give us the heart to understand people we have conflicts with. Please help
us wisely learn to settle our differences, with love and unity.
 32

We pray these things, in Jesus name, Amen.

Have a great week, boys and girls!

Lesson 8: Co-operative Skills

LESSON PLAN
General Information:
Teacher: Mr. Peter Vooys Grade 3 Health Relationship Skills Lesson 8 Mar ___,
2017/ 47 min

GLO
- Students will develop effective interpersonal skills that demonstrate
responsibility, respect, and caring in order to establish and maintain
healthy interactions.

SLO
- R.3.8- TSW develop skills to work cooperatively in a group.

Objective:
TSW create, co-operatively in
groups, a plan for how to survive on
a desert island.
Key Questions:
How can we be more considerate of
others when working on a team?
Assessment:
Teacher will collect student self-
assessment checklists, and will circulate
throughout group work, formatively
assessing, and using assessment
checklist.
Accommodations:
Will discuss with Teacher Mentor, Ms.
Gamber

What are three strategies you can

use to be a better team player and
group member?

Materials & Equipment:

Flipchart paper, white board, or Smart board, Francesca (teachers puppet
assistant),
Learning Resources:
Alberta Learning Guide to Curriculum Implementation for Health

PROCEDURE
Introduction: (6 minutes)
 33

Welcome, grade threes! Lets start with our game, and then we can take our
seats!

Handshake game: Introduce or focus on new additions to handshake game

based on what has succeeded thus far, or what the students need to work on. Or
replace with similar game, at this point.

Alright, class, so Francesca had a good rest last class, and now shes back with
us!

Enter Francesca!

Teacher: Hello Francesca!

Francesca: Hello, Mr. Vooys!

Teacher: Francesca, I was hoping that you and I could work together to teach
Health today.

Francesca: Yes, Id love to work with you.

Teacher: Great!

Francesca: But first, let me tell you what were going to do!

Teacher: Oh

Francesca: Because Im in charge, and Im the leader!

Teacher: Well, Im not sure about that

Francesca: I am! So heres what well do. Im going to come out to thunderous
applause! (Waits for applause). Thunderous applause! (Waits) THUNDEROUS
APPLAUSE!!!! (angrily) (presumably the class claps). Then, I will tell you about my
trip to the mall.

Teacher: Wait, Francesca, we have a specific lesson we need to teach today.

Francesca: IM IN CHARGE!

Teacher: Francesca. Do you need a time-out?

Francesca: No.

Teacher: Were supposed to be teaching these kids about co-operation! This is a

little bit ironic that were teaching a lesson about co-operating, but were not co-
 34

operating.

Francesca: Oh, darn. Youre right. So if were teaching them about co-operating,
how can we work together to do the best job we can?

Teacher: (whispers to Francesca. A lightbulb goes off in Francescas head)

Francesca: Oh! I get it! Were working as a team, and its not an Im the boss
situation. I get it!

Teacher: And youve already helped to show the class what not to do in a co-
operative situation, and what you should do in a co-operative situation.

Francesca: Oh! Excellent! I think I have a lot more to learn about co-operation!
Listen to this man, children. He knows what hes talking about!

Exit Francesca

Brainstorm: (10 minutes)

All right class! So Francesca just helped us to learn a valuable lesson about co-
operating. Its about working as a team to complete a goal. What kind of people
work in teams? Were going to brainstorm a few lists together!

List 1: People who work in teams

Sports teams, teachers at a school, parents, families, students in partners and
groups, the Church, etc, etc.
List 2: What makes a team successful?
-Everybody shares the same goal. Like, singing well together.
-Everyone works together.
-Everyone has a role or position on the team.
-Everyone on the team knows and respects everyone elses responsibilities and
roles.

This is like in a hockey or soccer game. The goalies job is to stop the other team
from scoring. The defences goal is stop the other team from getting to the goal.
The forwards job is scoring goals on the other teams net, and the coachs job is
to teach the players to play as a team!
What are some situations where we need to co-operate?

List 3: Situations where we co-operate

Cleaning the classroom, working on a project, when were playing sports, singing
in an assembly, etc.
What are some skills we need to use when were co-operating?

List 4: Co-operating skills

Make eye contact, listen while another person is talking, ask other people in the
group for their ideas, and expressing support for their ideas, sharing your ideas,
 35

thanking other people for sharing their ideas etc.

Activity: (10 minutes for group work, 8 minutes for presentation)

Survival (groups of 5-6)
Youre stranded on a desert island. Theres no one else here. How will you survive,
or get rescued. Everyone needs to have a job, and every job is important. What
will you do to stay alive on the island. You need to co-operate and use your co-
operation skills to survive!
Students will present their ideas in their groups, and talk about how they co-
operated to survive.

Self-Assessment (8 minutes): Students will fill out their co-operation skills self-
assessment sheet.

Closure: (4 minutes)
Well, I think if I was stranded on a desert island with you guys, it wouldnt be too
bad. Youve improved your understanding of co-operation, and thats a good
thing, because youre going to need it for the rest of your lives! Heres something
for you to think about that St. Paul wrote in 1 Corinthians about how Christians
should co-operate (note: this is optional. If I think itll go over the kids
heads by this point in the course, Ill just summarize it briefly for them)
1 Corinthians 12: 12-22
12
The body of Christ has many different parts, just as any other body does. 13
Gods Spirit baptized each of us and made us part of the body of Christ
14
Our bodies dont have just one part. They have many parts. 15 What if a foot
says, Im not a hand, and so Im not part of the body. Wouldnt the foot still
belong to the body? 16 Or if an ear says, Im not an eye, and so Im not part of the
body. Wouldnt the ear still belong to the body? 17 If our bodies were only an eye,
we couldnt hear a thing. And if they were only an ear, we couldnt smell a thing.
18
But God has put all parts of our body together in the way that he decided is
best.
19
A body isnt really a body, unless there is more than one part. 20 It takes many
parts to make a single body. 21 Thats why the eyes cannot say they dont need the
hands. Thats also why the head cannot say it doesnt need the feet. 22 In fact, we
cannot get along without the parts of the body that seem to be the weakest.
So, St. Paul is using the human body as a metaphor for His Church, God made
us all special and different, like the parts of the body, so that we can co-operate,
and use our special abilities to work together and share His love with the world.
Thats pretty awesome, isnt it? Have a great day, boys and girls!
Note: in this lesson, more than any, I have a few doubts about our ability to
sufficiently complete all tasks in the time we have. I will look more to this well
before the lesson, to find the best strategy to best use the time we have. The
amount of time between classes makes me hesitant to allow any activity,
excepting the final assignment, to take more than one class.

Lesson 9: Fair-play/Co-operative games

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LESSON PLAN
General Information:
Teacher: Mr. Peter Vooys Grade 3 Health Relationship Skills Lesson 9 April ___,
2017/ 47 min

GLO
- Students will develop effective interpersonal skills that demonstrate
responsibility, respect, and caring in order to establish and maintain
healthy interactions.

SLO
- R.3.9- TSW encourage fair play through modelling; e.g. model fair play and
safe play practices to cross-age groupings.

Objective:
TSW teach a co-operative game to
younger students, modelling fair and
safe play practices that they have
practiced in the classroom.
Key Questions:
What does fair play mean to you?
How can we make sure we play this
game safely?
Assessment:
Teacher will formatively assess
throughout, and use checklist. Main
summative assessment for this activity
will be completed as part of Lesson 10.
Accommodations:
Will discuss with Teacher Mentor, Ms.
Gamber

Materials & Equipment:

Flipchart paper, white board, or Smart board, Francesca (teachers puppet
assistant),
Learning Resources:
Alberta Learning Guide to Curriculum Implementation for Health

PROCEDURE
Introduction: (8 minutes)

Welcome, class. Lets start the same way we do every day!

Handshake game: Shake hands, give the person a sincere compliment, and
remind them of something you learned about co-operating from last class.

Alright, class. Lets take our seats

Enter Francesca
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Francesca: Hi Mr. Vooys!

Teacher: Hi Francesca! Lets play a game!

Francesca: Sure, its called Im holding onto the ball, and not letting go!

Teacher: Francesca, I dont think it would be right for me to try to wrestle the ball
away from you! Im a man, and Im way, way bigger than you!

Francesca: Then I win! I win!

Teacher: Francesca, do you know what fair play is?

Francesca: I am the fairest one of all! And I like to play! Hmm?! Hmm?!

Teacher: Francesca.

Francesca: Ok, I dont know what it is! Can you teach me?

Teacher: Sure, but Im going to need the class to help me. Can you guys do that
for me, grade threes?

Francesca: I cant wait to learn!

Exeunt Francesca

Brainstorm: (10 minutes)

What is fair play, class? Lets make a list of things that are part of fair play.

Teacher will ask leading questions, if necessary. The bullet points are for the
teacher, from the Implementation Guide, the italicized sub-points are the
points I will teach:

Fair play:
Respect the rules.
-Obey the rules
Respect the officials and their decisions.
-Listen to the referee or teacher
-Dont talk back to them
Respect your opponent.
-Be a good sport!
Give everybody an equal chance to participate.
-Let everyone have a turn
Maintain your self-control at all times.
-Remember our anger strategies! Dont lose your temper!

How do we teach other people to play fair? Like our younger brothers and sisters?
I have an idea! How many of you have younger brothers and sisters who go to
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this school?

Okay, great. Please keep your hands up! (Teacher writes down students who have
younger siblings)
I think we should play a few different co-operative games, and you can
demonstrate how we play fair in this class. And then, Id like you to, in a group of
3-4, show one of these games to some younger kids at recess. Are you up to the
challenge? Excellent!

Activity: Co-operative Games (20 minutes)

The Human Knot- Get in two circles and put your hands in the middle of the circle.
Grab hands with two other people. Now try to untangle the knot.
Rules: Dont let go of another hand, unless its so they dont get hurt, or theyre
scared and need to leave.

More Games to be added, after further research!

Closure: So this is your big mission, Grade threes! Ive put you in groups, that
Ive chosen. Every group has at least one person with a younger brother or sister
who goes to this school. Your group should teach this younger brother or sister
and some of their friends one of these games at recess this week.

Youll need to use your co-operation skills to work as a group to teach the younger
students. Youll need to use your politeness and friendship building skills to make
the younger kids feel welcome and safe.

Next week, youll be drawing a picture of the game for me, and describing how
the game was safe and fair. Im going to come back in a few days and check that
youve all done this. Are you up to the challenge? Great! Have a great day, class!

Lesson 10: Celebration of Learning/Wind-up

LESSON PLAN
General Information:
Teacher: Mr. Peter Vooys Grade 3 Health Relationship Skills Lesson 10 April
___, 2017/ 47 min

GLO
- Students will develop effective interpersonal skills that demonstrate
responsibility, respect, and caring in order to establish and maintain
healthy interactions.

SLO
- R.3.9- TSW encourage fair play through modelling; e.g. model fair play and
safe play practices to cross-age groupings.
 39

Objective: Assessment:
TSW create a drawing of a co- Drawing and description of game taught in
operative game they co-operatively the past week will be summatively
taught younger students, in a assessed.
learning/teaching team.
Key Questions: Accommodations:
What did you learn about co- Will discuss with Teacher Mentor, Ms.
operating as part of a team? Gamber

What challenges did you face when

teaching your game?

Materials & Equipment:

Flipchart paper, white board, or Smart board, Francesca (teachers puppet
assistant),
Learning Resources:
Alberta Learning Guide to Curriculum Implementation for Health

PROCEDURE
Introduction: (8 minutes)

Welcome, class. Lets start the same way we do every day!

Handshake game: Shake hands, give the person a sincere compliment, and
congratulate them on successfully teaching a game to some younger students!

Alright, class. Lets take our seats

Enter Francesca

Francesca: Mr. Vooys! Mr. Vooys!

Teacher: Hello Francesca!

Francesca: I did it! We did it!

Teacher: What did you do Francesca?

Francesca: My team and I taught my little sister and her friends how to play The
Human Knot! No one got hurt, and everyone had fun!
Teacher: Good work, Francesca!

Francesca: It makes me happy!

 40

Teacher: Im happy that youre happy, Francesca, thank you for sharing that
feeling with me! How did you teach the game?

Francesca: We co-operated! We took turns leading, and everyone on my team

helped!

Teacher: Thats great, Francesca!

Francesca: Im so happy, I coulddraw a picture!

Teacher: I didnt know you were such an artist!

Francesca: Can we all draw a picture?

Teacher: I suppose we can!

Exeunt Francesca

Class Discussion: (8 minutes)

So before we start our drawings, lets talk about how you taught the younger kids
a game!

Students contribute, teacher asks questions.

Activity: (15 minutes)

Alright, class. So please grab a piece of blank paper, and your pencil. Id like you
to please draw a picture of the game you taught this past week. Please write
three sentences about how the activity was safe, and fair. Please write one
sentence about how your group co-operated.

Culminating Activity: (15 minutes)

Tba. Will plan according to needs of students. We will review some of the learning
accomplishments the students have made. Depending on Francescas popularity,
there will be one more short scene where she says goodbye, and Mr. Vooys will
also spend a few minutes saying goodbye. We will revisit our theme verse Love
your neighbour as yourself. There will most likely be a final closing prayer.

Thanks for reading!

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Unit Assessment Plan:

The Grade 3 Health Curriculum Implementation Guide offers a limited number of
specific outcomes, addressed largely in modular fashion. Certain outcomes can
more easily be observed over the entire course, through the group learning
activities. These outcomes include:
R.3.5-TSW develop strategies to build and enhance friendships.
R.3.6-TSW demonstrate inclusive behaviours regardless of individual differences or
circumstances; e.g., physical, emotional, cultural, economic.
R.3.8- TSW develop skills to work cooperatively in a group.
Each day has a single SLO as its focus, and students will turn in an assignment or
create a performance each day, which will be used in summative evaluation.
Additionally, the teacher, while circulating and formatively assessing students, will
carry a checklist with student names, as a source of additional assessment evidence
to support the marked assignments. The teacher will evaluate the students learning
acquisition using the 4 3 2 1 scale, and will write specific comments about student
learning.
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A greater weighting will be assigned to outcomes 3.5, 3.6, and 3.8, which will be
observed throughout the course. This will be further discussed with Teacher Mentor
Ms. Gamber.

Sample assessment rubric from Lesson 2:

The student clearly shows positive ways to politely share feelings, and clearly
contrasts these with negative ways to share feelings. The student goes above and
beyond with their drawing, and/or shows great relational fluency with the situations
depicted= EX (4)

The student clearly shows positive ways to politely share feelings, and contrasts
these with negative ways to share feelings= AB (3)

The student shows positive ways to politely share feelings, and may contrast these
with negative ways to share feelings= AC (2)
The student shows limited understanding of how to politely share feelings, and/or
does not contrast these with negative ways to share feelings= NY/Limited (1)