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Strand  #  1:    Nutrition  and  Physical  Activity  

Lesson  Name:    Run,  Jump,  Decisions  
 
Summary/Overview  of  Lesson:  Healthy  Relationships  Unit:  Identifying  warning  signs  of  an  
unhealthy  relationship.    Traffic  light  activity,  Red  Flag  Activity,  Relationship  Bill  of  Rights  reflection.  
 
Michigan  Benchmark(s):  
 
National  Benchmark(s):  
3.1  Describe  the  characteristics  of  healthy  
 
(positive)  and  harmful  (negative)  
5.8.4  Distinguish  between  healthy  and  unhealthy  
relationships.  
alternatives  to  health-­‐related  issues  or  problems.  
3.9  Recognize  warning  signs  of  potential  
danger  in  relationships  
 
 
Student  Friendly  Benchmark(s)    
I  will  be  able  to  know  the  difference  between  signs  of  a  good  and  bad  relationship.    I  will  be  able  
identify  a  warning  sign  of  a  possibly  dangerous  relationship.  
 
 
Content:  signs  of  healthy  and  unhealthy  
 
Skills:  determine  if  a  person’s  actions  or  
relationships.    Warning  signs  of  a  
behavior  are  caring  and  safe  or  disrespectful  and  
relationship  turning  bad  or  harmful.  
harmful.    Think  critically  on  how  good  behaviors  
can  evolve  into  bad  ones.    Set  a  high  standard  of  
treatment  to  result  in  a  healthy  relationship.  
 
Differentiated  Objective(s):    Students  will  be  able  to  recognize  warning  signs  of  an  unhealthy  
relationship  and  a  healthy  relationship.  They  will  be  able  set  a  positive  standard  for  the  way  they  
would  like  to  be  treated  by  people  they  have  relationships  with  as  well  as  acknowledge  their  
obligation  to  treat  others  in  a  healthy  manner.  
 
Materials/Technology  
 
Preparation  
• Large  pieces  of  yellow,  red,  and  
• Tape  the  three  different  sheets  of  paper  to  
green  paper  
different  walls  around  the  room.  
• Red  pieces  of  paper  (normal  sized)  
• Create  scenarios  for  all  three  categories  of  
good  signs,  warning  signs,  and  bad  signs  in  
• Bill  of  Rights  worksheet  
a  relationship.  (Refer  to  Peel  Public  Health  
• Large  white  piece  of  paper  
lesson  if  help  is  needed)  
• markers  
• Have  the  “Raise  a  Red  Flag”  questions  from  
 
Kids  Health  website  ready  to  recite;  pick  
out  most  important  ones  because  the  
activity  might  seem  too  long  or  repetitive.  
• Have  enough  Bill  of  Rights  worksheets  for  
each  student  
• Have  classroom  Bill  of  Rights  sheet  ready  
with  “I  have  the  right  to….”  And  “I  have  the  
Grade  Level:    High  School          Duration:    55  minutes          Bloom  Level:  Analysis/Analyzing  (4)    

 

responsibility  to…”  written  down.  

 
Warm-­‐Up/Anticipatory  Set  
   As  students  enter  the  classroom,  as  them  to  write  down  the  top  5  qualities  they  would  
want  in  a  partner  and  the  top  5  they  wouldn’t  want  or  won’t  tolerate.    Good  qualities  in  a  
relationship  should  be  a  review  of  the  previous  day.    Remind  students  that  there  are  other  
types  of  relationships  besides  romantic  ones  if  they  are  struggling.    When  students  are  
finished  writing  down  their  thoughts,  ask  for  a  few  people  to  share  their  answers.    Underline  
qualities  that  have  already  been  said  to  show  common  wants  or  dislikes.  
 
 
 
Activity  One:  Relationship  Traffic  Light  
Step  #  1:  Explain  to  the  students  that  the  paper  on  the  wall  signifies  a  red  light,  a  yellow  light,  and  a  
green  light  from  a  traffic  light.    Green  means  go,  yellow  means  slow  down,  and  red  means  stop.    
Green  means  good  sign,  yellow  means  warning  sign,  and  red  means  bad  sign  in  a  relationship.  
 
Step  #  2:Have  students  stand  up.  Explain  that  you  will  read  off  different  scenarios  a  person  might  
face  in  a  relationship  and  that  they  are  to  stand  under  the  light  that  they  feel  would  “match”.    Make  
sure  to  encourage  independent  thinking;  don’t  stand  at  a  light  just  because  the  majority  of  the  class  
is.    Example:  the  scenario  says,  “The  person  you  are  dating  doesn’t  get  along  with  your  family”.    
Some  students  will  be  inclined  to  stand  under  the  red  light  while  others  may  stand  under  the  yellow  
depending  on  their  own  values  and  opinions.  
 
Step  #  3:  Read  off  the  scenarios  you  have  created  or  borrowed  from  Peel  Health  Department  
(scenarios  are  attached)  and  allow  students  time  to  think  of  their  answer  and  stand  under  the  light  
they  chose.    Ask  2-­‐3  students  why  they  picked  the  color  they  did  after  every  scenario,  especially  
those  who  picked  a  less  “popular”  color.  
 
Teaching  Tips:    At  least  once,  show  how  certain  relationships  will  result  in  a  different  choice  in  color.    
For  example,  it  might  be  a  bad  /warning  sign  if  your  significant  other  is  constantly  calling  or  wanting  
to  know  your  whereabouts  but  it  can  be  a  sign  of  caring  when  a  parent  shows  these  behaviors.      
 
Activity  Two:  Raise  a  Red  Flag/Evolution  of  a  Bad  Relationship  
Step  #1:    Pass  out  a  red  piece  of  paper  to  each  student.    Ask  them  to  write  their  name  in  the  center  of  
the  “flag”  and  write  some  of  their  relationships  they  have  around  it  such  as  “mom,  dad,  best  friend,  
sister,  etc.”  
 

Strand  #  1:    Nutrition  and  Physical  Activity  
Lesson  Name:    Run,  Jump,  Decisions  
 
Step  #2:  Tell  them  to  raise  their  red  flag  when  you  read  off  a  situation  from  the  Kids  Health  lesson  
plan  that  would  be  troubling  if  your  partner  did  it.    If  the  situation  is  fine,  ask  the  students  how  it  
might  evolve  into  a  red  flag  situation.    Example:  “your  partner  is  proud  when  you  succeed”  could  
evolve  into  “your  partner  becomes  jealous  of  your  success”.  
 
Teaching  Tips:  out  of  the  30  scenarios  given,  pick  and  choose.    The  activity  will  become  too  
repetitive.    Also,  add  in  a  few  more  positive  scenarios  so  the  students  have  to  think  critically  about  
how  a  good  relationship  can  grow  into  a  bad  one.  
 
Activity  3:  Relationship  Bill  of  Rights  
Step  #1:  pass  out  the  Relationship  Bill  of  Rights  worksheet.    Discuss  with  the  students  everything  
they  have  learned  that  about  recognizing  good  and  bad  relationships.    Remind  them  that  if  they  set  a  
high  standard  for  the  way  they  want  others  to  treat  them,  their  relationships  will  be  have  a  better  
chance  at  being  a  healthy  one.    But,  they  also  have  to  remember  that  a  relationship  takes  two,  so  they  
need  to  be  aware  of  the  way  they  treat  others  as  well.  
 
Step#2:  Ask  students  to  fill  out  their  own  personal  Bill  of  Rights,  encourage  at  least  three  different  
rights  for  each  section.    They  have  the  right  to  be  treated  in  certain  ways  and  they  have  the  
responsibility  to  treat  others  with  respect  as  well.      
 
Step  #3:  Put  the  classroom  Bill  of  Rights  (large  white  paper)  at  the  front  of  the  room.    Depending  on  
time,  you  can  either  call  on  students  to  share  their  favorite  right  to  write  on  the  classroom  bill  or  
have  students  come  up  in  clusters  with  markers  and  write  down  their  favorites  so  you  have  rights  
from  every  student.  
 
 
 
 
 
 

 
Questions  at  Bloom’s  Level  of  Learn  
Comprehension:  Can  you  classify  behaviors  into  good,  warning,  and  bad  signs  of  a  relationship?  
Analyzing:  Compare  characteristics  of  good  relationship  to  a  bad  relationship.  
 
Grade  Level:    High  School          Duration:    55  minutes          Bloom  Level:  Analysis/Analyzing  (4)    

 

Assessment:  
Make  sure  all  students  are  
contributing  to  the  conversations  
surrounding  healthy/unhealthy  
behaviors.    Collect  Relationship  Bill  of  
Rights  and  review  answers.  
 
 
 
 
Differentiation/Modification(s):  

 
Source:  
 

 

Homework: