Relationships

HEALTH 7: UNIT 1
TEACHER INTERN: KARL HANSON
TEACHER MENTOR: BRUCE GAL
UNIVERSITY CONSULTANT: DARLENE ST. GEORGES
 | St. Joseph School, Coaldale AB
Table of Contents
2 Unit Introduction – Overview and Rationale
3-4 Unit Planning Organizer
5 Assessment Overview
6-15 Lesson Overviews
 Unit Introduction
Overview:
This unit examines types of bullying and ways of preventing it; the importance of
reporting to help others; and important skills for making and keeping effective relationships. As
relationships are the focus of the unit, group work is utilized and encouraged throughout. The
unit stays in line with Catholic values and promotes a positive culture as students participate in
group activities such as huddle, role plays, and scramble. Summative assessment takes place
mainly in the culminating activity (which provides students with many options for creative
outlets), a peer review on a role play with a provided scenario, and daily exit slips to ensure
students are grasping main concepts.
Rationale:
As this unit takes place at the beginning of the year, the focus of relationships will be an
important one for students who are looking to make new friends and start their junior high
experience off with some fellowship and bonding. This is encouraged through group activities
and little ‘teacher talk’ so students must communicate to complete tasks. Exit slips are
weighted to lessen the weight of the culminating task while still providing important
assessment of student understanding of main concepts. The peer review is utilized at the end of
the unit so students can put what they learned to use and put emphasis on the importance of
maintaining good relationships with peers. As this unit draws vastly from the FOURTH R
Catholic School Resource, Catholic values are supported throughout the unit and religious
viewpoints will be welcomed.
 Unit Planning Organizer

Subject: Health
Grade: 7
Unit/Topic: Relationships
Date and Unit Duration: ~4 weeks

1. Unit Overview – Essential Question

How do we foster relationships to positively affect our lives?

2. General Learning Outcomes for Unit

W – 7.7
W – 7.8
W – 7.10
W – 7.11
R – 7.2
R – 7.3
R – 7.4
R – 7.5
3. Focusing Questions for Unit (Related Questions)

 What makes a good friend?

 How do we deal with bullying and harassment?
 How do our decisions affect our relationship?

4. Key Concepts

 Bullying
 Harassment
 Dignity
 Solidarity
 Interdependence
  Stress
 Mindfulness
 Conscience
 Morality
 Body Language

5. List of Assessments

Formative:
- Heads Down/Thumbs Up
- Grand Conversations
- Popcorn Questioning
- Varied Worksheets
- Think/Pair/Share

Summative:
- Peer Review
- Exit Slips
- Culminating Activity (student choice)
 Assessment Overview
Assessment Tool Description Formative/Summative Weighting
This strategy will be utilized
Think/Pair/Share throughout the unit to expand Formative N/A
discussions and assess student
understanding.
These will be utilized throughout
Varied the unit and checked by the Formative N/A
Worksheets teacher as a measure of formative
assessment.
These will have activities such as
Grand “huddle” and “scramble” to Formative N/A
Conversations activate peers as resources and
display student understanding.
These will be utilized at the end of
Exit Slips every lesson and serve as a check Summative 20%
in student understanding of main
concepts.
Students will judge each other in a
Peer Review group activity surrounding Summative 20%
provided scenarios.
Students will be given a degree of
autonomy in the choice of this
project surrounding the impact of
Culminating bullying and harassment, or the Summative 60%
Activity dangers of the use of computers.
Two whole class periods and a long
weekend will be provided for
students to work on this project.
 Lesson Overviews
Lesson 1
Outcomes:
 R-7.3 – Identify sources of stress in relationships, and describe positive methods of
dealing with such stressors
 R-7.5 – Examine the characteristics of healthy relationships, and develop strategies to
build and enhance them
 W-7.11 – Identify characteristics of resiliency
Length: 43 mins
Preparation:
 Cut white paper into squares (at least 20) for class activity
 Have music/speakers ready to play for the “Scramble” activity
 Print out exit slips
Lesson Procedure:
1. Introduce the unit. Explain to students they will be learning about healthy
relationships, bullying and harassment. Using Heads Down/Thumbs Up, ask students
if any of them have experienced bullying before, then ask whether any of them have
experienced judgement before.
2. Have students line up silently from shortest to tallest. Fold this line in half to pair
students up (shortest should be with the tallest person). Once all pairs are together,
have them study the other’s appearance, then have them turn back-to-back. Have
students change one thing about themselves, then call out “turn” and have students
see if they can tell what was changed. Do this again, but have students change two
things about themselves.
3. Once complete, have students take a seat, then ask “When your partners changed
their physical appearance by changing something about themselves, how did their
personality change?” Most students should say it did not. Extend this idea and explain
that physical appearance is not a good indicator of someone’s personality and that we
should not judge others based solely on appearance.
4. Ask what sort of differences might be noticeable when looking at people. Write each
idea on one of your prepared pieces of paper (try to get at least 20 ideas). Give each
student one of the papers and a piece of tape.
5. On the board, write “Personal Choice” and “Genetics.” Explain that certain differences
are a choice while others are out of our control. Have students go up to the board
one-by-one and tape their paper underneath the correct heading. Explain none of
these differences really indicate an individual’s personality and that it is unloving to
make judgements about people based on details that do not indicate personality or
character.
6. Explain that one great way to understand others is to put yourself in their shoes. This
is called perspective taking. Doing this can create mutual respect and serves to create
good friendships. Have students think/pair/share responses to “What can we do to
make sure we are respectful of any difference we observe in others?” Call on pairs to
share their answers.
 7. Next is a “Scramble” activity. Have music ready to play (if possible), then have
students move around the class to the music. Once you turn it off, students will find a
partner. Partners will think/pair/share responses to these questions:
What does a good friend look like? (If someone is being a good friend, what do you see?)
What does a good friend sound like? (If someone is being a good friend, what do you hear?)
What do you think it feels like to be friends with someone who is a good friend to you?
What might it feel like if someone is not being a good friend to you?
What does it look like if someone is not being a good friend to someone? (What do you see?)
What does it sound like if someone is not being a good friend to someone else?
When would it be important to report to an adult instead of just handling something like
bullying by yourself?
8. Explain that bullying evolves from ritual negative behaviour that happens every day.
Going to an adult is sometimes referred to as “ratting,” but by helping someone in a
bad situation, you are being a good friend to them, even if you don’t know them.
9. Have students take a seat and distribute exit slips. Write on the board “To me, a good
friend is someone who…” and have students use this prompt to write a statement on
their exit slips. Collect exit slips at the end of class.
Materials and Resources:
 Whiteboard/Smartboard
 Exit slip print offs
 Paper cut-outs
Lesson 2
Outcomes:
 W-7.7 – Analyze the definition, effects and possible consequences of various forms of
harassment
 W-7.8 – Analyze and appreciate differing personal perspectives on safety
Length: 43 mins
Preparation:
 Print off 2.0H and 2.1H copies for students (from the binder)
 Print off 2.0REF and 2.1REF for you
 Print out exit slips
Lesson Procedure:
1. Begin class by writing “Harassment” and “Bullying” on the board. Ask students if they
can define both. Discuss responses, but land with “unwanted comments, gestures, or
actions that make a person feel unsafe” for harassment, and “similar to harassment,
but the behaviour is repeated, there is an intent to harm, and there is a power
imbalance” for bullying.
2. Hand out 2.0H to students. Go through the sheet with students, ask for a couple
examples or give your own to give students more direction. Students may complete
the sheet individually, in pairs, or in groups of three.
3. After 15 minutes, call students back together and go over responses from the sheets.
Instruct students to fill in any boxes they may have missed.
4. Explain to students that now we have identified many different forms of bullying and
 harassment, it is important to consider the impact of these behaviours on the people
involved. Bullying assaults all aspects of personhood: physical, emotional, intellectual,
social, and spiritual. Distribute 2.1H to each student.
5. With their new worksheets, have students form 5 equal groups. Assign each group
either “Electronic/Digital,” “Verbal,” “Social,” “Physical,” or “Sexual” and have them
put this topic on their worksheets under their name.
6. Read over the handout sheet and explain all areas. Ask students for a few examples
for the T-chart to give more direction for students. Encourage deeper thinking about
how bullying would negatively affect the bully as well and instruct students that they
will all need to fill out their own page.
7. Give students 10 minutes to complete their sheets, circle around the room with the
answer key to help fill out boxes more fully. After 10 minutes, have students in each
group number themselves off from 1-5.
8. Instruct students to group up with their same numbered peers. Give an area of the
classroom for each number to meet up in, then have students share their responses
with their new group members (it will be important for each student to have filled out
their own sheet).
9. With 3 minutes left, call students back to their desks and distribute exit slips. On the
board write “Identify one type of bullying or harassment and identify one way that
people involved are impacted/affected.” Have students respond to this on their exit
slips, then collect all exit slips at the end of class.
Materials and Resources:
 2.0H copies
 2.1H copies
 2.0REF and 2.1REF teacher copies
 Exit slips
 Whiteboard/Smartboard
Lesson 3
Outcomes:
 W-7.8 – Analyze and appreciate differing personal perspectives on safety
 R-7.3 – Identify sources of stress in relationships, and describe positive methods of
dealing with such stressors
Length: 43 mins
Preparation:
 Print off 3.0H copies for students
 Print off exit slips
Lesson Procedure:
1. Begin class by asking students who has had a negative experience online or using
technology. Discuss responses and bring attention to how easy and readily available
technology is, how much information we put on the internet, and what dangers could
come of this situation.
2. Have students form groups of 4, then have students number themselves off from 1 to
4 (you may have double numbers in a group). Explain that they will be working in a
 “huddle” where you will ask them a question, then they will “huddle up” with their
partners to share ideas and come up with an answer.
3. Students will be given a few minutes to huddle, then you will call out a number
between 1 and 4. Those numbered students will then stand and share the group’s
answer. Many groups will be called on, this process will be repeated for each
question. Students may want an answer recorder to ensure all ideas are shared.
Questions are as follows:
 Identify all of the electronic devices and programs you can think of that people use
regularly to communicate. (iPhone, Android, Blackberry, cell phone, iPad, web, email,
texting, social media, etc.)
 Identify the benefits associated with the use of computers and other electronic
devices. (Communication, access to information, time saving, etc.)
 Identify some scenarios where technology use might get in the way of “real-life”
interaction or “face to face” communication. (class distractions, ignoring friends in
conversation, wearing earphones when you should be listening, etc.)
 Identify some of the dangers associated with the use of computers and other
electronic devices. (Online bullying, identity theft, digital stalking, luring over the
internet, traffic injuries, computer addiction, etc.)
 Identify some of the laws/regulations that apply to the use of computers and other
electronic devices. (Canada’s Personal Information Protection and Electronic
Documents Act, Canada’s Electronic Commerce Protection Act, texting and driving,
can be charged with possession and/or distribution of pornography or child
pornography if caught sexting, etc.)
 Identify some ways you could protect yourself and/or friends from the dangers of
computers and other electronic devices. (Don’t give out private info, make sure you
have privacy settings set properly on social networking sites, limit the amount of time
you spend on the internet, limit time spent playing games, evade games that involve
entry level gambling of any type, report online bullying/luring/harassment, get
physical exercise every day, ensure drivers are not using devices while driving, etc.)
4. Aim for a 25-minute huddle activity, then have students return to their desks for the
second activity.
5. Distribute handout 3.0H to students and go over it with them. Instruct them not to fill
in the final column and that we will be using this worksheet next class. Students are to
finish their own sheets as they are based on personal responses, but students may
talk and bounce ideas off one another as they go. Worksheets are to be completed for
next day, thus they will be homework if not completed in class.
6. With 3 minutes left in class, hand out exit slips to students. Write on the board “I will
be responsible using technology by…” and have students respond on their slip. Collect
these at the end of class.
Materials and Resources:
 Exit slips
 3.0H copies
Lesson 4
Outcomes:
 W-7.10 – Identify and examine potential sources of physical/emotional/social support
 R-7.3 – Identify sources of stress in relationships, and describe positive methods of
dealing with such stressors
Length: 43 mins
Preparation:
 Cut up white paper into four sections, one for each member of the class
 Print off exit slips
Lesson Procedure:
1. Begin class by writing “Stress” on the board and having students think/pair/share
their understanding of stress. Formulate a definition, supply the following
information: stress is a state of mental or emotional strain or tension resulting from
adverse or demanding circumstances; stress is the body’s “fight or flight” reaction;
stress is the body’s way of protecting you by preparing you in staying focused,
energetic, and alert; physical changes include faster heartbeat, tightened muscles,
higher blood pressure, quicker breath, and sharper senses.
2. Have students take out 3.0H from last lesson and pair up with a friend. The first
partner will share one of their stressors, physical response, emotional response, and
their reaction on their worksheet. The second partner will provide a suggestion for
another way in which the first partner could have acted or reacted. The first partner
will record this suggestion in the last column on the worksheet. The process repeats
vice versa for each row.
3. Once students have gone through their entire worksheet, call them back to their
seats. Instruct students to reflect on their conversations and fill in any boxes that are
left. Explain that “better” on the worksheet means providing more relief or a better
sense of coping with a difficult situation.
4. Ask students to share an example of their stressors, reactions, and suggestions to
improve. If students are not comfortable sharing everything, ask for just the
suggestions to improve our reactions/responses. Some possible responses of more
successful coping strategies include: being assertive; standing up for what you believe
in; taking several deep breaths to calm yourself; counting backwards from 10; leaving
the situation and coming back to it later; going for a walk to clear the head; thinking
before you speak or type; prayer; meditation; keeping a blessing journal.
5. Explain that we are all responsible for our actions and that personal reflection is a
great way to improve our relationships and keep our minds healthy.
6. Next, students will be doing a Snowball activity. Remind students how we talked
previous about bullying and why students may be reluctant to report bullying to an
adult, but it may be essential to do so. Pass out the cut up white paper to students
and have them write a reason why a student might not report bullying. The most
obvious answer here is not to “rat on” a peer, so encourage students to think of
something more original. Write you own with students.
7. Instruct students to scrunch their paper into a ball. Hold a bin/container at the front
of class and when all students have a paper ball, call “snowball” where students are to
throw their ball into the bin/at you.
 8. Following, students will come grab a paper ball and bring it back to their desk. They
will read the reason (or “barrier) and then write a suggestion on the paper for a way
around the barrier. Once students are done, call “snowball” once more.
9. Students will come grab another paper ball, read what has been written, then add an
additional suggestion to overcome the barrier. Once students are complete, call
“snowball” one last time.
10. Students will come grab a paper ball, then call on students to read the barriers and
suggestions for overcoming them. Where possible, see if students can come up with
another way to get over the barrier.
11. Summarize the activity by stating we need to recognize everyone’s dignity and worth.
We have a responsibility to protect each other, even if we are not their friend. Not
reporting bullying only makes the problem worse, and that person could really need
your (the students’) help.
12. With 3 minutes left, hand out exit slips. Write on the board “One thing I can do to
help when I am feeling stressed or angry is…” Collect exit slips at the end of class.
Materials and Resources:
 White paper cut into fours
 Exit slips
 3.0H worksheets
Lesson 5
Outcomes:
 R-7.7 – Evaluate and personalize the effectiveness of various styles of conflict
resolution
 R-7.3 – Identify sources of stress in relationships, and describe positive methods of
dealing with such stressors
Length: 43 mins
Preparation:
 Print off exit slips
 Print off 5.0H and 5.1H copies for students
Lesson Procedure:
1. Begin class by asking students “Who has lived a stress-free life so far?” Discuss
responses. Explain that, though it would be nice, reality is that life presents us with
difficult situations, and we are frequently given little time to react to them. Our
conscience is a great tool to help us respond to these situations in choosing what is
right, and what is wrong.
2. Distribute copies of the “IDEAL Decision-Making Model” (5.0H). Review each letter
with students to ensure that students understand.
3. Have students form groups of four or five, then hand out a copy of Decision-Making
Scenarios (5.1H) to each student. Students will then select one of the five scenarios to
tackle (a different one for each student). Once selected, have students read through
their scenario, then fill in the “Identify the problem” box on 5.0H.
4. Students will then pass their sheets to the right. Those students will read the problem
previously identified, then write down all possible decisions about the problem that
 could be made in the next box down.
5. Following, students will pass their paper right again, read through what has been
written, then continue completing the box for the letter “E” by evaluating each of the
decisions offered.
6. Next, students will pass their papers right, read through what has been written, then
write the decision that they believe should be made.
7. Following, students will pass their papers right, read through what has been written,
then fill in what they believe would have been learned from the final
decision/situation.
8. Once complete, have students all get their original papers back. Give them time to
read through what has been written. Call on students to share their scenarios and
responses with the class. After each share, ask the class if the best decision for the
situation was the one provided, and encourage them to give reasons for their
opinions. If they disagree, encourage them to provide an alternate decision with an
explanation.
9. With 3 minutes left in class, distribute exit slips. Write on the board “Something I
need to take into consideration in order to make a good decision is…” If there is extra
time, have students share their exit slips. Collect these at the end of class.
Materials and Resources:
 5.0H copies
 5.1H copies
 Exit slips
Lesson 6
Outcomes:
 R-7.7 – Evaluate and personalize the effectiveness of various styles of conflict
resolution
 R-7.5 – Examine the characteristics of healthy relationships, and develop strategies to
build and enhance them
Length: 43 mins
Preparation:
 Print off exit slips
 Print off 6.1H, 6.4H, and 6.2V for students
 Print off two copies of 6.3REF
 Print off 6.1REF for you
 Have DVD capability ready to go on the Smartboard
Lesson Procedure:
1. Begin class by asking a volunteer to sum up the previous lesson. Explain that today,
students will be viewing some role-playing scenarios about difficult situations young
people may find themselves in. They will be examining communication skills and
practicing perspective taking (putting yourself in another’s shoes). Instruct students to
refer to their IDEAL worksheets if needed.
2. Distribute 6.1H to students. Fire up the “Skills for Effective Relationships” DVD (in the
binder) and show a clip from Part One for students. Remind students to remain
 mindful of what is being said, how it’s being said, and body language.
3. After the clip, have students discuss with a partner what they noticed about the three
types of communication styles. They will fill out Part One of 6.1H during this
conversation.
4. After a few minutes, take up the answers with the whole class (use 6.1REF for
assistance). Instruct students to record anything they are missing. Some discussion
prompts could be: How do these communication styles differ? Which style seems the
most effective? Which style respects the dignity of self and the other?
5. Following, show students a clip from Part Two of the DVD. After, students will discuss
with a partner what they noticed about the three skills demonstrated. They will fill
out Part Two of 6.1H during this discussion.
6. Again, take up answers with the whole group (use 6.1REF for help). Instruct students
to fill in any missing information during this discussion. Some discussion prompts
could be: What does each skill look like? Why would one work better than another in
certain situations?
7. Generate a group discussion to answer the final short answer question in Part Three.
Have students name a communication style, then ask for an example of that style.
Instruct students to write down answers given (examples not needed). You will collect
6.1H at the end of class.
8. Students will now become the responder to a conflict situation. Distribute the
“FOURTH R (Guidelines for Respondent) – Poster” (6.2V). Explain that these are the
guidelines that they must follow when they are responding to the scenarios that you
will give them. Quickly read over the list and ask students why each point is
important.
9. Ask for two volunteers for a role-play. They will be given their lines and will be
expected to model a response to a conflict scenario. Provide the two students with a
copy of 6.3REF and give them a minute to prepare. Make sure they understand what
they are supposed to do, as this is the model the class will be following. The
respondent should pretend to write their answer because that is what the class will
do.
10. Once the roleplay is complete, call on students to name how the FOURTH R was
exemplified in the respondent’s response. Discuss answers.
11. Have students pair up and distribute 6.4H to pairs. Explain that for each scenario they
need to write a response that resolves the situation and that they cannot just walk
away from it or cut ties with this imaginary friend. Have one partner read the first
scenario, then the second will write a response on a piece of paper using their
FOURTH R Guidelines. Let them share their response once complete.
12. After pairs seem done, call on pairs to share their responses. Ask the class what parts
of the response were based on the FOURTH R Guidelines, and if they have suggestions
of ways to include some of those guidelines.
13. Continue the above process for each remaining scenario until there are 3 minutes left
in class, then distribute exit slips. Write on the board “One of the FOURTH R
Guidelines that is important to remember is __________, because…” Collect exit slips
and 6.1H worksheets at the end of class.
Materials and Resources:
 “Skills for Effective Relationships” DVD
 6.1H copies for students
 6.1REF copy for you
 6.2V copies for students
 6.3REF 2 copies for roleplay
 6.4H copies for students
 Smartboard/Whiteboard
Lesson 7-8
Outcomes:
 R-7.4 – Analyze and practice constructive feedback
 W-7.11 – Identify characteristics of resiliency
Length: 43 mins
Preparation:
 Print off 7.0REF for the three volunteers
 Print off 7.1H for students
 Print off 7.2H for students
 Print off 7.3H for your reference
 Print off 7.4H and 7.5H back-to-back for students
 Print off exit slips
Lesson Procedure:
1. Begin class by asking students to summarize what happened last class. Explain that
today they will be practicing verbal response and body language in a number of
scenarios. Further explain that 93% of communication in non-verbal, or unspoken.
Have students stand, then ask them to find a partner. Give them a number of
emotions (anger, happiness, sadness, support, etc.) and have them display these
emotions to each other.
2. Write “Effective Body Language” and “Ineffective Body Language” on the board. Have
pairs think/pair/share examples of this, then call on them to share. Add responses to
the list (Effective – face the person, use open posture, no folded arms, look at the
person, ignore distractions, nodding to demonstrate listening, etc. Ineffective – rolling
your eyes, making a huffing sound, look away, be distracted, cross your arms, have a
mean look, etc.).
3. Ask for three volunteers from the class. Provide them with 7.0REF, a model role play
scenario, to look over. One will be the “reader,” one the “respondent,” and one the
“recorder.” Give the recorder 7.1H, the Role Play Scenario Checklist. Explain to the
class that after the reader makes their statement, the respondent will make a verbal
response (keeping in the mind the FOURTH R Guidelines) and record it on the back of
their 7.1H worksheet, then the recorder will provide immediate verbal feedback after
checking off the checklist. Have students perform the role play, then discuss the
strengths of the presentation with the class (FOURTH R Guidelines, body language,
etc.).
4. Have students form groups of 3 (or 4 if necessary). Distribute 7.1H and 7.2H to
 students. Go over the checklist on 7.1H and the scenarios on 7.2H. Inform students
that the checklist will count towards their grade as a peer review. Students will each
play one of the three roles, so all students mark each other using the checklist. Let
students read through the scenarios and go through their selected scenarios until all
students have been marked. Run a timer for this, giving one minute to read over the
scenario and think of a response, then 1 minute for them to perform, and 1 minute to
mark each other and provide verbal feedback. Roam the room and observe groups
using 7.3H as a reference tool to ensure students are being fairly marked by each
other.
5. Once all students have been given an opportunity to perform for each other, call upon
any students who wish to perform their best response for the class. After any
volunteers, ask the class to identify what made this an effective response. Provide
verbal feedback for performers using 7.3H as a reference tool.
6. With 10 minutes left in class, have students take their seats to go over the culminating
activity for the unit. Distribute 7.4H/7.5H (printed back-to-back) to students. Go over
the assignment sheet and rubric in detail so students understand all options available
to them. Any other ideas students have for a project must be approved by you. Tell
students to refer to their worksheets through the unit for ideas if needed. Students
can work individually, in pairs, or small groups, depending on the type of project
selected. Students will have the long weekend and TWO class periods on Tuesday
(Health and Current Affairs) to work on their project, but it will be due Tuesday, Sept.
28 in class.
7. Following the explanation, hand out exit slips and write on the board “The most
important thing I learned in this unit was…” and collect these at the end of class. Any
remaining time can be used for student brainstorming.
8. The following two periods will be student work periods (both on Tuesday, one of
these periods is Current Affairs). If students are finished before the end of these
period, have them share or perform their projects with one another in a gallery walk
style. Be ready to provide any materials students may need.
Materials and Resources:
 7.0REF (for the three volunteers)
 7.1H for students
 7.2H for students
 7.3H for your reference
 7.4H and 7.5H (back-to-back)
 Exit slips