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Chapter 14: Maintaining Healthy Relationships (7th and 8th)

What
Chapter 14: Maintaining Healthy Relationships (7th and 8th)
When
9/6/2024

NMS Unit Lesson Plan for Instruction

(Health)


Teacher: Coach Hood

Unit/Session: Chapter 14 Health 

Date of Instruction:  September 3-6

Standard/s: 

  • HE6.1/7.1 Students will comprehend concepts related to health promotion and disease prevention to enhance health.

  • HE6.2/7.2 Students will analyze the influence of family and peers, culture, media, technology, and other factors on health behaviors.

  • HE6.3/7.3 Students will demonstrate the ability to access valid information and products and services to enhance health.

  • HE6.5/7.5 Students will demonstrate the ability to use decision-making skills to enhance health.

  • HE 6.6/7.6 Students will demonstrate the ability to use goal-setting skills to enhance health.

  • HE6.7/7.7 Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

  • HE6.8/7.8 Students will demonstrate the ability to advocate for personal, family, and community health.

Learning Target/ Teaching Point: 


  • How do you know if a relationship is healthy?

  • What can you do to promote the health of your family and community?

  • What skills do you need to form healthy friendships with your peers?

  • How do you know if a romantic relationship is healthy or unhealthy?

  • What are the benefits of choosing sexual abstinence?


Success Criteria: 


  • I can analyze the impact of relationships on social health.

  • I can identify the characteristics of a healthy relationship.

  • I can explain what signs point to an unhealthy relationship.

  • I can analyze the functions of the family.

  • I can utilize strategies to promote healthy relationships with parents or guardians, siblings, and grandparents.

  • I can explain ways to cope with various changes that occur with families.

  • I can give examples of community relationships.

  • I can demonstrate skills for maintaining healthy community relationships.

  • I can assess the value of friendships.

  • I can compare and contrast different types of friendships.

  • I can describe skills for building and maintaining healthy friendships.

  • I can evaluate the impact of common issues in friendships.

  • I can analyze how attraction, closeness, and commitment impact a relationship.

  • I can assess the importance of maintaining individuality and balance in a romantic relationship.

  • I can compare and contrast love, infatuation, and passion.

  • I can describe how to set boundaries regarding physical intimacy.

  • I can recognize the signs of an unhealthy romantic relationship.

  • I can develop strategies for forming healthy romantic relationships.

  • I can identify healthy ways to handle a breakup.

  • I can discuss why abstinence is a healthy choice for teens.

  • I can list factors that can challenge a person’s commitment to abstinence.

  • I can employ strategies for practicing abstinence.



Opening (I Do)

An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.

TKES 1, 2, 3,4,5, 8,10


INTRODUCTION/CONNECTION:


  • Answer the following questions with always, sometimes, or never:

    • I am honest about my feelings.

    • I know whom I’d talk to if I felt unsafe in a relationship.

    • I follow my family’s rules even if I disagree with them.

    • I speak up if I hear people making fun of someone who’s different.

    • I listen carefully when my friend is speaking and don’t judge what my friend is saying.

    • I avoid groups of people who exclude others.

    • I spend time with several family members and friends - not just a dating partner or one friend.

    • When I agree or disagree to do something, I say so directly and verbally.

    • I discuss my boundaries with friends or dating partners before those boundaries are challenged.

    • I know several ways to say no if people try to pressure me into something.


DIRECT INSTRUCTION:


  • Class discussion about the warm-up questions.  

  • Introduce Setting the Scene Activity:  Making the Decision to Wait. (page 469)

  • Watch video:  Choosing Abstinence



Work Period  (We Do, You Do)

Students learning by doing/demonstrating learning expectations.  Describe the instructional process that will be used to engage the students in the work period.

TKES 1, 2, 3, 4, 5, 7. 8,10


GUIDED PRACTICE:  


  • Use the textbook to answer Chapter 14 questions.

  • Start on chapter 14 outline.


INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:


  • Group discussion about Setting the Scene:  Making the Decision to Wait.

  • Complete/Review chapter 1 outline


Closing  (We Check)

Describe the instructional process that will be used to close the lesson and check for student understanding .

TKES : 1,2,3, 4,5,6,7,8


SUMMARIZE/CHECK FOR UNDERSTANDING:



Formative Assessment : Look back on the chapter 14 questions and discuss questions that need to be cleared up.


Ticket out the door:  How do I know if my relationships are healthy?


Homework



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