KIN 3609 Health Lesson Plan Format

Group Members: Devin Arceneaux and Evan Tangeat

Grade
Level: 3rd

Class
Size: 24

Length of
time:
(min) 30

Teaching
Date:
11/13/14

Group #
3
Class Time:
12:35-1:05

Lab School Teacher: Ms. Faerber

Content Area: Mental and Emotional Health
Health Goal/ Focus: I will show respect for all people.
STANDARD/BENCHMARK/GLEs:
Standard: Students will demonstrate the ability to use interpersonal
communication skills
to enhance health and avoid or reduce health risks.
Benchmark(s): Adopt non-violent strategies to manage or resolve conflict.
GLE(s):
4-E-3.1 Discuss different kinds of conflict.
4-E-3.2 List violent and non-violent responses to conflict.
4-E-3.3 Explain benefits of using non-violence to resolve conflicts.

LEARNING OBJECTIVES (TLW) Who? Will do? How much? Of What? By

when?
Cognitive: TLW be able to be able to identify at least one form of conflict, be able to list at least 2 forms of
violent and non violent responses, and be able to explain the benefits of using non-violent conflicts.
Affective: TLW participate actively and show respect for others including classmates and teachers.
Psychomotor: TLW write down their own shorts story from the two prompt options.

 ASSESSMENT/EVALUATION (TTW)
What method? Should match learning
objectives:
Cognitive: TTW assess the students ability to recall the ways to resolve conflict, tips to avoid conflict as
well as the benefits of non-violent conflict resolution.
Affective: TTW observe students and monitor behavior to insure every student is on task.
Psychomotor: TTW observe the students as they write their short stories making sure that everyone remains on
task.

TEACHING MATERIALS (be specific and detailed):

-Powerpoint
-Worksheer for each student (24)
-Extra pencils

RESOURCES (e.g. websites, textbook including page #s):

http://www.goodcharacter.com/YCC/ResolvingConflicts.html
http://urbanext.illinois.edu/conflict/index.cfm
https://www.teachervision.com/classroom-management/activity/2922.html

SAFETY CONSIDERATIONS (including physical, emotional and social

enviorment):
-If students talk about conflicts from home, will we smile, acknowledge their statement,
and move on. If need be, the student will be talked to individually.

 MODIFICATIONS/ACCOMODATIONS:
No real modification/accomodations needed.

INTEGRATION: (Subject and description of how it relates)

English/Writing: The students will be writing on their index card as well as on their
surveys.

LESSON PROCEDURES/ACTIVITIES:
Time
Activity Description
2 min

Anticipatory Set:
4th Quarter:
When LSU enters the fourth quarter of a
football game, does anyone know Les Miles
does? Does anyone notice how the entire
team follows his lead? Do you know why he
does it? What do you think this signals? Its
going to signal the same thing for us today.
Feelings Check-In
Students will each be given an index card. They
will each be
informed to write on the card how
they feel right now, using only one sentence.
They will then hold up their cards and be told to
look around at all the different responses.
Students will also be asked to share their feelings
and why they feel that way.

Teacher Cues

Organizat
ion

Q:Who here watches

LSU football?
Q:Does anyone notice
what the team does as
the third quarter winds
down?
A:Les Miles holds up
four fingers and his
players follow suit to
signify the fourth quarter.
Q: Does anyone know
why Coach Miles does
this?
A: He does this to let
the team know that play
time is over and its time
for them to get serious.
We are going to do the
same thing today. We
have a lot of really fun
activities planned for
you, but we cant get
through everything if
everyone is having
private conversations. So
when you see one of the
teachers signal for the
fourth quarter, you will
put your four fingers up
to signal youre ready to
go.
Q: Does everyone here
see the index card on
your desk? On this card,
in one word, write down
how you feel right now.
Happy, sad, excited,
however you feel. Now
once you write down
your card, hold it up in
the air for everyone to
see. Ask if some students
are willing to share.
Notice how not many of
you have the same
emotions written down.
(Have card in back
pocket just in case) Its
4

very rare for people to

always be feeling the
same way, which is why
ther are so many
conflicts/disagreements
everyday. If he/she is
happy and I am sad, we
may have dificulty
getting along because of
we are independently
feeling. Today we are
going to be learning
more about conflicts, and
ways in which we can
resolve them.
30 sec

Instant Activity (Teacher Instruction/Demonstration):

Out on a limb activity (website)
Out on a limb is an activity in which the students are given a
scenario in which they could find themselves dealing with (in
this scenario, we find a little girl sitting in a tree angry because
her friend called her a name). She considers the options that
she could take (call him a name back, walk away and never
talk to him again, talk about their issues). The student will be
presented with the three types of responses that Maria could
have gone with (loud, soft, think and share) and will then vote
on which option they choose to go with last and show the other
two first so that the students can know the consequences of
each option.

30 sec

(timed
at 2
minutes
30
seconds
without
teacher
talking/
voting
and
discussi
on)
4-6
minute
s with
discuss

Ok everyone, my
friend Maria is
currently
experiencing some
conflict with one of
her friends, so we are
going to see if we can
help her our a little
bit.

Transition: Ok boys and girls first up we are going to help my friend

Maria deal with a conflict with one of her friends and learn a little bit
about the ways to handle conflict.
Instant Activity (Student Engagement)
Students will participate with the class, listening to each of the
choices and casting a vote each time the chance arises. There
are three options and we will ask each student which one they
think is the best one and will randomly as a student why they
think that their option is the best one. After hearing the
opinions, we will then cast votes and choose the path. If the
students choose a path other than the think and share, the
website leads back to the decision making point, so we will
vote again.

-Ok, now who here

thinks that the quiet
response is the way
to go here? Does
anyone want to tell
me why they
chose/wouldnt
choose this one?
-Ok, now who here
thinks the the loud
response is the way
to go? Does anyone
want to tell me why
they chose/wouldnt
choose this reaction?
-Last but not least,
who chose the think
and share choice?

Does anyone want to

tell me why they
chose this reaction?
-After voting, select
the two less popular
choices before using
the one the students
selected as the best.

ion and
voting

30
second
s

Transition: Ok boys and girls, I think we did a fantastic job helping

Maria, but now its time to learn a little more about conflict and ways we
can deal with it.

Time

Activity Description

Teacher Cues

10 min

Culminating Activity (Teacher

-Can anyone tell me what a

conflict is? (serious
disagreement or
argument)
-Give me some examples
of who you can get into
conflicts with.
-Can anyone remember the
three responses to conflict?
(Loud, soft, think and
share) (WRITE

Instruction/Demonstration)
(Powerpoint/Open leture) that explains the different types of
conflict. We will also go into the responses to conflict (loud,
soft, think and share). Students will be asked what they think
would be examples of each of the three types. The ;ecture will
explain why think and share is the best form of conflict
resolution. Also shows the steps toward conflict resolution and
the tips for making sure that conflict is sesolved in a peaceful
way.

Organizat
ion

THESE ON THE
BOARD AS
STUDENTS CALL
THEM OUT)
-The loud response is
centered around using
anger as a response to
conflict and losing control
of your emotions. This
might include yelling,
name-calling and even
fighting. Can anyone tell
me whats wrong with this
method? (Violence is never
the answer. You could get
into trouble or even
worse, someone could
even get hurt.)
-The soft response involves
ignoring your conflict. This
could mean avoiding the
person you are having
problems with or running
away from the problem or
bottling up your feelings.
Can anyone tell me whats
wrong with this method?

(Bottling up your
emotions is never a good
thing. Imagine blowing up
a balloon. What happens
if you put to much air? It
pops right? The same
thing can happen to you if
you bottle up your
feelings, and that wont be
a good thing because you
will end up expressing
those emotions in a
negative way.
-The think and share
response involves thinking
about your feelings on the
situation and then sharing
with the other person how
you feel and how their
actions affect you.
-Next up, we are going to
give you guys some 3 steps
for making sure that your
conflicts are resolved
appropriately.
1. Remain calm. The
angrier you are, the
harder it will be to resolve
the conflict. Doing things
like calling names and
fighting are a bad idea,
because you could start a
fight. . VIOLENCE IS
NOT THE ANSWER. You
could both get in trouble
or even worse, someone
could get hurt.
2. Figure out the problem.
Figure out what each
person has a problem
with. This will require the
two of you to listen to each
other and not inturpt each
other. Be honest about
whats bothering you.
Think of positive solutions
that each persons needs.
3. Choose a solution.
Choose a positive option
each of you can agree on..
If you cant come to a
reasonable solution, get
an adult you trust to help
resolve the situation.

30
second
s
7 min

Transition: Ok boys and girls, lets apply what we know now to our own
lives. Each of you is going to get a survey with questions on it that will
assess how you handle conflict in your life.
Culminating Activity (Student Engagement):
Conflict and Me Survey:
Each student will be given a copy of the survey and will fill it
out to the best of their ability. The students will be given time
to fill out the survey while the teachers monitor the class,
being sure to answer questions as well as ask if students need
help. Teacher will also keep control of the class making sure
that no one gets to loud.

30
second
s
3
minute
s

On this worksheet,
you will see 5
questions that ask
you about how you
handle or would
handle conflict on a
day to day basis. If
you come to a
question where you
dont think that you
handled conflict the
right way, be honest
with yourself, so that
next time you can
deal with the
situation in a more
appropriate way. If
you have any
questions, raise your
hand and one of us
will answer your
question as soon as
we can.

Transition: Ok boys and girls, now its time to review a few things about
conflict resolution.
Closure:
-Ok boys and girls, what did we learn about conflict
resolution?
-OK now lets name the steps for conflict resolution.
1. Remain Calm
2. Figure out the problem
3. Choose a path

-Who can remind me of

what conflict is?
-serious disagreement or
arguement
-Who can remember the
steps for conflict
resolution?
1. Remain Calm
2. Figure out the problem
3. Choose a path
-Who can remember
why the loud approach
and the soft approach
arent the best ways to
approach conflict?
-Loud: Can cause name
calling and fighting and
isnt productive.
Someone can get hurt
physically or
8

emotionally.
-Soft: Its not good
because running from
your problems can cause
you to be like a balloon
and pop. Not a healthy
way to express emotions.
-Who can remember the
best way to deal with
conflict resolution?
-Think and share
response. It gets you to
think about how you
really feel and express
those emotions in a
healthy way in order to
solve a problem.