Health Unit Plan 3-5 Interpersonal Relationships

Health Unit Plan
Interpersonal Relationships
Grades 3-5
Highland Elementary School
Westfield, MA
Kelly Haines
Springfield College
Springfield, MA
January 2015-March 2015
Unit Outcomes, State Standards & Assessment Template

Grade Level 3-5
Interpersonal Relationships
Unit Outcomes: By the end of the

unit, students will be able to:
COGNITIVE: SWBAT Identify important

aspects of effective communication such
as verbal, non-verbal and listening.
COGNITIVE: SWBAT Apply
communication strategies to solve
conflicts effectively throughout the unit.
COGNITIVE: SWBAT Recognize

qualities of a good friend and how to
maintain a healthy friendship throughout
the unit.
BEHAVIORAL: SWBAT make healthy
decisions during situations of conflict in
their life by applying strategies used
throughout the unit.
BEHAVIORAL: SWBAT Advocate for
healthy relationships by modeling
appropriate communication strategies,
Reference Assessments
MA
CF
Standards
by
number
1. Informal-Communication
SHAPE 4
CharadesDiscussion
MACF 7.1
Questions
2. Listening Drawing
Worksheet
1. I-Messages
SHAPE 4
2. Peace Conflict Resolution
MACF 7.2
Scenarios
3.Informal- Effective Conflict
Resolution-Organization
Activity
1. Friendship Advertisement
SHAPE 4
MACF 5.3
SHAPE 8
MACF 5.5

Scenarios
Worksheet
SHAPE 8
MACF 5.6
1. Informal-Communication
CharadesDiscussion
Questions
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reacting to conflict in healthy ways,

resolving conflict and identifying
qualities of a good friend.
Worksheet
I-Messages
Scenarios
4.Informal- Effective Conflict
Resolution-Organization
Activity
1. PAWS Rubric
AFFECTIVE: SWBAT Behave

respectfully throughout the entire unit by
following the classroom rules and PAWS
behavior 100% of the time.
AFFECTIVE: SWBAT acknowledge
healthy relationships in their own life by
relating class content to their own life.
SHAPE 8
MACF 7.2
SHAPE 7
MACF 5.1
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Worksheet
Block Plan: Interpersonal Relationships

Day 1: Communication
Day 2: Reaction to Conflict
Essential Question: Which type of

communication is best (verbal or non-verbal)?
Essential Question: What is a healthy way

to react to conflict? Why is the way you react
to conflict important?
Focus/Outcomes: Verbal communication,

Non-verbal communication and Listening
Focus/Outcomes: Assertive, Passive,

Aggressive and I-Messages
(C) Identify the difference between verbal and

non-verbal communication during the closure
of the lesson when asked by the teacher.
(SHAPE 4, MACF 7.1, Closure)
(C) Identify a healthy way to react to a conflict

when asked by the teacher during the closure
of the lesson. (SHAPE 4, MACF 7.1, Closure)
(C) Explain the difference between when

someone is listening to you and when someone
is not listening to you by drawing pictures and
creating captions for people who do listen and
people who dont listen. (SHAPE 4, MACF 7.1,
Closure)
(B)Create an assertive I-Message to use in

their own life by identifying the way they feel
when there is a conflict. (SHAPE 8, MACF
7.2,I- Message Worksheet)
(A) Express the value of reacting to conflict in
healthy way by sharing the impact of their
reaction. (SHAPE 4, MACF 7.2 ,Closure)
(B) Choose to use appropriate communication

behaviors such as verbal, non-verbal and
listening depending on the situation. (SHAPE
8, MACF 5.5, Listening Worksheet)
(A) Exhibit PAWS behavior by participating in

all conflict reaction activities, assessments and
being respectful throughout the entire class.
(SHAPE 4, MACF 7.2, PAWS Rubric)
(A) Share the feelings they experience when

someone is not listening to them after
completing the listening picture worksheet.
(SHAPE 7, MACF 5.1, Listening Worksheet)
Equipment/Materials/Technology:
1.Conflict Scenarios (3 of each- assertive,
passive and aggressive)
2.Assertive, Passive, Aggressive visuals
3.Conflict Reaction Poster
4.I-Message Worksheet
5. Music

all communication activities and being
respectful throughout the entire class. (SHAPE
4, MACF 7.2, PAWS Rubric)
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1. Communication visual poster
2. Communication Cards (sad, happy, scared,
nervous, excited, shocked, bored, tired, lonely)
will have a picture on the card to help language
students to identify
3. Card for groups with job identifications
4. Dry erase markers
5. Markers
6. Listening Worksheet
Learning Activities:
1. Passive, Aggressive or Assertive Activity
You Decide
2. Introduction: Reacting to Conflict Poster
3. I-Messages Introduction
4. I-Message Worksheet
5. Organizational Reaction to Conflict ActivityHealthy vs Unhealthy
6. Closure
Assessments:
2. Effective Conflict Resolution Organizational
Activity
3. PAWS Rubric
1. Communication Brainstorm- think-pair
share
2. Communication Card Charades
3. Listening Introduction
4. Listening from My Life Worksheet
5. Closure
Assessments:
1. Informal Discussion QuestionsCommunication Charades
2. Listening Worksheet- Listening from My
Life
3. PAWS Rubric
Day 3 Conflict Resolution
Day 4 Friendship
Essential Question: How does the way you

choose to resolve a conflict effect the outcome?
Essential Question: What makes a good

friend? How can you connect this to the
different strategies and topics that weve
discussed earlier in this unit?
Focus/Outcomes: PEACE Conflict

Resolution
Focus/Outcomes: Qualities of a Good

Friend
(C) Identify and apply steps of conflict

resolution to scenarios that are given by the
teacher. (SHAPE 5, MACF 5.5, Conflict
Resolution Peace Scenarios)
(C)Identify at least 5 qualities of a good friend

on Friendship advertisement. (SHAPE 4,
MACF 7.3, Friendship Advertisement)
(B) Choose to use PEACE during a time of

conflict in their own life by identifying
examples of when this strategy would be
appropriate. (SHAPE 5, MACF 5.5, Closure)
(B) Demonstrate qualities on their Friendship

advertisement in Daily life (SHAPE 4, MACF
7.3, Friendship Advertisement/Closure)
(A) Be aware that there are many different

ways to resolve a conflict with PEACE by
listening to classmates approaches to PEACE.
(A) Share friendship experiences with

communication and conflict by highlighting
which qualities of a friend were helpful in
these situations (SHAPE 4, MACF 7.3,
Friendship Advertisement/Closure)

all conflict resolution activities and being

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respectful throughout the entire class. (SHAPE

4, MACF 7.2, PAWS Rubric)
all friendship activities and being respectful

throughout the entire class. (SHAPE 4, MACF
7.2, PAWS Rubric)
1. Friendship advertisement
2. Markers
Assessments:
1. Conflict Resolution PEACE Scenarios
2. PAWS Rubric
1. Handshake Activator
2. Introduction to Friends: Types of Friends,
Qualities of A Good Friend
3. Discussion Questions
5. Class Share
6. Closure
Assessments:
1. Friendship Wanted Advertisement
2. PAWS Rubric
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Health Grading Policy

Participation- 25%
The student is engaged 100% of the time and participates at least once per class. The
student is attentive when the teacher is teaching and completes all written work.
Classroom Behavior-10%
The student demonstrates PAWS behavior in the classroom by practicing responsibility,
always being safe, willing to learn, and showing respect.
Knowledge -65%
The student completes written assignments and informal assessments and applies
knowledge from lesson to assignment. Students will be given -,,+ for all written
work.
Grading Scale
1- Very Good
The student is engaged 100% of the time and regularly participates. PAWS behavior is
evident throughout entire class and student completes all informal and formal
assessments with accuracy.
2- Below Average
Student has some difficulties with participation (may be off task or act as a distraction
for other students). This student needs reminders throughout the entire class, and may
be asked to move seats or relocate. Student completes most written work, which is
accurate 70% of the time.
3- Needs Improvement
Student is very disruptive, off task, and non-compliant. The student does not exhibit
PAWS behavior during the class time. Completes less than 50% of formal and informal
assessments. When assessments are completed they do not convey the knowledge
learned in class.
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Day 1: Informal Assessment:

Discussion Questions-- Communication Charades
- Which type of communication was harder for the communicator?
- What worked best for the guessers?
- Is there a time when a certain time of communication is better than
another?
- What does this tell you about communication in your own life?
- What happens when someone uses both types of communication and
gives someone a mixed message?
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Day 1: Listening Worksheet

Name: _______________________________
Grade: ___________
Directions: Below draw two pictures of a time in your life when someone was:
LISTENING
NOT LISTENING
How did you know?

________________________________________________________________
________________________________________________________________
________________________________________________________________
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Day 2: I-Message Worksheet

Name:______________________
Directions: Write an I-Message to express how you might feel or what you would need or want.
Then answer the question.
1. You come home from your soccer game. Your brother has sliced a juicy orange for you.
I __________________________when_____________________________
___________________________________________________________
____________________________________________________________.
2. Your little brother keeps knocking on your door while you are doing your homework.
I___________________________when____________________________
____________________________________________________________
____________________________________________________________.
3. Your mom tells you she has taken a new job. Your family will be moving at the end of the school
year.
I___________________________when____________________________
____________________________________________________________
___________________________________________________________.
4. Come up with your own situation from your life and write an I-Message to communicate your
feelings.
I___________________________when____________________________
____________________________________________________________
___________________________________________________________.
Why should people express thoughts and feelings to each other?
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Day 2: Informal Assessment: Effective Conflict

Resolution-- Organizational Activity
Directions: The following words will be held up on the board with
magnets. One at a time student will come up and organize
resolution as effective or not effectivewords will be placed in
random order to start and students will move them where they
please. After each statement is moved, the teacher will as the class
if the statement is passive, aggressive, or assertive.
Effective
Not Effective
Listen
Stay Angry
Admit Mistakes
Take all you want
Express your feelings
Dont say Im sorry
Say I was wrong
Yell Your opinion
Compromise
Dont Listen
Ask for help
Run away
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Day 3: Conflict Resolution PEACE Flow Chart
Name: __________________
Pause
Express feelings
Ask about the other persons feelings
Consider options
Enjoy your efforts by shaking hands
Directions: Fill in what you would do for each of the PEACE steps,
during a scenario read by the teacher.
Scenario 1
P-Pause
EACEScenario 2
P-Pause
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Day 4: Discussion Question

1. What are some pros and cons of having friends?
2. What makes a great friend?
3. What can friends do to use you?
4. Why do people pursue friendships that are unhealthy?
5. If your friends are a bad influence on you, should you make a clean break from them
or should you try to change them?
6. How can you be a better friend to your friends?
7. How can you heal wounded friendships?
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Day 4: Friendship Advertisement

Name: ___________________
Grade:_________
Directions: Create your own friendship advertisement. List the qualities or

draw the qualities that you would like to your friend to have.
WANTED
a friend who is
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Days 1-4: PAWS Rating Scale

3- Does not complete classwork and/or homework; does not follow class rules; has to be constantly
reminded to be willing to learn; disrespectful to classmates, teacher, and classroom
2- Completes some classwork and/or homework, follow class rules most of the time, is willing to learn
most of the time; is respectful at certain times
1- Completes all classwork and/or homework; follows all class rules; is always willing to learn; always
respectful
Student 1
Student 2
Student 3
Student 4
Student 5
Student 6
Student 7
Student 8
Student 9
Student 10
Student 11
Student 12
Student 13
Student 14
Student 15
Student 16
Student 17
Student 18
Student 19
Student 20
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Samples of Student Work
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Results of Assessment
Originally, this unit was planned to be 4 days long. However, due to snow days, delays, a field
trip and one sick day I had to make many adjustments. This unit was designed for 3 rd-5th graders. All
of the 3rd -5th grade health classes are in the morning which was directly impacted by the snow days
and delays. For example, my first lesson was split into two different lessons due to a shortened class.
There are many adjustments that I made to my lesson plans because of this including informal
assessment after my half lessons. This informal assessment included questioning that related to the
health content that I was able to teach during the shortened class.
Overall, I was very pleased with the outcome of student assessments. As stated earlier, I was
unable to complete my last two assessments. The assessments that were completed by students were
Communication Charades Discussion Questions, Listening from My Life Assessment, and the IMessage Assessment. The Communication Charades Discussion questions were an informal
assessment that I utilized after the Communication Charades activity. Students were able to answer
all of the questions and apply the activity to their own life. The Listening from My Life Assessment
was very effective and valid because students either understood the content and identified qualities of
a good listener, or they clearly did not identify the qualities. Most students identified the appropriate
qualities. Some students did not finish the assessment, so I cannot determine if they did accomplished
the objectives. My final assessment that students were able to complete during this shortened unit
was the I-Message Homework assignment. For this assignment, I explained it and went over the first
I-Message with the whole class. Their job was to complete the rest as homework. The following week I
received about half of the homework assignments back. The ones that I did receive back were very
well written I-messages. I can tell that the students who handed the assessments back accomplished
the objectives. As far as the students who forgot their homework, I have no way of knowing if they
accomplished the objectives or not. Based upon the I-Message Homework Assignments that I received
back, I believe that this assessment was a valid and reliable form assessment for LP 2. I was unable to
complete the Effective Conflict Resolution Organizational Informal Assessment due to a shortened
class. The PAWS rating scale was also a valid and reliable form of assessment that Mr. Tenero utilized
and I continued to utilize throughout the unit. This rating scale was recorded in the gradebook daily
for each student.
In conclusion, the completed assessments were appropriate for the grades 3-5 and accurately
measured student achievement towards the performance objectives. If I was given more time to
complete this unit I would be interested to see the results of the other assessments.
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Lesson Plans
*Lessons 3 and 4 have not been taught due to snow days, delays and one sick day*
SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE
Name: Kelly Haines
Date: February 3, 2015
School: Highland Elementary School Lesson # 1

Grade: 3-5
Class size: 20-25
Class/Time: 9:25
Unit/Theme: Interpersonal Relationships Lesson Focus: Communication

Objectives (must be measurable, use action verbs and include elements of success)
Cite appropriate standards from MA Comprehensive Health Curriculum Frameworks
By the end of the lesson, students should be able to:
(C) Identify the difference between verbal and non-verbal communication during the closure of the lesson when asked by
the teacher. (SHAPE 4, MACF 7.1, Closure)
(C) Explain the difference between when someone is listening to you and when someone is not listening to you by drawing
pictures and creating captions for people who do listen and people who dont listen. (SHAPE 4, MACF 7.1, Closure)
(B) Choose to use appropriate communication behaviors such as verbal, non-verbal and listening depending on the
situation. (SHAPE 8, MACF 5.5, Listening Worksheet)
(A) Share the feelings they experience when someone is not listening to them after completing the listening picture
worksheet. (SHAPE 7, MACF 5.1, Listening Worksheet)
(A) Exhibit PAWS behavior throughout the entire lesson by practicing responsibility, always being safe, being willing to
learn, and showing responsibility. (SHAPE 7, MACF 5.1, PAWS Rubric)
Materials/Supplies/Lesson Preparation
- Communication visual poster
- Communication Cards (sad, happy, scared, nervous, excited, shocked, bored, tired, lonely) will have a picture on
the card to help language students to identify
- Card for groups with job identifications
- Dry erase markers
- Markers
- Listening Worksheet
Special Accommodations (How will the special needs of individual students be met?)
Communication cards will have pictures to help language students to understand the English word if they do not know the
English word.
Clear demonstration will be done for each activity, so that students are clear of the expectations during each activity.
References/Resources (include books, articles, websites, etc.)
http://www.uen.org/Lessonplan/preview.cgi?LPid=4992
http://ltl.learningally.org/Listening-A-Powerful-Skill/The-Science-of-Listening/History-and-Overview-of-Listening/91/
Opening (activator/instant activity) 5-10 min
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Communication Brainstorm:
-students will brainstorm what they think communication is with a classmate by doing a pair and share
-next the teacher will ask students share ideas that they came up with
-the teacher will write key words on the board
Extensionsgive the definition of communication to studentshave them brainstorm why it is important in their life.
Accommodation: Use a student translator when necessary.
Procedures Step by step description of teaching strategies/methods/pedagogy to be used. (Include time frame for each
activity, transitions, extensions/adaptations, cooperative learning techniques jig saw, pair/share, etc.)
1. Introduction- verbal and non-verbal communication (10 min)
-the teacher will define verbal and non-verbal communication
- Explain quote: The most important thing about communication is to hear what isnt being said
Ask Students:
- When do you use verbal communication?
- When do you use non-verbal?
- Do you think one type of communication is more useful than another?
- Mixed messages define
- Give examples
- Why can mixed messages be dangerous?
Accommodation: Use a student translator
2. Communication Card Charades (25 min)
-For this activity you will use verbal and nonverbal communication to understand how your classmate is feeling
-The teacher will hold up a card with a picture and feeling written on itand only show it to the student leader who is
picked as a communicator
-One student will be the communicator and the other students will be the guessers
-The communicator will have their head up and look at the card, the guessers will have their heads down
-Once all of the communicator is are aware of what the word is the guessers will pick their head up and the communicators
will have to use either verbal, non-verbal communication, or both verbal and non-verbal communication (will be specified
by the teacher) to have the class members guess the way that they are feeling.
Extension Down:
-The teacher will pick two students to be the communicators
-The teacher will be the communicator
Accommodations: Will make sure that ELL are paired with a student who knows their first language to translate and
clarify
Discussion Questions:
- Which type of communication was harder for the communicator?
- What worked best for the guessers?
- Is there a time when a certain time of communication is better than another?
- What does this tell you about communication in your own life?
3. Listening Introduction (5-7 min)
-Listening is a huge part of communication it
- Difference between listening and hearing- listening requires focus
Go over Steps to listening:

1. Stop Talking
2. Prepare Yourself to Listen
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3. Put the Speaker at Ease

4. Remove Distractions
5. Empathise
6. Be Patient
7. Listen to the Tone
8. Listen for Ideas Not Just Words
9. Wait and Watch for Non-Verbal Communication
Accommodations: Have visuals available for each of the steps of listening
4. Listening from My Life Worksheet (20 min)
-Using the template provided students will complete the listening worksheet that is about their own life
-The teacher will show a sample worksheet to the students and explain the pictures
-Students will given time to complete worksheet.
-Then the teacher will ask for volunteers to share their listening experiences from the class
Accommodations: Use student translators to explain the worksheet
List Assessment(s) informal or formal how do you know they have learned the desired content and you have achieved
your objectives?
-Listening worksheet- recognizes good listening habits in their life
-Communication cards- students will recognize the difference between verbal and non-verbal communication and why it is
important to use both
Extensions Down: Students will just draw a picture and wont write a caption; students will work with partners.
Closure/Summarizer
5. Closure: (10 min)
- Name all 3 parts of communication: verbal, non-verbal, and listening
-Is one part more important than another?
-Why is it so important to be able to communicate to others?
Accommodation: Use a student translator to get questions across
Notes/Reflection (to be completed right after you finish teaching a particular lesson)
What did you accomplish? How much did the students learn? What would you leave the same and what might you
change in the future to improve this lesson?
I was only able to teach one 3-5 class this week due to snow days and it was a shortened class.
I got through the communication brainstorm my introduction and communication charades. I did not have time to do the
rest of my lesson. I definitely included too much in this lesson plan to begin with. I probably could have just done
communication charades and an assessment and saved the rest of the LP for another class. The communication charades
activity went very well. The students were engaged the entire time. At the end of this activity I did a closure that reviewed
the two types of communication. After doing the communication charades activity students were able to recognize the
difference between verbal and non-verbal communication. It is important to remember to include an essential question at
the beginning and at the end of my lesson. When revisiting this essential question it will enable me to see if student
learning occurred.
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Name: Kelly Haines

Grade: 3-5
Class size: 20-25
Class/Time: 40 min
Unit/Theme: Interpersonal Relationships
Lesson Focus: Ways to React to Conflict
(C) Identify a healthy way to react to a conflict when asked by the teacher during the closure of the lesson.
(B)Create an assertive I-Message to use in their own life by identifying the way they feel when there is a
conflict. (SHAPE 8, MACF 7.2,I- Message Worksheet)
(A) Express the value of reacting to conflict in healthy way by sharing the impact of their reaction. (SHAPE 4,
MACF 7.2 ,Closure)
(A) Exhibit PAWS behavior by participating in all conflict reaction activities, assessments and being respectful
throughout the entire class. (SHAPE 4, MACF 7.2, PAWS Rubric)
1.Conflict Scenarios (3 of each- assertive, passive and aggressive)

2.Assertive, Passive, Aggressive visuals
3.Conflict Reaction Poster
4.I-Message Worksheet
5. Music
"Conflict Resolution." Health Teacher. N.p., n.d. Web.
<https%3A%2F%2Fwww.healthteacher.com%2Flesson%2Findex%2F464%2Fac
vity_1>
Present Objectives: (3 min)
1. Identify a healthy way to react to conflictWHY: To use healthy reactions in your own life
2. Create I-Messages- WHY: To use in your own life.
3. Explain how a reaction to conflict can impact a situation WHY: Reaction can change the way that a conflict is resolve
(could be good or could be bad)
4. PAWS BehaviorWHY: School policy.
ACADEMIC LANGUAGE: Conflict, Reaction, Passive, Aggressive, Assertive
Essential Question (3 min):
What is a healthy way to react to conflict? Why is the way you react to conflict important?
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Activator:
1. Passive, Aggressive or Assertive ActivityYou Decide (10 min)
The teacher will post the words Passive Aggressive and Assertive on desks around the classroom. (Each
sign will have a visual of what each work means)
The teacher will read a variety of different scenariosstudents will walk toward the word that they
think describes the scenario
Students will be encouraged to go to the word that they believe applies to the scenarios (not going
where friends are)
Discussion:
Why do you think this is a passive, aggressive or assertive?
Was this a good way to react t0 this scenario?
How would you change the reaction?
Accommodations: Signs will have visuals, student demonstration, utilize student translators.
2. Introduction: Reacting to Conflict Poster (5 min)
Show students reaction to conflict poster
Have each students choose a picture and explain what is happening in the picture
Is it a good or bad way to react to conflict?
Teacher will comment on each reaction to conflict
Accommodations: Teacher will use student translators.
3. I-Messages Introduction: (5 min)
Explain I-Message:
o Great way to react to conflict
o Telling the other person how you feel
o Not putting blame on anyone just simply expressing feelings
Give two sample I-messages
Accommodations: Teacher will use student translators
4. Organizational Reaction to Conflict Activity- Healthy vs Unhealthy (5 min)
The following words will be put on the floor. Students will make a circle around the words. One student at a time will sort
the words as a good or bad way to react to conflict.
GOOD
BAD
Listen
Stay Angry
Admit Mistakes
Take all you want
Express your feelings
Dont say Im sorry
Say I was wrong
Yell Your opinion
Compromise
Dont Listen
Ask for help
Run away
5. Closure:
What is a healthy way to react to conflict? Why is the way you react to conflict important?
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Revisit Objectives:
1. Identify a healthy way to react to conflictWHY: To use healthy reactions in your own life
2. Create I-Messages- WHY: To use in your own life.
3. Explain how a reaction to conflict can impact a situation WHY: Reaction can change the way that a conflict is resolve
(could be good or could be bad)
Homework: I-Message Worksheet
Students will complete I-Message Worksheet and bring during the next health class.
your objectives?
2. Effective Conflict Resolution Organizational Activity
3. PAWS Rubric
Reflections:
It is important to review passive, aggressive and assertive in detail before doing the activator. Especially, with ELLs they
may have never hear these words before. When explaining what these words meant I also tried to use facial expressions
and body language. I believe this helps ELLs to understand what I am teaching. The actual activity was tough with my
students. There was a lot of chatter during the activity. Instead of having students move around during the activity I might
think about having them stay in their seats. It will be interesting to try this with my fourth and fifth graders. With the
fourth graders I may have them stay in their seats.
After reviewing I-Messages I did not have time to complete the organizational activity. Instead, of doing this I handed out
their homework and let the students get a head start on their homework. This was a good choice because it gave me chance
to clarify for students as they were completing the worksheet. I noticed that students also started to collaborate which I
liked because they were helping each other. Each student had the opportunity to complete one or two of the I-Messages.
The rest of the I-Messages they took home for homework. I will be interested to see if students remember to bring their
homework back.
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Name: Kelly Haines

Grade: 3-5
Class size: 20-25
Class/Time: 40 min
Lesson Focus: Conflict Resolution
(C) Identify and apply steps of conflict resolution to scenarios that are given by the teacher. (SHAPE 5, MACF
5.5, Conflict Resolution Peace Scenarios)
(B) Choose to use PEACE during a time of conflict in their own life by identifying examples of when this
strategy would be appropriate. (SHAPE 5, MACF 5.5, Closure)
(A) Be aware that there are many different ways to resolve a conflict with PEACE by listening to classmates
approaches to PEACE. (SHAPE 5, MACF 5.5, Closure)
(A) Exhibit PAWS behavior by participating in all conflict resolution activities and being respectful throughout
the entire class. (SHAPE 4, MACF 7.2, PAWS Rubric)
1. TV and DVD Player

2. The Lorax DVD
3. PEACE Conflict Resolution Worksheet
3. PEACE Conflict Resolution Poster
<https%3A%2F%2Fwww.healthteacher.com%2Flesson%2Findex%2F464%2Fac
vity_1>
1. Identify and apply conflict resolution to scenariosWHY: To be able to solve conflicts in your own life
2. Choose to use PEACE in a time of conflict during their own life- WHY: Will help to resolve conflict in a healthy way.
3. Be aware that there are many different ways to solve a conflict by listening to classmates WHY: Classmates ideas could
open your eyes to many different ideas.
ACADEMIC LANGUAGE: Resolution, Scenario, Pause, Express, Ask, Consider, Enjoy
Essential Question: How does the way you choose to resolve a conflict effect the outcome?
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Activator
1.The Lorax Movie Clip (15 min)
Clip 1: Did you Chop Down this Tree?
Discussion:
How does the Lorax react to conflict?
How does Once-ler react?
What is the result of their reactions?
Accommodations: Will Utilize Student Translators
Clip 2: Nothing will Stop Me!
Discussion:
How does Once-ler react once all of the trees are cut down?
How does the Lorax react?
Would their reactions have been different if they changed the way they reacted in the first clip?
2. Introduction: Resolving Conflict (7 min)
Present Resolving Conflict Poster
Introduce peace
P-Pause
E- Express
A- Ask
C- Consider
E- Enjoy
When is a time when you may have liked to use peace?
How would the conflict in the Lorax change if they used PEACE?
Accommodations: Teacher will use student translators there will be visuals on the posters.
3. Conflict Scenarios (10 min)
The teacher will read conflict scenarios
Students will have to complete a description of PEACE for each conflict
The teacher will review student answers after each conflict is presented
Accommodations: Teacher will use student translators; the teacher will use pictures along with conflict
scenarios.
6. Closure:
How does the way you choose to resolve a conflict effect the outcome?
- Will Review Objectives
your objectives?
1. Conflict Resolution PEACE Scenarios

2. PAWS Rubric
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Name: Kelly Haines
Date: March 3, 2015

Grade: 3-5
Class size: 20-25
Class/Time: 40 min
Lesson Focus: Qualities of a Good Friend
(C)Identify at least 5 qualities of a good friend on Friendship advertisement. (SHAPE 4, MACF 7.3, Friendship
Advertisement)
(B) Demonstrate qualities on their Friendship advertisement in Daily life (SHAPE 4, MACF 7.3, Friendship
Advertisement/Closure)
(A) Share friendship experiences with communication and conflict by highlighting which qualities of a friend
were helpful in these situations (SHAPE 4, MACF 7.3, Friendship Advertisement/Closure)
(A) Exhibit PAWS behavior by participating in all friendship activities and being respectful throughout the
entire class. (SHAPE 4, MACF 7.2, PAWS Rubric)
1. Friendship advertisement
2. Markers
FRIENDS: SMALL GROUP DISCUSSION AND ACTIVITIES (2002): n. pag.
International Media.
Web.<http://www.mediainternational.com/support/PDF/POWER%20SURGE/Friends.pdf>.
"Kids' Health - Topics - Friendship." Kids' Health - Topics - Friendship. N.p., n.d. Web.
02 Feb. 2015.
<http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&id= 636&np=286>.
1. Identify 5 qualities of a good friendWHY: To know what to look for in a friend
2. Demonstrate qualities of a good friend - WHY: In order to have good friends you have to be a good friend
3. Share friendship experiences with conflict and why certain qualities are necessary WHY: Helpful to identify a good
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friend acts during conflict.

ACADEMIC LANGUAGE: Friend, Quality, Communication, Conflict, Advertisement
What makes a good friend? How can you connect this to the different strategies and topics that weve discussed
earlier in this unit?
Transition (1 min): Students will stand up and will walk around the room for the first activity.
1. Handshake Game (15 min)
Students will perform a variety of different handshakes with classmates
o Lumberjack
o Down under handshake
o Turkey
o Salmon
o High Five
After each handshake students will be prompted a questions to talk about with their partner (one pair will be
chosen to share) :
Whats one quality that you value in a good friend?
What is one quality about yourself that makes you a good friend?
Talk about someone who is one of your closest friends and explain why.
What happens when you have a conflict with a close friend?
What can help you and a friend to solve a conflict?
Transition (1 min): Students will sit back down at their desks.
2. Introduction: Qualities of a Good Friend and Friends During Conflict (7 min)
Brainstorm qualities of a good friend on the board
Relate to Handshake activity
Define qualities
Discussion Questions:
1. What are some pros and cons of having friends?
2. What makes a great friend?
3. What can friends do to use you?
4. Why do people pursue friendships that are unhealthy?
5. If your friends are a bad influence on you, should you make a clean break from them
or should you try to change them?
6. How can you be a better friend to your friends?
7. How can you heal wounded friendships?
Accommodations: Teacher will use student translators and there will be visuals on the posters.
Transition (1 min): Students helpers will be chosen to distribute art supplies.
3. Friendship Advertisement (10 min)
Students will create a friendship advertisement by drawing or writing about the qualities that they look
for in a friend
Students will share qualities with class
Accommodations: Teacher will use student translators; the teacher will use pictures along with conflict
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scenarios.
Transition (1 min): Students helpers will be chosen to collect art supplies.
4. Closure:
What makes a good friend? How can you connect this to the different strategies and topics that weve discussed
earlier in this unit?
- Review Objectives
Homework Assignment: Take this friendship to a friend who has these qualities and have the friend sign it.
This can be someone at school, at home or a friend from somewhere else. Tell the friend why you are having
them sign your friend ship advertisement.
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Works Cited
<https%3A%2F%2Fwww.healthteacher.com%2Flesson%2Findex%2F464%2Factivity_1>
FRIENDS: SMALL GROUP DISCUSSION AND ACTIVITIES (2002): n. pag. International Media.
Web. <http://www.mediainternational.com/support/PDF/POWER%20SURGE/Friends.pdf>.
"History and Overview of Listening." Learning Through Listening. N.p., n.d. Web. 02 Feb. 2015.
<http://ltl.learningally.org/Listening-A-Powerful-Skill/The-Science-of-Listening/History
and-Overview-of-Listening/91/>.
"Kids' Health - Topics - Friendship." Kids' Health - Topics - Friendship. N.p., n.d. Web. 02 Feb. 2015.
<http://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?
p=335&id=1636&np=286>.
"Nonverbal Communication." Nonverbal Communication. N.p., n.d. Web. 02 Feb. 2015.
<http://www.uen.org/Lessonplan/preview.cgi?LPid=4992>.
"Verbal and Nonverbal Communication." Health Teacher. N.p., n.d. Web. <https%3A%2F
%2Fwww.healthteacher.com%2Flesson%2Findex%2F145>.
30
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Health Unit Plan 3-5 Interpersonal Relationships

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Health Unit Plan 3-5 Interpersonal Relationships

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Health Unit Plan

January 2015-March 2015

Unit Outcomes, State Standards & Assessment Template

Unit Outcomes: By the end of the

COGNITIVE: SWBAT Identify important

COGNITIVE: SWBAT Recognize

1. Peace Conflict Resolution

reacting to conflict in healthy ways,

AFFECTIVE: SWBAT Behave

Block Plan: Interpersonal Relationships

Day 2: Reaction to Conflict

Essential Question: Which type of

Essential Question: What is a healthy way

Focus/Outcomes: Verbal communication,

Focus/Outcomes: Assertive, Passive,

(C) Identify the difference between verbal and

(C) Identify a healthy way to react to a conflict

(C) Explain the difference between when

(B)Create an assertive I-Message to use in

(B) Choose to use appropriate communication

(A) Exhibit PAWS behavior by participating in

(A) Share the feelings they experience when

(A) Exhibit PAWS behavior by participating in

Day 3 Conflict Resolution

Essential Question: How does the way you

Essential Question: What makes a good

Focus/Outcomes: PEACE Conflict

Focus/Outcomes: Qualities of a Good

(C) Identify and apply steps of conflict

(C)Identify at least 5 qualities of a good friend

(B) Choose to use PEACE during a time of

(B) Demonstrate qualities on their Friendship

(A) Be aware that there are many different

(A) Share friendship experiences with

(A) Exhibit PAWS behavior by participating in

(A) Exhibit PAWS behavior by participating in

respectful throughout the entire class. (SHAPE

all friendship activities and being respectful

Health Grading Policy

Day 1: Informal Assessment:

Day 1: Listening Worksheet

How did you know?

Day 2: I-Message Worksheet

Day 2: Informal Assessment: Effective Conflict

Take all you want

Express your feelings

Dont say Im sorry

Say I was wrong

Yell Your opinion

Ask for help

Day 3: Conflict Resolution PEACE Flow Chart

Day 4: Discussion Question

Day 4: Friendship Advertisement

Directions: Create your own friendship advertisement. List the qualities or

Days 1-4: PAWS Rating Scale

Samples of Student Work

Date: February 3, 2015

School: Highland Elementary School Lesson # 1

Class size: 20-25

Unit/Theme: Interpersonal Relationships Lesson Focus: Communication

Go over Steps to listening:

3. Put the Speaker at Ease

SPRINGFIELD COLLEGE HEALTH LESSON PLAN TEMPLATE

Date: February 10, 2015