Health Education Lesson Plan Format



Colleen Shannon-Kines 468

Health Education Lesson Plan Template

Descriptive Information

Skill Emphasis (NHES): Interpersonal Communication

Grade Level: High School

Content Area of Health: Injury Prevention

Content Descriptor & Sub-Descriptor(s):

Violence Prevention:

o Ways to avoid threatening situations

o Causes of conflict

o Conflict resolution techniques

o How to avoid fighting.

o How to prevent dating violence

o How to prevent sexual assault

o How to recognize sexual harassment

o Nonviolent ways to calm charged situations

Title of Lesson: Dating Violence Prevention

PA Standard (Health & PE):

o 10.3.9 A-Analyze the role of individual responsibility for safe practices and injury prevention in the home, school, and community.

o 10.3.9 C-Analyze and apply strategies to avoid or manage conflict and violence during adolescence.

o 10.3.9 D Analyze the role of individual responsibility for safety during organized group activities.

National Standards:

o Health Ed. Standard 1- Students will comprehend concepts related to health promotion and disease prevention to enhance health.

o 1.12.5- Propose ways to reduce or prevent injuries and health problems.

o Health Ed. Standard 4- Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

o 4.12.1- Utilize skills for communicating effectively with family, peers, and others to enhance health.

o 4.12.3- Demonstrate strategies to prevent, manage or resolve interpersonal conflicts without harming self or others.

Curricular Connections:

o English- Students will interpreting a video and writing a dialogue

Adolescent Risk Behavior (if applicable):

o Behaviors that result in intentional and unintentional injury

Behavioral Objective(s)

Cognitive:

In a written dialogue, the student will be able to translate a violent situation into a nonviolent situation demonstrating positive interactions among individuals, correct message tactics and strategies, or a refusal strategy.

Skill Based:

Students will communicate within small groups to brainstorm a list of characteristics of healthy and unhealthy relationships.

Students will communicate within small groups to write a dialogue demonstrating interpersonal communication skills.

During the learning activity, the students will use interpersonal communication skills for violence prevention in a written dialogue.

Affective:

In a small group discussion, students will share their feelings on the dating situation and how they personally would feel in a situation like that, as well as what they would do to prevent it. Students will respect other student’s thoughts, feelings, and ideas.

Brief Outline of Today’s Lesson

1. Bell ringer: What do I want to be when I grow up?

2. Introduction to the lesson

3. Content and Instructional Strategies

a. What is dating violence

b. Warning signs of dating violence

c. Characteristics of a healthy relationship

d. Statistics on dating violence

e. Communication skills

4. In class learning activity: “Dating Violence Prevention” Video

5. In class learning activity assessment

a. Description of the assessment

b. Content and skills criteria/cues

c. Analytical rubric

6. Final thoughts/conclusion for lesson

7. Classroom management and Materials

Expanded Outline of Today’s Lesson:

1.Bell Ringer (Instant Activity): What do I want to be When I Grow Up?

1. Distribute “Tie Diagrams” (Appendex 1) to each student as they enter the room.

2. Have students discuss their goals and dreams as they draw them on their ties.

3. Have students cut out ties and tape them to their t-shirts.

4. Have students share what they drew on their ties with small groups.

5. As groups are sharing, go around to each group and listen to one student. When they finish sharing, take their tie and rip it in half. Apologize to the student and say “I am very sorry, but you never got to… (What they have on their tie)” Then explain that the student was killed in a domestic violence situation.

6. Have the small groups discuss:

a. How did it feel to think about your goals and dreams?

b. How did it feel when I ripped up your goals and dreams?

c. How did it feel when you saw me ripping other peoples ties?

d. How can you make changes to your life so that your “tie” does not get ripped?

2.Introduction to the Lesson (Set Induction):

How many of you have had a goal or dream taken away because of someone you cared about? Dating violence is a serious problem among high school students. Every 15 seconds a different woman is abused. Forty percent of teenagers, that’s almost half of you in this room, know someone who has been in a abusive relationship. That is scary to think about, isn’t it. Today we are going to discuss dating violence and how you can use interpersonal communication to prevent violence.

3.Content & Instructional Strategies:

Content: (All references listed in reference section)

Dating Violence (Lecture, small group discussion)

• What is Dating Violence

o Any behavior in which the purpose is to gain power and control over a partner.

o A learned behavior, not caused by anger, mental problems, drugs, or alcohol

• Warning signs of dating violence: (Tell a few warning signs and have small groups brain storm some other warning signs)

o Quick involvement- Relationship becomes very intense very fast.

o Excessive jealously- possessive, calls constantly, unexpected visits, prevents you from seeing other people.

o Controlling- Interrogates you often, controls your money.

o Unrealistic expectations- Expects you to be the perfect person for them and meet all their needs.

o Isolation from others- Tries to cut you off from family and friends.

o Blames others for problems and mistakes

o Makes others responsible for feelings- Blames partner for making them angry.

o Hypersensitivity- easily insulted.

o Verbal Abuse- Criticizes, degrades, and says hurtful things

o Unpredictable mood swings- switch from sweet and loving to very violent or mad within seconds.

o Violent threats- threaten to hurt or kill partner, then apologizes later.

• Characteristic of a safe and healthy relationship: (have small groups brainstorm characteristic)

o Partnership- decisions are made jointly with input from partner.

o Equality- freedom to decide issues on own work, school and money. No restrictions.

o Emotional Honesty- Partners feel safe admitting feelings.

o Sexual Respect- Respects partners sexual values

o Physical safety- Respects the physical space of others; physical force is never used as a form of punishment.

o Support and trust- partners listen and attempts to understand others, opinions are valued.

o Respect- Partners respect different opinions and feelings. Supports partners own goals and interests.

• Prevalence of dating violence (In small groups have students discuss these statistics)

o A woman is beaten every 15 seconds

o Each year, 1 million women suffer nonfatal violence by a partner

o Almost 4 million women are victims of severe assaults by boyfriends and husbands each year.

o One in four women are likely to be abused by a partner in their lifetime.

o One in three high school and college students have experienced sexual, physical, verbal, or emotion violence in a relationship.

o 20-30% of college relationships have involved physical abuse at one point.

o 40% of teenage girls say they know someone their age who has been beaten by a boyfriend

▪ Did any of these statistics surprise you? Not surprise you? Why?

• How to prevent it using proper interpersonal communication skills (HEAP, 2006)

o Message tactics and strategies

▪ Clear, organized beliefs

▪ “I” messages

▪ respectful tone

▪ body language

o Refusal skills

▪ Clear “no” statement- in abusive situations

▪ Walk away- when they change their moods

▪ Provide a reason-why you cant be with them anymore

▪ Delay- to get out of a violent situation

▪ Change the subject- when they are angry

▪ Repeat refusal- when asked to do something

▪ Provide excuse-for why you cant see them

o Confident interactions

▪ With friends

▪ With partner

▪ With family

4. In-Class Learning Activity:

1. Show designated clip in class and have students watch for violent situations. (See appendix for video link)

2. Have students break into small groups and ask them to discuss the following questions:

a. What was the violent situation?

b. What kind of person performed the crime and why?

c. What made this situation occur?

d. What warning signs did you see in the video?

e. How could they have avoided this situation?

3. In their small groups, students will write a dialogue. Have students rewrite the violent situation in a nonviolent way. There must be no violence in the dialogue at all. (Worksheet in appendix)

4. Have students share their dialogue with the class.

5. In-Class Learning Activity Assessment-Description & Criteria

The teacher will grade the learning activity based on the student’s demonstration of information that they provide on the worksheet and in their dialogue. The student should demonstrate a strong understanding of interpersonal communication as well as violence prevention. Their information on violence prevention must be draw accurate conclusions, relationships and be comprehensive. When writing their dialogue they must show a strong understanding in interpersonal communication. They must demonstrate positive interactions, message tactics and strategies learned in class, as well as clear refusal skills when appropriate. The teacher will also assess groups on how well they work together, if their dialogue is complete and has removed all violence from the situation in a creative and unique way. They must also incorporate three interpersonal communication skills (ex “I” message, “no” statements, provide excuse”). Students must also work well together, show energy and enthusiasm, and dialogue must be appropriate to share with the class.

□ Score the “Injury Prevention” Activity using the following core concepts criteria, skill cues, additional criteria, and Analytical Rubric.

□ Core Concepts

• Content for Strong Interpersonal Communication shows:

✓ Accuracy

✓ Comprehensiveness

✓ Relationships among concepts

✓ Conclusions drawn

□ Skill: Interpersonal Communication

✓ Demonstrates interactions among individuals

✓ Message tactics and strategies

• Clear, organized ideas or beliefs

• Use of “I” message

• Tone-respectful vs. aggressive and confrontational

• Body language

✓ Demonstrates refusals

• Clear no

• Walk away

• Provide a reason

• Delay, change the subject

• Repeat refusal

• Provide an excuse

• Put it off

□ Additional Criteria:

✓ Dialogue is written out on worksheet

✓ Includes three strategies for strong interpersonal communication

✓ Dialogue is appropriate, unique and complete

✓ All violence is removed from the situation

✓ All participants are involved in presentation.

✓ Individuals show energy and enthusiasm when presenting

6. Final Thoughts/Conclusion to the Lesson

• Check for understanding verbally:

o What are some key warning signs in an unhealthy relationship?

o What are some ways to help partners communicate effectively?

“We learned today that dating violence happens more often than most of us thought. We learned the key warning signs to an unhealthy relationship and how to communicate effectively with those we interact with on a daily basis. Preventing violence and abuse by using interpersonal communication skills is critical to living a healthy life.”

7. Classroom Management & Materials

□ Classroom Materials

o Handouts/Worksheets:

□ Bell Ringer:

o Tie Diagram (appendix)

□ Learning Activity

o Video clip (8:35-9:45)

o

o Worksheet (appendix)

o Grading Assessment Form

o Other Materials:

□ Markers

□ Pens/Pencils

□ Tape

□ Classroom Management

o For Bell Ringer:

□ Have students sit at their normal desks facing the front of the room

□ Have students move chairs into circles to discuss their “ties”

o For Content Delivery:

□ Have students sit at their desks facing the front of the room

o For In-Class Learning Activity:

□ Have students move desks so they are in groups of 4-5

□ Have groups spread out across the room

Content References

Assessment tools for School Health Education. (HEAP) 2006.

ACADV. (Reviewed on October 4, 2012). Dating Violence. Retrieved from:

National Health Education Standards PreK-12. Second Edition. American Cancer Society. 2007

University of Wisconsin. (2012). Dating and Domestic Violence. Counseling Center. Retrieved from:



Washing State Coalition Against Domestic Violence. (2008). About Domestic Violence. Retrieved from:



Activity Reference(s)

Bitonodo, D. (Aug 24, 2001). Violence in Schools. Retrieved from:

Jmachadofansite. (Dec 23, 2007). No One Would Tell. October 3, 2012. Retrieved from:



Whalen, S. Splendorio, D. Chiariello, S. (2007) Tools for Teaching Health. Lessons and activities to promote health literacy and reduce health risks. San Francisco, CA. Jossey-Bass Teacher. (p. 213-216)

Appendix

o Tie Diagram

o Powerpoint slides

o Dialogue Worksheet

o Video Clip (8:35-9:45)

o

[pic]

Names: ______________________________________ Date: _______________

Injury Prevention

Within your small group discuss the clip shown in class. After discussing the clip, you are going to write a creative dialogue between the same characters in the clip. In this new situation, you must remove all the violence and use at least three interpersonal communication skills learned in class. Your dialogue must demonstrate positive interactions, message tactics, message strategies, and clear refusal skills when appropriate. Your dialogue must be accurate, comprehensive, draw relationships among concepts and draw conclusions. Your dialogue must be written out on this worksheet, be unique and complete. Your group will be sharing this dialogue with the class so it must be appropriate and all members must be involved and show energy and enthusiasm when presenting.

“Dating Violence Prevention”

Grading Assessment Form

____/4 points Content (Core Concepts)-Accuracy & Comprehensiveness

____/4 points Interpersonal Communication (Skill)

____/4 points Worksheet is accurately and thoroughly completed

____/4 points Includes three strategies for interpersonal communication

____/4 points Dialogue is appropriate, unique and complete. All violence is removed.

____/4 points Energy, Enthusiasm & Group Participation

____/24 points Total Points

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