Health Teaching Plan

HEALTH TEACHING PLAN

Name: Sarah Lindsay
School: Kavanagh College Associate: Erin Jones
Year / Group: 7 Level: 4 / Date:
Unit Focus: Relationships and Peer Pressure
Lesson Focus: NO thank you. (Linked lesson 1).
STRANDS / LEVEL 4
A. Personal Health and Physical development / B. Movement Concepts and Motor Skills / C. Relationships with other people / D. Health Communities and Environments
Achievement Objective / Personal growth and development
Describe the characteristics of pubertal change and discuss positive adjustment strategies. / Movement skills:
Demonstrate consistency and control of movement in a range of situations. / Relationships
Identify the effects of changing situations, roles, and responsibilities on relationships and describe appropriate responses. / Societal attitudes and values
Investigate and describe lifestyle factors and media influences that contribute to wellbeing of people in New
Achievement Objective / Regular physical activity.
Maintain regular participation
in enjoyable physical activities
in a range of environments
and describe how these assist
in the promotion of well-being. / Positive Attitudes;
Develop movement skills
in challenging situations
and describe how these
challenges impact on
themselves and others. / Identity, sensitivity, and respect
Identify ways in which people
discriminate and ways to
act responsibly to support
themselves and other people. / Community resources
Participate in communal
events and describe how such
events enhance the well-being of the community.
Achievement Objective / Safety management.
Identify risks and their causes
and describe safe practices to
manage these. / Science and technology
Participate in and describe how their body responds to regular and vigorous physical activity in a range of environments. / Interpersonal skills
Identify the pressures that can
influence interactions with
other people and demonstrate
basic assertiveness strategies
to manage these. / Rights, responsibilities, and laws
Research and describe
current health and safety
guidelines and practices in
their school and take action to enhance their effectiveness.
Achievement Objective / Personal identity.
Describe how their own
feelings, beliefs, and actions,
and those of other people,
contribute to their personal
sense of self-worth. / Challenges and social
and cultural factors
Participate in co-operative
and competitive activities and
describe how co-operation
and competition can affect
people’s behaviour and the
quality of the experience.
UNDERLYING CONCEPTS
Hauora / Socio-ecological Perspective / Health Promotion / Attitude &Values
KEY COMPETENCIES
Participating and Contributing / Relating to Others / Using Language, Symbols and Texts / Managing Self / Thinking
SPECIFIC LEARNING OUTCOME: By the end of these lessons, the children will be able to……. / SUCCESS CRITERIA: We will show the learning when we can ….
Lesson one: Examine the difference between good and bad friendship groups.
Lesson two: Identify and describe what peer pressure looks and sounds like / -  Write down on a Y chart what peer pressure looks and sounds like.
-  Demonstrate through the use of role-play what peer pressure looks and sounds like.
LINKS TO TE AO MĀORI / MATERIALS / RESOURCES: To teach this lesson I will need….
Manaakitanga- Caring for each other throughout this lesson in a respectful way and listening to ideas. Also caring for the equipment and resources being used. / -  Fruit bursts
-  Vivids and paper
-  Youtube, video called For the Birds
Phases/Timing / Procedure (Lesson 1) / Teaching Points
Introduction /Igniter Activity
(15 mins.)
5mins
Teaching sequence
5mins
5mins
5mins
15mins
Conclusion and debrief activity
(3-5 mins) / To begin the lesson have children make a working agreement. (If students are not coming up with much use prompting, eg treat each other with respect).
-  Introduce the lesson focus about friendships.
-  Ice breaker, the sitting on each other knees in a circle, children will be a bit hesitant but will be good to have a laugh and get other the awkwardness.
- Have students in their desk groups discuss why it is important to identify qualities in someone when looking to build a relationship.
Eg, When I am getting to know someone it is great when they are honest and kind to me those are really important qualities to me.
“Do you think different qualities would appeal to different people? Why is that?”
Get students to think about what qualities make a good friend and what qualities make a bad friend. “Can there be a mix of both? Is this a good or bad thing?”
Write these up in the board in a chart to refer back to later.
- Students then sit in pairs and exchange ideas about what friendship is.
“When you hear the word friendship what ideas come to mind? What does it mean to you?”
“Can there be good and bad friendships?”
Explain that there can be good and bad friendships, if someone is making you do things you don’t want to do, teasing etc.
Very important to highlight that sometimes people think that because you are friends with someone that they cannot bully one another and it is all harmless.
REFER TO THE OTHER PLAN PAGE 2
- Have students think of their best friends, talk in desk groups again groups.
“What makes your friend better than others? Are they loyal?
Would you be willing to do anything your friend asked? If you said no why would you say no?”
INTRODUCE PEER PRESSURE
- Move onto a brief discussion about what peer pressure is, and who has experienced it before.
“Why do you think we give into peer pressure if it is usually something we don’t want to do?”
-  Want to be accepted
-  Fear of being left out
-  Do not want to be hurt either physically or mentally
-  Do not want to be called names
In the desk groups explore the different scenarios where people are not being good friends.
-  Have each group go through them and refer back to the board what qualities the friends are showing.
-  As they are acting have the audience think of ways they could say no, highlight how hard it was to say no.
Have the students write down a way they could say no assertively.
“Do you think if would be hard saying no, Would you be confident in your day to day lives?”
Set the students a challenge. Over the next week befriend someone they have not spoken to before or someone you haven’t had much to do with but someone that looks like they are in need of a friendly face, and be that friend to them with the qualities they like in a person. / Really good way to facilitate thinking.
If students are being silly in the ice breaker, ask if they want to do it, then if they say no have them sit out.
Provide an example so students can see what you mean.
After each pair share/ group discussion come back in as a class.
Management, use the points system for groups, those that are really off task name goes on the board.
This will be a very sensitive topic to some children so do not pick people to speak if they look like they don’t want to.
Collect in these sheets with desk names at the top as formative assessment.
Phases/Timing / Procedure (Lesson 2) / Teaching Points
Introduction /Igniter Activity
(3-5 mins.)
Teaching Sequence
5mins
(20-25 mins)
5mins
10mins
5mins
Conclusion and debrief activity
(3-5 mins) / Intro- Watch the short film by Pixar, For the birds.
Have students think about what’s going on while watching it.
“What happened in the video? Why did the birds treat big bird differently?”
“Big bird may have felt like an outcast, what is it called if big bird changes himself to fit into the group with the little birds?”
Introduce the lesson and the learning outcome. Write the learning outcome on the board.
“Today we will be looking at peer pressure in more depth.”
Ask how everyone went in the challenge that was set for them.
First activities have children get a coloured pen/vivid and a white piece of A4 paper.
Quickly go over the first lesson, remember what they did:
-  Have students draw a Y chart on their piece of paper with their name at the top.
-  In each section of the Y chart have students write 3 different headings, at the top “The definition of peer pressure” the next two headings “what does peer pressure look like and what does it sound like.”
-  Have students think about what they have seen/experienced and write it down.
Second activity: No thank you (fruit burst activity).
-  In this activity students get into pairs, have them get into pairs in their desk groups.
-  Have one person in the pair get a fruit-burst lollie, then move to a space in the room where they are not too close to any other pairs.
-  Have one student in the pair try and get the other to take the fruit-burst, the other pair has to say no.
“Think about the different ways you are trying to get your partner to take the lollie, and the ways you are saying no.”
-  After 1minute stop and talk about how this made the students feel.
“How did you feel trying to get your partner to take the lollie? What was it like having to say no, how did it make you feel? What were some good things your partner did when they were saying no?”
“Do you have to be rude to another person when you are being assertive?”
-  Swap roles and resume the activity for another minute then discuss.
-  Have a quick class discussion of really good ways of saying no, does it always have to be aggressive? Did people say why they didn’t want the lollie?
-  If activity does not take too much time have children, do the colour version of this activity, convince their partner why their colour is the best.
Third activity: Fishbowl
-  In this activity students make a circle in the room, 5 students are picked to go in the middle. (Only choose students that are not shy and do not mind role-playing in front of the class).
-  One student is sitting away from the group, the other 4 members are trying to persuade/pressure them to come and sit with them, the person sitting by them self is to say no and not give in.
-  Have different students around the room observe different students in the middle of the circle.
“What did you notice about the attitudes of those who were trying to pressure the other person?”
“Did the attitude of the person saying no change? How could you tell, what did they say?”
-  Have the children in the middle say a little about how it made them feel.
“How did you feel being pressured? Why did you feel that way?”
“How did you feel when you were pressuring your friend? Would it have been different if you were by your self, without friends around?”
-  Identify good ways throughout these activities that people have said no.
-  After discussions have students swap roles, repeat this 2 or 3 times (depending on how much time there is).
Have students move back to their tables and add anything new to their Y charts about peer pressure that they have learnt throughout the lesson, have students use a different colour pen to show the new learning (collect these in as formative assessment).
To conclude the lesson students will use Rako sticks with different questions on them and talk with a partner, these questions will include:
-  “What ways can you say no to someone?”
-  “What does peer pressure look like?”
-  “What does peer pressure sound like?”
-  “What could you do if you see someone getting pressured into something they don’t want to do?”
Allow a couple of minutes then have children pack up. Collect in the Y charts. / Briefly touch on differences and how big bird was treated because he was different.
Encourage students to come up with ideas, eventually work in the concept of peer pressure.
Formative assessment as students are working walk around and see what they already know.
Encourage the concept of manaakitanga, caring and being respectful of each other and equipment.
In this activity ensure students are aware that they are not to be really rude to one another this is just role-play.
Use questioning to stimulate thought, give students the opportunity to ask questions aswel.
In this activity really encourage children to use the key competency of contributing and participating.
Only choose children for this activity that really want to act in front of the class.
Go around the whole circle to include everyone in what they saw and what they think.
Use more questioning to stimulate thinking about the activity.
Swap roles a couple of time with students that want to go in the middle, carry out a couple of times.
Use the rako sticks to conclude, have students discuss in pairs