Course Name: Dynamics of Human relationships

Unit topic: Healthy relationships

Social Sciences and Humanities
Time Length: 75 minutes
Introduction to Healthy vs. Unhealthy Relationships
Overall expectation (C.1): demonstrate an understanding of the range of relationships
people experience over a lifetime and of the differences between healthy and unhealthy
relationships.
Specific expectations:
C1.1: Describe various types of relationships that people may experience during their
lifetime.
C1.2: Identify characteristics of healthy relationships.
C1.3: Describe behaviours that characterize unhealthy relationships.
C1.4: Explain the contributions to healthy relationships make to individual, group, family,
and community well-being.
C3.4: Describe values and attitudes that enhance the quality of human interactions.
Learning Goal: Students will be able to identify different relationships in their lives as well as
characterize the differences between healthy and unhealthy relationships.
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Prior Knowledge: In the previous unit, students will have learned about personal growth,
development and how it affects healthy relationships. Students will know the basics of how self
concept affects healthy relationships. This lesson will be a more in-depth extension of what they
have previously learned.
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Materials:
- paper for each student (or they can supply their own)
- pencils
- projector screen
- stopwatch or a device to keep track of time
- chalk
- chart paper
- construction paper
- markers
- magazines

Hook (10 minutes):

- Ask each student to take one piece of paper and do a hamburger fold (a demonstration to the
class may be required).
- On the left side of the fold, ask students to write share one and on the right side of the fold
students are to write get one
- Write relationships on the chalk board and ask students to write in their share one column,
anything that comes to their mind when they hear the word relationships.
- After two minutes ask students to get into partners and decide who is Partner A and Partner B
- Ask partner A to read their ideas to Partner B. When Partner B doesnt have one of the
answers shared, Partner B is to write the idea in their get one column.
- Once Partner A has read their list, Partner B is to read their list and Partner A is to write any
new ideas shared in the get one column.
- After all sets of partners have completed their charts then one person in each pair will write
their answers on the board.
- As a class, discuss the ideas and reoccurring ideas that appeared.
Question to the class:
- What do you notice about the ideas on the board?
- What stands out as something interesting that maybe you hadn't thought of before?
This warmup activity will not only allow the students to use their brainstorming skills, but their
cooperation skills as well as they must work with a partner. This strategy incorporates the
share one, get one teaching tactic, and the think, pair share, learning strategy. By allowing
students to brainstorm individually first, there may be bigger variety of ideas shared to the class
allowing the students to do more critical thinking.
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Learning Strategies- PowerPoint Presentation (30 minutes, including videos and activity):
This lesson will be primarily discussion based.
Slide 1- Learning Goal
- Students will be able to identify different relationships in their lives as well as characterize the
differences between healthy and unhealthy relationships.
Slide 2- What is a relationship?
- According to http://dictionary.reference.com/browse/relationship? , a relationship refers to
- a connection, association, or involvement
- connect between persons of blood or marriage
- an emotional or other connection between people
Question to the class: What are some important relationships that you have in your life and how
do these relationships affect your life?

- After students have finished sharing different relationships in their lives, present slide with
major examples of relationships.
Slide 3- Relationships in your life
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Romantic relationship
Peer relationship
Employee-employer relationship
Parent-child relationship
Sibling relationship

Question to the class: Why are these relationships important in your life? And how are each one
of these relationships different?
Slide 4- What makes a healthy relationship?
Activity #1 - Gallery Walk- (10 minutes): Post three chart papers around the room. Each piece
of chart paper will have a different question at the top. Students will be asked to travel around the
room and either or draw their ideas on each piece of chart paper depending on the question. The
questions are:
What do you think a healthy relationship looks like?
What do you think a healthy relationship sounds like?
What do you think a healthy relationship feels like?
After each student has had a chance to visit each chart paper, take up the ideas as a class. Ask a
different student to read the answers to each question.
By giving the students the option to either draw or write, it allows students who are not strong
writers, the opportunity to participate in the activity as well.
Slide 5- What makes a healthy relationship?
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Trust
Encouragement
Honesty
Humour
Communication
Affection

Slide 6- What makes an unhealthy relationship?

Question to the class: Based on what we know about healthy relationships. What do you think
makes a relationship unhealthy?

Activity #2- Think/Pair/Share- (5 minutes): With their shoulder partner, ask each student to
brainstorm 5 traits that they believe would constitute an unhealthy relationship.
After 5 minutes has passed, ask one person from each pair to present their ideas.
Slide 7- What makes an unhealthy relationship?
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distrust
poor communication
jealousy
abuse (verbal, physical, sexual)
fear

https://www.youtube.com/watch?v=6ovOboVwB7g
This video clip will present the class with an example of an unhealthy friendship.
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Evaluation- Assessment for learning: (20 minutes):
Each student will be asked to create a visual representation of a healthy relationship. They can
either create a poster using pictures and words, or they can create an online poster using
technology. Magazines, newspapers, markers, and construction paper will be provided. The
students must finish this activity during the class as they will be presented prior to leaving.
Presentation: (10 minutes):
Students are to present their posters to the class.
This will be an assessment for learning. It will act as a diagnostic assessment as it will allow the
teacher to determine whether or not the concept of healthy vs. unhealthy relationships needs to
be explored in further depth based on the students presentations.

Closure: (5 minutes):
Why do you think its important that you are able to identify the differences between healthy and
unhealthy relationships?
By asking this question it will allow the students to reflect on their own lives and how the content
of the lesson will be applicable to their everyday lives.
Exit Card:

Students will either be asked to hand in their poster, or send their online poster to your email
account.