Name: Cohort 3

Lesson #: 2
Grade: 8
Title: Healthy Relationships

Rationale (lesson context and reasons why lesson matters):

Our rationale behind this lesson is to introduce summit ideas to the grade 8’s before they go into
the actual workshop. We want to promote healthy relationships because relationships are
usually a big part in students lives, and it is important to recognize what is healthy and what is
not starting at a young age (romantic, friendships, and family relationships).

Curriculum Connections: https://curriculum.gov.bc.ca/

Big Ideas from the Healthy Living 8 curriculum: “Healthy choices influence our physical,
emotional, and mental well-being” and “Healthy relationships can help us lead rewarding and
fulfilling lives”.

Curricular Competency:
Curricular competencies from the Healthy Living 8 curriculum: “Create and assess strategies for
managing problems related to mental well-being and substance use, for others” and Propose
strategies for developing and maintaining healthy relationships”.

Content:
Content from the Healthy Living 8 curriculum: “Influences of physical, emotional, and social
changes on identities and relationships” and “Potential short-term and long-term consequences
of health decisions, including those involving nutrition, protection from sexually transmitted
infections, and sleep routines”.
 Learning Intentions
What positive/negative or
healthy/unhealthy
relationships look like
How to get yourself out of
an uncomfortable situation
when it comes to an
unhealthy relationship
Activity
An assortment of activities
that demonstrate healthy
relationships and why being
surrounded by healthy
relationships are good for
one’s overall health and
spark (see lesson activities
below for details)
Assessment
Students are required to
make a poster of what a
healthy friendship/relationship
which will be our form of
assessment as well as
participation

How to help a friend avoid

unhealthy relationships or
get out of an uncomfortable
situation

Prerequisite Concepts and Skill (for student success):

No prerequisite concepts or skills required for students to be successful in this lesson.
Materials and Resources with References/Sources:
For Teacher For Students

Two appropriate clips for students to watch- Pencil crayons

healthy and unhealthy relationship examples
Pencils/pens
Poster paper & pens for class lists
Paper
Example poster

White paper for students to make their posters

Extra pencil crayons, pencils or pens

Backup questions/trivia game at the end for

recap in case students do not have any
questions

Differentiated Instruction (DI) (accommodations):

Organizational/Management Strategies (anything special to consider?):

Lesson Activities:
Introduction (hook and motivation for
the students)
Introduce Healthy Relationships topic by 2 mins
eliciting all the themes that came out of
the summit. Pick up on ‘healthy
relationships’/ add it if no student
contributes it and intro it as the theme for
this lesson.

Rock paper scissors game (if you win you Students will play rock paper scissors 3 mins
have to compliment the other person, if they game
don’t smile, they now win)

Body (main lesson) 5 mins

Brainstorm the types of relationships Come up with types of relationships
students have in their lives (class list on
the board) 5 mins

Arrange these relationships into a target Listen

with self in the middle, second ring
closest relationships (friends family), third
ring other relationships (teachers,
classmates). Explain how you should
prioritize those closer to the middle

Watch clip from Big Bang Theory 5 mins

https://www.youtube.com/watch?v=k0xgj
UhEG3U
Show slide on Sheldon and Leonard’s
friendship Students will then get into groups and
think of an example of a TV show or 25
movie that they think demonstrates a mins
good friendship and write down points
on why it is a good friendship. Students
will then make a poster showing this
healthy relationship, whether that is a
 drawing, just words, or both-students
can get creative in their groups. Groups
will then present in front of the class

Lead discussion/write on board As a class come up with the

characteristics needed for a good characteristics needed for a good
5 mins
friendship. Ie. loyalty, trust, friendship
communication…

Brainstorm list of characteristics of As a class students will create a list of

unhealthy relationships unhealthy qualities they observed in the
clip, and they can add anything they
didn’t see but think should be on the list 5 mins

Red flag activity: Hand out each student a

red flag. Explain that we will be identifying
“red flags” in relationships. Read a few Raise red flag when appropriate.
statements from attached list and kids Contribute to discussion following clips.
raise their red flag if they think it is 10 min
troublesome. Then play the two video
clips and students will do the same. After
each clip discuss what was
unhealthy/why.

https://www.youtube.com/watch?v=SJPd
90DhFhE
https://www.youtube.com/watch?v=J_c7
mosrGtk&list=PLaaSb-za5H7wH_9_g-
_nhV41JNm_JDBO5&index=6

Conclusion
Recap/questions
Why is knowing the different between
healthy and unhealthy relationships 5 min
important? Understand that most
relationships probably have moments of
unhealthy characteristics. How can we
 help ourselves or a friend who appears to
have unhealthy relationships in their life?

List of Statements for Red Flag Activity:

Pick how many/which ones to read. Is just to introduce them to purpose of the flags for video
activities.

Your partner:
1. Says "I love you"
2. Lies to you about where he or she is going
3. Gets jealous if you talk to someone else
4. Constantly accuses you of cheating when you haven’t
5. Asks what you want to do on the weekend
6. Makes an effort to get to get to know your friends and family
7. Cheers you on at games or recitals
8. Puts you down
9. Understands that no means no
10. Makes decisions for you
11. Compliments you
12. Seems obsessed with you
13. Blames you for things that go wrong
14. Says "no one else would ever want to be with you"
15. Makes you laugh when you’re sad
16. Criticizes you
17. Breaks things in anger
18. Wants to know where you are at all times
19. Pressures you to do things you don’t want to do
20. Respects your opinions
21. Makes you feel guilty for having outside interests
22. Threatens you when you don’t do what he or she says
23. Tracks you down when he or she can’t find you
24. Expects you to stop seeing your friends
25. Calls you names
26. Pushes you around
27. Is proud when you succeed
28. Thinks your interests are stupid
29. Tells you that you’re lucky to have him or her