Learning Objectives: Students will learn different concepts ofliving positive and healthy relationships. It will entail studentsidentifying the traits for healthy and unhealthy relationships alongpointing at the criteria for a healthy dating.
Materials and Resources: Learners will conduct the study fromjournals, log into websites, search from the library materials,sharing personal experiences, and magazines. In additions, computersand projectors will be essential presenting the information collectedto other students and well as recording and submitting theirassignments to the lecturers.
Key Vocabulary, Terms, and Concepts: Relationships, healthysex life, and human anatomy.
Opening Activities: I will prepare the students by introducingthe topic to the student. Then, put students into groups of three.Students will be required to discuss the topic, exchange minds frompersonal experiences, as well as past cases from a friend. Then eachgroup will have a representative who shall present their presentedideas to the rest of the class during the next session. Presentationby the students before I discuss the topic fully in class will givethe student confident necessary to participate fully in the actualclass. The presentation will help students socialize by askingcontemporary questions among themselves. A broader discussion on thetopic will be done in the next class.
Instructions: Students will have a chance to experience theirgrowth by reviewing the basics that suggest that the human body isadopting an adult status. I will select a group of five students whoshall frontier and boost their comrades to point at the different inthe manner human anatomy suggests growth and development.Scientifically, the human body adopts physical growth of the inmuscles, chest and among many other (McConnell, 2014). Students willrecord the observations made, later to be transferred into thecomputer to analyze BMI and other health associated features.
Guided Practice: Students will be directed to open computers,and create comparative graphs of human growth versus the age bracket.The information recorded in the class discussion will be essential indetermining the responses of human bodies at adolescence, with growthtowards maturity/adulthood. In addition, students will receiveinstructions on relating the relationship experiences and the agegroup at which the victims were locked between the walls. I willgenerate a standard score that will be used to grade whether therelationship was bad or good. Moreover, the evaluation scheme will beessential in predicting the outcome of a relationship based on theprevailing characteristics between partners (Shumaker, 2009). I willalso instruct students, to summarize, the effects of relationships:the positive effects and the negative effects. After compilation ofthe full study, I will point to students about safe sexual lifestylesparticularly at their levels. It will help them in making soberdecisions about how they should respond to various body reactionsuntil they are decided to settle for marriage.
Independent Practice and Assessment: After the classroomdiscussion, I will divide the students into groups of two wherebythey shall share their anxieties, objections, expectations andresolutions concerning the topic. After that, I will unite them intoa forum where they shall make personal comments pertaining thesubject and reveals their worries concerning the topic. I willprovide every student with a checklist that they shall be using inself-assessment to prevent dodging, and encourage them to progresssafely to become reliable and responsible partners (Morna &Gender Links, 2014). Finally, I will distributive health lifestylemagazines and journals in every group to assist them in safe growthand development.
McConnell, K. E. (2014). Health for life.
Morna, C. L., & Gender Links (Organization). (2014). SADCGender Protocol 2014 barometer.
Johannesburg, South Africa: Gender Links.
Shumaker, S. A., Ockene, J. K., & Riekert, K. A. (2009). Thehandbook of health behavior
change. New York: Springer Pub. Co.