Teacher: S.

Garrett

Health
Unit: Conflict
Resolution
Grade: 6,7,8

Week of :
September 26, 2016

*deviations may occur

Standards:
HE1: Students will comprehend concepts related to health promotion and disease prevention to
enhance health.
HE2: Students will analyze the influence of family, peers, culture, media, technology, and other
factors on health behaviors.
HE3: Students will demonstrate the ability to access valid information and products and services
to enhance health.
HE4: Students will demonstrate the ability to use interpersonal communication skills to enhance
health and avoid or reduce health risks.
HE5: Students will demonstrate the ability to use decision-making skills to enhance health.
HE6: Students will demonstrate the ability to use goal-setting skills to enhance health.
HE7: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or
reduce health risk.
HE8: Students will demonstrate the ability to advocate for personal, family, and community health.

We Are Learning To (Learning Intentions)

How to deal with disagreements in a

healthy way and resolving conflicts
through neutrality, mediation, and
negotiation

What Im Looking For (Success Criteria)

Develop appropriate methods for

preventing and resolving conflicts at home,
at school and in the community
Define conflict, and explain why it happens
Identify positive ways to resolve conflict

7th: pgs. 260-265, 8th: pgs. 138-149

Warm-Up/ Do-Now (5-8 minutes)
What comes to mind when you hear the word conflict?
Write about an argument you had recently. Try to remember what caused the argument.
What is peace? What does it look like? What does it smell like? Feel like? Sound like? Close your
eyes and really envision peace?-what do you see?

Opening (Hook/ Activating Strategy/Learning Intentions) (5-10 minutes)

Student response to warm-up

Conflict resolution Powerpoint

Work Period (I do, we do, you do)(30 minutes)

Conflict is..
The class will be spilt into five different groups. Each group will be given chart paper with one of
the headings:

Conflicts in the classroom/at school/school bus

Conflicts
Conflicts
Conflicts
Conflicts

with siblings
with friends
in the community
in the world

Each group will be asked to think of examples of conflicts that occur in the setting they were
given, the ways in which they were handled, and alternative ways that they could have been
resolved. Upon completion, the groups will discuss their responses, and what happens when
conflicts are handled positively. What are the possible outcomes when conflicts are handled
negatively?
5 reasons for Conflict Activity
The class will be spilt into five different groups. Each group will be given chart paper with one of
the headings:

Want
Need
Style: Communication/Personality/Thinking
Values
Goals

Each group will prepare a skit that demonstrates the concepts and vocabulary introduced in their
dimension. The skit should apply the information introduced in the dimension to a conflict
situation. Each dimension is complex, so students might want to choose just a portion of it to
demonstrate. After each group presents their skit, the class is invited to ask questions to clarify
how one might recognize the reason of conflict their presentation focused on.
Variation: Ask students to write short stories about a conflict situation that involved one of the 5
dimensions.
Methods for dealing with conflict..
Role-playing
Small groups of students will role-play conflicts involving teens. Students will be asked
to approach the conflict as though it were an athletic competition. Each side should be
shown to be trying to win by beating the other. After the groups present their skits,
the rest of the class will suggest ways in which communication and cooperation,
instead of competition, could have been used to arrive at a win-win, rather than a winlose solution.
Tips to dealing with conflicts:

Use I statements: You can speak only for yourself. Instead of: you make me
feel.. say: I feel bad when I hear you say..
Listen actively: This means making eye contact with the person who is speaking and
repeating what the other parson has said so that both parties know that they are

understood: You mean you feel put down when I.

Use time-outs: Take a break from the discussion to calm down. Go for a walk or listen to
some of your favorite music.
Manage your anger: Dont let your anger prevent you from thinking clearly. Calm down
and try to keep an open mind.
Apologize: Saying that you are sorry for your part in the conflict can help in finding a
solution.
Go for a win-win solution: Brainstorm for solutions. Be creative. There is usually more
than one possible solution. If both parties feel they are getting something they wanted,
they are more likely to agree with and be committed to the solution.

Diferentiation

What impact do you think these principals/managing techniques could have had in
helping resolve these conflicts in a positive way?

Tier I

Tier II

Tier III

Name 5 facts and/or

ideas related to the
topic.

Draw a diagram, map or

picture related to the topic
(with appropriate labels).

Write an editorial or draw

an editorial cartoon
related to the topic.

May suit:

May suit:

Each student is expected

to produce
an artifact
Closing
(Summary)(5
minutes)

Questions that link back to Success Criteria

How can I recognize when a situation may be building toward a conflict?
How can I stop a conflict before it gets serious?
How can I help others avoid conflicts?
How can I manage my anger constructively?

Reflection What will I do tomorrow? Review key facts and use them as a springboard for the
subsequent lessons relating to health and wellness. Answer and/or clear up any questions and/or
misconceptions that may be present in some students.
Homework- Read, Relate and Write about it: Students are to locate an article, story, newsfeed,
etc to read, apply it to a setting (e.g. home, community and/or school), and write at least 1
paragraph articulating their thoughts and/or feelings. Students are to make at least 1 entry per
week pertaining to topic of discussion from unit covered.