Social Connections Matter

Overview

Unit: Hauora: Holistic Health Exploration
Lesson: 4 of 5
Title: Social Health: Building Connections
Duration: 60 minutes
Year Level: 9 (13-14 years old)
Curriculum Area: Health & Physical Education
Curriculum Level: Level 4
Achievement Objective: Developing knowledge, understanding, and skills to foster healthy relationships and contribute to an inclusive and supportive social environment.

This lesson aligns with New Zealand’s NCEA focus on hauora, highlighting social dimensions (taha whānau) while developing effective communication and interpersonal skills.

---

Learning Outcomes

By the end of this lesson, students will:

1. Understand the concept of taha whānau and its role in holistic health (hauora).
2. Identify the qualities of supportive relationships and interpersonal networks.
3. Demonstrate effective communication strategies through collaborative role-play.
4. Reflect on how to strengthen social connections in their own lives.

---

Materials Needed

• Whiteboard, markers
• Printed role-play scripts (distributed in small groups)
• A3 paper and coloured markers for group brainstorming
• Sticky notes or small cards (one per student)
• Speaker/device for playing soft background music (optional, for reflection activity)

---

Lesson Plan

1. Whakawhanaungatanga & Introduction (10 mins)

Objective: Reconnect as a class and introduce the focus on taha whānau (social wellbeing).

1. Greeting and Roll Call: Begin with a mihi to welcome students, fostering a warm and inclusive environment.
2. Recap Previous Lesson: Ask students to recall what they learned about taha tinana (physical health). Capture a few key points on the whiteboard.
3. Introduction to Taha Whānau: Introduce the idea of taha whānau (social health) as a key aspect of hauora. Write on the board:

   "Taha whānau is about our relationships and connections with others. It’s how we give and receive support, communicate, and feel we belong."

4. Discussion Prompt: Ask open-ended questions to warm students up for the topic:
   • Why are friendships and family important?
   • What makes someone a good friend or supporter?

---

2. Group Brainstorm: The Pillars of Supportive Relationships (10 mins)

Objective: Identify and define the qualities of supportive social networks.

1. Divide students into 5 small groups (5 students per group). Hand out an A3 sheet and markers to each group.
2. Assign each group one of the following prompts:
   • What makes someone a good listener?
   • How does communication strengthen relationships?
   • What can people do to help friends when they face challenges?
   • What does a supportive community look like?
   • Why is working together as a team important?
3. Instruct each group to brainstorm at least 5 ideas under their topic in 5 minutes.
4. Groups share their key ideas with the class while others write down one takeaway from each group’s presentation.

---

3. Role-Play: Building Healthy Connections (20 mins)

Objective: Practise effective communication and recognise healthy interactions.

1. Explain Activity: Provide context for role-play.
   • Effective communication involves speaking clearly, listening actively, and showing empathy.
   • Students will act out scenarios to explore these skills.
2. Hand out the role-play scripts, assigning roles to students in pairs or trios. Example scenarios include:
   • Scenario 1: A friend feels left out of a group and wants to talk about it.
   • Scenario 2: Peers are planning a community event but face communication issues.
   • Scenario 3: A classmate who is struggling with school asks for help.
3. Pairs/trios practise their scripts for 5 minutes, focusing on clear communication and showing empathy.
4. Performance & Feedback: Each group performs in front of the class.
   • After each role-play, the audience identifies one positive communication skill they observed (e.g., “They used active listening when they nodded and repeated what the speaker said”).

---

4. Reflection Activity: Building Connection Goals (10 mins)

Objective: Reflect on personal social health and set actionable goals.

1. Ask students to individually reflect on this question:

   “Who in your life supports your taha whānau, and how can you give back to them?”

2. Distribute sticky notes or small cards. Students write one goal for improving their social health (e.g., “I will make time to call my grandparents this week” or “I will say thank you to my friends more often”).
3. Sharing Circle (Optional): Invite a few students to share their goals aloud if they feel comfortable. Reinforce that all contributions matter.

---

5. Wrap-Up & Homework (10 mins)

Objective: Conclude the lesson and link to the next.

1. Class Debrief: Revisit the learning outcomes on the board.
   • Ask: What have you learned about taha whānau today?
2. Preview Next Lesson: Highlight that the next lesson will explore taha wairua (spiritual health).
3. Homework: Students are to write a short reflection (1 paragraph) on one relationship they wish to strengthen and how they’ll work on it. They will share this next class.

---

Teacher Notes

Differentiation:

• Use open-ended prompts to allow for varying levels of understanding.
• For students struggling with role-plays, offer additional scaffolding or allow simpler improvisations.
• High-achieving students can take on leadership roles in group discussions or provide examples from personal experience.

Extension Idea:

• Incorporate technology by asking students to create a 30-second video about why taha whānau is crucial for hauora.

---

Assessment Opportunities

• Formative: Assess contributions during brainstorming and role-play for understanding and engagement.
• Summative: Collect and review homework reflections for insight into personal application of social health skills.

---

Reflection for Next Lesson Planning

After class, track which activities received the most positive feedback or sparked the most meaningful discussions. If students require more time understanding or applying taha whānau, adjust the opening reflection of Lesson 5 to include review time.

---