Healthy Relationships

Grade Level:

10th Grade, MYP 5 (International Baccalaureate – Middle Years Programme)

Unit Title:

What Do Healthy Relationships Look Like?

Lesson Duration:

45 Minutes

Curriculum Standards (US Context):

• Common Core State Standards (CCSS.ELA-LITERACY.SL.9-10.1): Initiate and participate effectively in collaborative discussions.
• CCSS.ELA-LITERACY.W.9-10.1: Write arguments to support claims using valid reasoning and evidence.
• CCSS.ELA-LITERACY.RI.9-10.1: Cite strong textual evidence to support analysis and inferences.

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Lesson Objective

By the end of the lesson, students will:

1. Identify key characteristics of healthy relationships through discussion and prompts.
2. Analyze behaviors and communication styles in relationships using case scenarios.
3. Reflect on how values like respect, empathy, and boundaries contribute to healthy interactions.

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Materials Needed

• Whiteboard and markers
• Quote cards (related to relationships and communication)
• "Healthy or Unhealthy?" scenario cards (examples provided below)
• Student journals or notebooks
• Index cards and pens for the Wrap-Up activity
• Timer (for structured activities)

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Lesson Outline

1. Warm-Up (5 Minutes)

Purpose: Set the tone and encourage personal reflection.

• Write the prompt on the whiteboard: "What does a healthy relationship mean to you?"
• Ask students to take one minute to write a short response in their notebooks.
• Invite 2-3 students to share their thoughts with the group.

Transition: Highlight the universality of relationships (friendships, family, workplace) and the significance of healthy dynamics.

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2. Interactive Activity: Spectrum Exercise (10 Minutes)

Purpose: Build critical thinking and active engagement.

• Label one side of the classroom "Healthy," the other "Unhealthy."
• Read out statements (e.g., "Respecting each other’s boundaries," "Ignoring someone’s feelings during conflicts") and ask students to move to the side of the room they think best applies.
• After each statement, allow a few volunteers to briefly explain their reasoning.

Facilitator Tip: Emphasize the gray areas, where something might depend on context, to encourage complex thinking.

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3. Group Work: Analyzing Case Scenarios (15 Minutes)

Purpose: Deepen understanding through practice and analysis.

• Divide students into 2 groups (4 students each).

• Provide each group with a different scenario from the "Healthy or Unhealthy?" deck:

  1. Sam constantly checks Taylor’s phone without their permission because they feel insecure.
  2. Alex and Jordan have a disagreement. Alex listens actively and responds calmly, but Jordan storms out angrily.

• Ask each group to answer the following questions:

  1. What behaviors in the scenario are healthy, unhealthy, or unclear?
  2. How would you approach this situation if you were involved?
  3. What advice would you give the characters to improve their communication?

• Groups will share their scenarios and analyses with the whole class.

Facilitator Tip: Use probing follow-up questions like "Why do you think that behavior is unhealthy?" to maximize discussion.

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4. Think-Pair-Share: Words That Define Healthy Relationships (10 Minutes)

Purpose: Encourage reflective and collaborative thinking.

• Pose the question: "What are three words or values that you think are essential to a healthy relationship?"
• Think: Students think individually for 30 seconds.
• Pair: Students pair up and share their three words for one minute.
• Share: Each pair shares their agreed three words with the group, which the teacher writes on the whiteboard.
• Highlight words/themes such as respect, empathy, trust, communication.

Facilitator Tip: Encourage students to consider different types of relationships (e.g., friendships, family) in their responses.

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5. Wrap-Up: Reflection and Advice (5 Minutes)

Purpose: Summarize learning and encourage personal application.

• Hand each student an index card. Ask them to anonymously write one piece of advice they’d give someone about building healthy relationships.

• Collect the cards. Read a sample of the notes aloud (if time permits). Reflect that each person’s insight adds value to the discussion.

• Homework Extension: Encourage students to write a short journal reflection on this prompt: "How can I apply what I’ve learned about healthy relationships to my own life?"

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Assessment Criteria

• Participation in discussions and group activities.
• Depth of analysis in the case scenarios.
• Quality of reflection contributed during the Wrap-Up activity.

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Differentiation Strategies

• For advanced learners: Encourage deeper discussions about the gray areas of relationships and how cultural/social influences play a role.
• For students who need additional support: Provide sentence starters or structured prompts for analyzing scenarios (e.g., “I think this behavior is healthy because…”).
• Visual learners: Use body language examples or videos of different relationships to explain ambiguous communication patterns.

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Teacher Note

This interactive, discussion-led approach ensures students connect with the unit on a personal level while critically engaging with complex relationship dynamics. It prioritizes communication, empathy, and self-reflection—skills essential for both academic achievement and personal growth.