Content Area: Health and Physical Education

 

Index: 2.4A Grade 6 CPI 3

 

Standard: 2.4 - Human Relationships & Sexuality

 

Strand: A - Relationship

 

Cumulative Progress Indicator:  3 - The student will describe the characteristics of a healthy relationship and discuss factors that support and sustain it.

 

Grade: 6

 

Sample Activities:

 

·        WHAT IS LOVE? - Ask students what it means to have a relationship. Write their responses on the board. Lead students to a working definition that includes a “bond” or a “connection.” Tell students that many relationships are built on love and there are many different kinds of love. Develop a brainstorming web using the word “love” as the central concept. Allow students ample time to fully contribute to the web and then ask the class to define love based on the responses. From the web it should be clear that students view love in many different ways. Next, write the following sentences on the board:
-        I love my dog, Soupy.
-        I love my parents.
-        I love the new shoes I just got.
-        I love pizza.
-        I love to dance.
-        I love my boyfriend/girlfriend.

Divide the class into small groups. Each group explains different kinds of love using the sentences as triggers. After discussing each, introduce the concept of commitment. Explain that when you really love something, you are willing to be committed to it. Ask: “Can you be committed to pizza? How
about new shoes? How can you demonstrate commitment to your dog or your parent?” Reorganize the groups and assign each group an object of love (e.g., parents, pet, girlfriend/boyfriend, close friend). Students discuss actions that show evidence of commitment and share their ideas. Each student
develops a one-page journal entry that describes someone whom he/she loves and what actions indicate his/her commitment.

 

·        SHOWING FEELINGS IN A PHYSICAL WAY - Create three columns on the board with these headings: “Family,” “Friend s,” and
“Girlfriend/Boyfriend.” Brainstorm ways in which middle school students show affection, and write each response in one of the three columns. Students discuss and defend the placements. (Intentionally place a few in inappropriate columns.) Discuss the following questions: “How do you show affection differently to each group of people? Why?” Next, define physical intimacy and place a continuum on the chalkboard similar to the one below.
 

The continuum represents the spectrum of behavior from a wave of the hand to actually having sexual intercourse. Create signs representing various activities along the continuum (wave, smile, hold hands, put arms around, hug, kiss, explore above waist, explore below waist, sexual intercourse). Post the signs around the room. Students move to the sign that reflects where they think middle school students (or students their age) should stop, and then they justify their position. Allow students to change their responses as discussion progresses. Next, students move to the spot that reflects where they think their parents would want them to stop. Once again, students justify their answers. Students conclude the activity by listing appropriate ways pre-teens can show affection and caring.

Variation: Students write an essay responding to the following questions and share excerpts from it as part of a point-counterpoint discussion.
-        Does the school have rules about displays of affection?
-        What are those rules? Why are they necessary?
-       How do you feel when you see someone demonstrating “inappropriate affection” in a public place? Why?

 

·        RELATIONSHIPS - Students list ten things they value, prioritize the list, then answer the following question about each item on their list: “Could this be harmful or destructive in any way to me or to anyone else?” Students reexamine their list and add or delete items. Compile a class list of the top three items on the student lists. Do students agree or disagree? Considering the class list, how might these elements impact friendships? How do values influence choosing and keeping friends?

Variation: Students complete the following chart on friendship and values and discuss in small groups.

 

 

     Variation: In small groups, students use the following questions to trigger discussion.

 

      1. Why is it important to associate with friends whose values are similar to yours?
2. How can you build relationships with individuals who share your values?
3. How can you relate to people whose values are different from yours?

 

·        BUILDING RELATIONSHIPS - Students participate in a carousel brainstorming activity focusing on keys to building a strong relationship. Create four large signs with one of the following headings and questions on each.

COMMITMENT . . . . . . . How can you show commitment to a family member?
TIME TOGETHER . . . . . What can you do to spend more time together as a family?
COMMUNICATION . . . . What can you do to improve communication in your family?
APPRECIATION . . . . . . How can you show your appreciation to family members?

Post one sign in each corner of the room. At each sign, place a large sheet of chart paper. Divide the class into four groups, and give each group a different colored marker. Groups circulate to each corner and answer the question posted on each sign. Groups should not repeat an answer already on a list. After all groups have contributed to the lists, discuss the responses and allow group members to explain their answers. Students then develop a personal action plan to address each area.