Grade 7 Lesson Plan 2 (The I in Me) PDF

LESSON PLAN 1 +-----------------------------------+-----------------------------------+ | **Denoi Miller** | **Subject:** Health & Family life | | | Education | +-----------------------------------+--------------------------...

LESSON PLAN 1 +-----------------------------------+-----------------------------------+ | **Denoi Miller** | **Subject:** Health & Family life | | | Education | +-----------------------------------+-----------------------------------+ | **Date:** September 30, 2024 -- | **Grade:** 7 | | October 11, 2024 | | +-----------------------------------+-----------------------------------+ | **Theme:** Self and Interpersonal | **Topic:** The I in Me | | Relationship | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Duration:** 4 -7 Sessions | | +-----------------------------------+-----------------------------------+ | **General Objective:** By the end | | | of the lesson students should be | | | able to differentiate between | | | self-esteem and self-concept and | | | understand their importance in | | | personal development and | | | relationships. | | +-----------------------------------+-----------------------------------+ | **Specific Objectives**: At the | | | end of the lesson students should | | | be able to: | | | | | | **Knowledge:** | | | | | | 1. Differentiate between | | | self-esteem and self-concept | | | in personal development | | | | | | 2. Recognize the importance of | | | acknowledging similarities | | | and differences among people | | | | | | 3. Develop social and coping | | | skills that mitigates against | | | influences that threaten | | | their self-esteem and body | | | image. | | | | | | **Attitude:** Foster a positive | | | attitude toward self-acceptance | | | and appreciation of diversity. | | | | | | **Skill:** Demonstrate the | | | ability to use self-awareness, | | | refusal and effective | | | communication skills to support | | | those who may similar or | | | different. | | +-----------------------------------+-----------------------------------+ | **Value:** Acceptance and | | | Appreciation | | +-----------------------------------+-----------------------------------+ | **Dominant Life Skill:** | | | Self-Awareness, Refusal and | | | Effective Communication Skills | | +-----------------------------------+-----------------------------------+ | **Content:** | | | | | | **Self-Esteem** - The opinion you | | | have of yourself and your value | | | as a person. It encompasses | | | beliefs about oneself and | | | emotional states. | | | | | | **Self-Concept** -The cluster of | | | ideas and attitudes we have about | | | ourselves at a given time. It | | | involves the perception one has | | | of themselves, including beliefs, | | | qualities, and characteristics. | | | | | | **Body Image:** Refers to the way | | | an individual sees their own body | | | and the feelings associated with | | | that perception. It includes | | | thoughts, feelings, attitudes, | | | and beliefs about shape, size, | | | weight, gender identity, and body | | | function. | | | | | | Low self-esteem can be a large | | | burden for a teenager. Teens with | | | low self-esteem are at risk of | | | being bullied, bullying others, | | | using drugs and alcohol and | | | having suicidal thoughts. | | | Improving a teenager's | | | self-esteem is a slow and | | | difficult process, but is | | | possible once you can identify | | | the factors affecting them and | | | helping them to understand that | | | while people may have some | | | similarities, we are all | | | different. | | | | | | **Similarities among each | | | other:** | | | | | | 1. **Emotions:** Regardless of | | | where we come from, all human | | | beings experience a range of | | | emotions such as happiness, | | | sadness, anger, fear, and | | | love. We all have the | | | capacity to feel and express | | | these emotions in similar | | | ways. | | | | | | 2. **Basic needs:** As humans, | | | we all have basic needs such | | | as food, water, shelter, and | | | sleep. These needs are | | | essential for our survival | | | and overall well-being, and | | | we all strive to fulfill them | | | in similar ways. | | | | | | 3. **Communication:** We all | | | communicate with others in | | | one form or another, whether | | | it is through verbal | | | language, body language, or | | | written communication. | | | Communication is a | | | fundamental aspect of human | | | interaction and is essential | | | for building relationships | | | and connecting with others. | | | | | | 4. **Family:** The concept of | | | family is universal across | | | cultures and societies. We | | | all have relationships with | | | our family members, whether | | | it is with parents, siblings, | | | or extended family. Family | | | provides us with a sense of | | | belonging, support, and love. | | | | | | 5. **Relationships:** People | | | form relationships with | | | others, whether it is | | | friendships, romantic | | | relationships, or | | | professional relationships. | | | We all seek connection and | | | companionship with others, | | | and value the bonds we create | | | with those around us. | | | | | | 6. **Goals and aspirations:** | | | People have dreams, goals, | | | and aspirations for the | | | future. Whether it is a | | | career, education, travel, or | | | personal growth, we all | | | strive to achieve our | | | ambitions and create a | | | fulfilling life for | | | ourselves. | | | | | | 7. **Creativity:** Human beings | | | are naturally creative and | | | have the ability to express | | | themselves through art, | | | music, writing, and other | | | forms of creative expression. | | | We all have a unique creative | | | spark that makes us | | | individuals. | | | | | | 8. **Adaptability:** People have | | | the capacity to adapt to new | | | environments, challenges, and | | | changes in their lives. We | | | all have the ability to learn | | | and grow from our | | | experiences, and to adjust to | | | new circumstances as they | | | arise. | | | | | | 9. **Empathy**: People have the | | | capacity for empathy, or the | | | ability to understand and | | | share the feelings of others. | | | Empathy allows us to connect | | | with others on an emotional | | | level, and to show compassion | | | and understanding towards | | | their experiences. | | | | | | 10. **Desire for happiness:** | | | Ultimately, all people share | | | a common desire for happiness | | | and fulfillment. We all seek | | | to live a meaningful and | | | joyful life, and to find | | | happiness in our | | | relationships, careers, and | | | experiences. | | | | | | **Our Varied Differences:** | | | | | | People are different in many | | | ways, including: | | | | | | 1. **Physical appearance**: One | | | of the most noticeable | | | differences among people is | | | their physical appearance. | | | This includes traits such as | | | height, weight, hair color, | | | eye color, skin tone, and | | | facial features | | | | | | 2. **Personality:** Each person | | | has a distinct personality | | | that influences their | | | thoughts, attitudes, | | | emotions, and behavior. Some | | | individuals may be outgoing | | | and extroverted, while others | | | are more introverted and | | | reserved. | | | | | | 3. **Interests and hobbies**: | | | People have different | | | interests and hobbies that | | | they enjoy engaging in. Some | | | may prefer sports and outdoor | | | activities, while others may | | | be interested in art, music, | | | or literature. | | | | | | 4. **Talents and skills:** | | | Individuals possess unique | | | talents and skills that they | | | excel in. This could include | | | anything from playing a | | | musical instrument, painting, | | | cooking, or excelling in a | | | particular academic subject. | | | | | | 5. **Cultural background**: | | | People come from diverse | | | cultural backgrounds that | | | shape their beliefs, values, | | | traditions, customs, and | | | practices. Cultural | | | differences can influence how | | | individuals interact with | | | others and perceive the world | | | around them. | | | | | | 6. **Educational background**: | | | Each person has a unique | | | educational background that | | | includes their level of | | | education, academic | | | achievements, and areas of | | | expertise. This can have a | | | significant impact on a | | | person\'s career choices and | | | opportunities. | | | | | | 7. **Socio-economic status**: | | | People come from varying | | | socio-economic backgrounds | | | that can influence their | | | financial stability, access | | | to resources, and quality of | | | life. Socio-economic status | | | can impact a person\'s | | | opportunities for education, | | | employment, and overall | | | well-being. | | | | | | 8. **Religious beliefs:** | | | Individuals have diverse | | | religious beliefs and | | | practices that guide their | | | moral values, ethical | | | principles, and worldview. | | | Religious differences can | | | influence how people interact | | | with others and make | | | decisions in their daily | | | lives. | | | | | | 9. **Family dynamics:** Each | | | person comes from a unique | | | family dynamic that includes | | | relationships with parents, | | | siblings, relatives, and | | | caregivers. Family dynamics | | | can shape a person\'s values, | | | attitudes, and behavior | | | patterns. | | | | | | 10. **Life experiences:** People | | | have different life | | | experiences that have shaped | | | who they are today. These | | | experiences could include | | | triumphs, challenges, losses, | | | accomplishments, and | | | significant events that have | | | influenced their perspectives | | | and outlook on life. | | | | | | **Influences that threaten Self | | | Esteem and Body Image:** | | | | | | - Social media and unrealistic | | | beauty | | | | | | - Peer pressure | | | | | | - Family expectations | | | | | | - Culture | | | | | | - Bullying | | | | | | - Comparison | | | | | | - Body Shaming | | | | | | - Diet and exercise trends | | | | | | - Mental health issues such as | | | depression, bipolar, anxiety | | | and so on. | | | | | | **Skills that mitigate against | | | influences that threaten their | | | self-esteem and body image** | | | | | | Self-awareness, refusal, and | | | effective communication skills | | | are essential tools that | | | adolescents can utilize to | | | protect their self-esteem and | | | body image from negative | | | influences. These skills can help | | | them navigate through challenging | | | situations and maintain a | | | positive sense of self-worth.\ | | | \ | | | **Self-awareness** involves | | | understanding one\'s emotions, | | | thoughts, and behaviors. By being | | | aware of their own strengths, | | | weaknesses, and values, | | | adolescents can confidently | | | assert themselves in situations | | | that threaten their self-esteem. | | | For example, if a peer makes a | | | negative comment about their | | | appearance, a self-aware | | | adolescent may recognize that | | | their worth is not defined by | | | others\' opinions and respond | | | assertively, refusing to | | | internalize the criticism. | | | | | | **Refusal skills** are crucial in | | | empowering adolescents to resist | | | peer pressure and external | | | influences that may harm their | | | self-esteem and body image. By | | | learning to say no to situations | | | that make them uncomfortable or | | | compromise their values, | | | adolescents can protect | | | themselves from harmful behaviors | | | such as substance abuse or | | | unhealthy dieting practices. For | | | instance, if offered a cigarette | | | or pressured to skip meals in | | | order to lose weight, adolescents | | | with strong refusal skills can | | | confidently decline and | | | prioritize their well-being. | | | | | | **Effective communication | | | skills** play a key role in | | | helping adolescents express their | | | thoughts and feelings in a clear | | | and respectful manner. By | | | communicating assertively, | | | adolescents can set boundaries, | | | convey their needs and | | | preferences, and stand up for | | | themselves in a positive way. For | | | example, when faced with | | | body-shaming comments from peers | | | or media, adolescents can use | | | effective communication skills to | | | challenge unrealistic beauty | | | standards and promote body | | | positivity. | | | | | | In addition to these skills, | | | acceptance and appreciation are | | | two essential values for | | | adolescents to develop when it | | | comes to building a healthy sense | | | of self-esteem and self-concept. | | | These values play a critical role | | | in shaping how adolescents view | | | themselves and their worth in the | | | world around them. These values | | | can also help adolescents feel | | | valued, respected, and confident | | | in themselves, which can have a | | | positive impact on their overall | | | well-being and mental health. | | +-----------------------------------+-----------------------------------+ | **Resources**: HFLE Curriculum | | | Guide Pg. 40-41, Google Website | | +-----------------------------------+-----------------------------------+ | **Engagement:** | | | | | | The teacher will start with an | | | ice-breaker activity. Students | | | will listen to a short story | | | about Lily. | | | | | | *Once upon a time, there was a | | | girl named Lily who always felt | | | like she wasn\'t good enough. She | | | often compared herself to others | | | and focused on her flaws rather | | | than her strengths. However, with | | | the help of her supportive | | | friends and family, Lily started | | | to see herself in a more positive | | | light. She began to practice | | | self-love and affirmations, | | | reminding herself that she was | | | unique and valuable just the way | | | she was. Over time, Lily\'s | | | confidence grew, and she realized | | | that she had the power to | | | overcome her low self-esteem and | | | embrace her true self.* | | | | | | Students will be asked: | | | | | | - What were the key challenges | | | that Lily faced? | | | | | | - How did Lily change how she | | | perceived herself? | | | | | | Students will be introduced to | | | the topic, objectives, values and | | | life-skills of the lesson. | | +-----------------------------------+-----------------------------------+ | **Explanation:** | | | | | | Young people sometimes struggle | | | with their ideas about the ideal | | | self (usually perfect body image | | | is also known as the pseudo self) | | | and the real self (realistic | | | reflection that includes | | | strengths and weaknesses). When | | | the disparity between the two | | | concepts is too wide, self-esteem | | | tends to be low. | | | | | | However, the values of | | | appreciation and acceptance are | | | tools that can be used to | | | navigate uncertainties and | | | difficult situations. These | | | values are enhanced through | | | applying the life skills | | | self-awareness, refusal and | | | effective communication: | | | | | | - Say no to negative influences | | | | | | | | | | | | - State your likes and dislikes | | | clearly, appropriately, and | | | respectfully. | | | | | | - When solving a dispute use | | | the "I" statement rather than | | | "YOU" (express feelings | | | clearly, appropriately, and | | | respectfully without | | | violating the rights of | | | others). | | | | | | - Maintain good eye contact | | | (show that you are confident | | | speaking in a calm and clear | | | tone of voice), (it important | | | to maintain/ be in control of | | | yourself). | | | | | | - Practice daily affirmation of | | | self and others | | | | | | - Listen well without | | | interrupting (be | | | non-judgmental). | | | | | | - Replace criticism with | | | encouragement. | | | | | | - Treat yourself kindly | | | | | | - Focus on what CAN be done, | | | not what you can't be done | | | | | | - Nip negative thoughts in the | | | bud | | | | | | - Avoid negative exaggerations | | | such as, "I always make that | | | mistake" | | | | | | - Learn from your mistakes by | | | forgiving yourself and moving | | | on | | | | | | - Accept imperfections which | | | have possibilities to make | | | you unique. | | | | | | - Avoid berating yourself. | | | | | | - Do not feel guilty about | | | things beyond your control. | | | | | | **Exploration:** | | | | | | Students will be divided into two | | | explore the following questions: | | | | | | - What does it mean to have a | | | high and a low self-esteem? | | | | | | - State some similarities that | | | exists among people | | | | | | - State some differences that | | | exists among people | | +-----------------------------------+-----------------------------------+ | | | +-----------------------------------+-----------------------------------+ | **Elaboration:** | | | | | | In two groups, students will be | | | asked to dramatize a scenario | | | display of the values acceptance | | | and appreciation and the ability | | | to demonstrate self-awareness, | | | refusal and effective | | | communication skill will be | | | observed by the teacher. Based on | | | the values and life skills it is | | | expected to be respectful and in | | | good order. The teacher will | | | provide guidance where necessary. | | | | | | **Scenario 1:** A teenager, | | | Emily, struggles with low | | | self-esteem and self-concept due | | | to constant criticism from her | | | parents. She feels unappreciated | | | and unaccepted at home. To cope, | | | Emily decides to seek help from a | | | counselor who helps her recognize | | | her own worth and value. Through | | | self-awareness, she learns to | | | accept herself and appreciate her | | | unique qualities. With effective | | | communication skills, Emily is | | | able to express her feelings to | | | her parents, who then begin to | | | show more acceptance and | | | appreciation towards her. | | | | | | **Scenario 2:** On the other | | | hand, Sarah, a confident and | | | self-assured teenager, values | | | herself and her abilities. She | | | surrounds herself with supportive | | | friends who appreciate and accept | | | her for who she is. Sarah | | | demonstrates self-awareness by | | | recognizing her strengths and | | | weaknesses, and uses effective | | | communication to set boundaries | | | and refuse negative influences in | | | her life. This helps her maintain | | | a positive self-esteem and | | | self-concept, leading to a | | | fulfilling and successful life. | | | | | | ***Reflective Question:*** | | | | | | **Why are Self- Awareness, | | | Refusal and Effective | | | Communication skills important to | | | having a positive self-esteem and | | | self-concept?** | | +-----------------------------------+-----------------------------------+ | **Evaluation:** | | | | | | Students will need to furnish the | | | answers for the following | | | questions based on the content | | | taught: | | | | | | - What is the meaning of the | | | phrase, "Body Image"? | | | | | | - What are some of the | | | influences that threatens | | | self-esteem and body image? | | | | | | - How can they help each other | | | to develop a positive | | | self-esteem and self-concept? | | | | | | - What are the most interesting | | | aspects of the lesson that | | | had impacted them? | | +-----------------------------------+-----------------------------------+ | **Teacher's Evaluation of the | | | Lesson:** | | | | | | Assess students\' understanding | | | through their reflections and | | | participation in discussions and | | | group activities. Note which | | | teaching methods were effective | | | and consider adjustments for | | | future lessons. Evaluate student | | | engagement and openness during | | | activities. | | +-----------------------------------+-----------------------------------+ LESSON PLAN 2 **Theme: Self and Interpersonal Relationships** **Topic:** Adolescence! Big Change! Big Challenge **Sub-Topic:** Understand Self **Grade: 7** **Ice Breaker:** - Who is an Adolescent? - What is the most significant change you\'ve experienced so far being an adolescent? **Specific Objectives:** At the end of the lesson students should be able to: 1. Explain what is meant by the term "Adolescence". 2. Understand the changes and challenges that adolescents experience. 3. Analyze factors that influence adolescent development, including hormonal, social, and environmental impacts. **What is meant by the term Adolescence?** Adolescence is referred to as the phase of growth. The time period in which several changes occur in a child's body that turns him or her into an adult is called adolescence. The period is remarkably marked by the following distinctive features: 1. Physical transformation (puberty), 2. Emotional fluctuations (mood swings), 3. Social shifts (peer influences, identity exploration), 4. Cognitive developments (critical thinking, decision making) and 5. Exploration of independence and autonomy (Freedom) All these elements combined makes adolescence a complex and dynamic period of growth and self-discovery. The age of adolescence starts at 13 years old to 19 years old. **What would you say is the most obvious change that occurs during the Adolescence years? (Puberty)** **What is Puberty**? The most obvious physical changes that occurs during adolescence is called "Puberty". Puberty is when a child\'s body begins to develop and change as they become an adult. It is the period of rapid physical growth during which adolescent boys and girls reach sexual maturity and become capable of reproduction. It tends to start earlier in girls than in boys. Girls attain puberty at the age of 10 -- 13 years while boys reach puberty at age of 12 to 14 years. **What are some of the changes that occur in boys during puberty?** **The changes that occur in boys during puberty are:** 1. Hair grows on the face in the form of moustache and beard, and on the chest. 2. Voice deepens in boys; it becomes low pitched voice**.** 3. Testes start to make sperm**.** 4. Testes and penis become larger. 5. Chest and shoulders of boys broaden. 6. Hair grows in armpits and in pubic regions between the thighs. 7. Rapid increase in height occurs. 8. Feeling sexual drives associated with adulthood begin to develop. **What are the changes that occur in girls during puberty?** **The changes that occur in girls during puberty are:** 1. Breasts develop and enlarge in girls. 2. Ovaries start to release eggs**.** 3. Menstruation begins. 4. Ovaries, oviducts, uterus, uterus, and vagina enlarges. 5. Hips of girls broaden; extra fat is deposited on hips and thighs**.** 6. Hair grows in armpits and in pubic regions between the thighs. 7. Rapid increase in height occurs. 8. Feeling sexual drives associated with adulthood begin to develop. Puberty refers to actual changes or the process of bodily changes. **What are some of the emotional changes that occurs during the adolescence years?** Some of the Emotional changes that occur during adolescence are; - **Mood swings:** Intense emotions, irritability - **Emotional regulation**: Learning to manage and express emotions in healthy ways - **Identity formation**: Exploring self-concept, values and beliefs - **Increased sensitivity to stress and peer pressur**e In addition to the physical and emotional changes, there are also some social changes that occur during adolescence which include; - **Peer relationships**; Forming close bonds, exploring social hierarchies and developing social skills - **Family relationships**: Renegotiating boundaries, seeking independence and developing emotional distance - **Social identity:** Exploring group affiliations, roles and status - **Romantic Relationships**: Emerging interest in romantic partners and sexual explorations. Now that we have looked at the physical, emotional and social ***CHANGES*** that occurs during Adolescence, let us now turn our attention to some of the ***CHALLENGES*** that Adolescents experience. **What are some of the challenges that Adolescence experience?** 1. Identity crisis 2. Body changes, 3. Peer pressure, 4. Academic stress 5. Social media impact, 6. Family conflicts, 7. Substance use and Abuse, 8. Relationship challenges, 9. Self-esteem and confidence, 10. Future uncertainty and regulating their emotions. **What would you say are some of the factors that influence adolescence development?** These changes and challenges discussed are influenced by a myriad of factors including; a. hormonal, b. social and c. environmental factors. The **hormonal** changes during puberty triggers physical and emotional transformations while the **social** factors such as family, peers, culture and social media shapes the identity, values and behaviors of adolescents. **Environmental** factors like home, school, community, exposure to trauma or adversity also significantly influences how adolescents grow and develop. Having this understanding of the changes and challenges that occurs during puberty as well as the factors that influences adolescence development, what would you say are some important attitudes and values that Adolescents should develop? Attitude and value play a very important part in their daily activities, such as commitment, respect, sensitivity and honesty. a. **Commitment** encourages adolescents to take responsibility for their actions and decisions as well as it helps them to develop a sense of purpose and direction. b. **Respect** allows for them to foster healthy relationships built on trust and open communication, showing empathy for oneself and others and also helps them to navigate conflicts and disagreements in a constructive manner. c. **Sensitivity** allows adolescents to recognize, acknowledge and manage the intense emotions they feel while giving support and consideration to their own peers. d. **Honesty** helps adolescents to build trust and credibility, and allows for authentic communication. Once these values are intact, adolescents may develop the dominant life skills, refusal and effective communication. **Refusal Skills** enables adolescents to: **(1)** set boundaries, **(2)** assert themselves**,** **(3)** navigate peer pressure and negative influences, (**4**) develop self confidence and self-esteem and **(5)** enhances their decision making and critical thinks. **Effective communication skills** allow for adolescents to: **(1)** facilitate open and honest relationships with family, peers and authority figures, **(2)** practice active listening, **(3)** develop conflict resolution skills and negotiation skills and **(4)** enhances emotional intelligence and self-expression. **Question:** Why is refusal and effective communication skill important? **Homework** **Due date: Next Class** 1. In your own words, explain Adolescence and Puberty (3 marks) 2. Identify 3 distinctive features that are associated with adolescence. (3 marks) 3. List 2 of the physical changes that occurs in males during puberty (2 marks) 4. State 2 emotional changes that occurs in both males and females during adolescence (2 marks) **Total (10 marks)**