Conflict Resolution and Personal Safety Grade 10 Lesson Plans ...

Strands:
Healthy Active Living, Unit 6: Conflict Resolution and Personal Safety
Grade 10 Lesson Plans
• Healthy Living—Personal Safety and Injury Prevention
• Living Skills—Conflict Resolution
Accommodations:
• Pay particular attention to the students who are having trouble completing reading
and handbook assignments
• Offer to look at their work before they hand it in
• Partner weaker students with stronger students in the class
• Inform parents of progress, especially for at-risk students
• Check handbooks for completion while students are doing group work
Assessment and Evaluation:
• Use participation, social skill, and safety assessment rubric at the end of each class
At the End of Each Class:
• Sign out appropriate audio-visual equipment for the next class (as needed)
• Remind students about the summative evaluation due at the end of the unit
• Inform all students, especially high-risk ones, of their progress in health class
Some activities adapted from Ophea document, Grade 9–10
Discussing Conflict Resolution
Lesson 3: Conflict Resolution
75 minutes
Suggested Reading: pages 266–267
Suggested Worksheets: page 91
Expectation(s):
• LS2.02: Describe different styles of handling conflict and their effectiveness in
different situations
• LS2.03: Describe the benefits of developing anger management strategies
Description: In this lesson the teacher will:
• Describe steps to take during conflict resolution
• Discuss positive and negative approaches to solving conflict

Task 1 (15 minutes)
Outline the steps to take during conflict resolution:
1. State the problem.
o Don’t place blame or accuse
2. Define the scope of the problem.
o Identify areas of agreement and areas of disagreement
3. Brainstorm possible solutions.
o List as many solutions as possible
4. Identify the consequences of each solution.
o List the pros and cons for each proposed solution
5. Choose a solution on which both parties can agree.
Emphasize that while conflict resolution is tough, it is possible to have a constructive
argument that ends in both parties being satisfied with the resolution, which is a win-win
situation for everyone concerned.
Task 2 (60 minutes)
Alone or in pairs, students will complete Exercise 6.3, “Solving Conflicts” on page 91 of
their Student Activity Handbook. Each person (or pair) will create a scenario that
involves two individuals in a conflict situation—in school or in the community at large—
and will complete the steps as identified on the worksheet to find a solution that is the
most acceptable to each party in the disagreement. If there is not enough room on the
worksheet, students may write their scenario, areas of agreement and disagreement,
possible solutions, and outcome on a separate piece of paper.
When the class has finished, ask for volunteers to present their scenario and solution to
their peers. Invite the rest of the class to offer their (constructive) opinions on what they
might have suggested as an alternate solution to the one that has been proposed. If
another student has thought of an unforeseen consequence to the presented solution, ask
the presenter if he or she would choose a different solution given this new information.
For Next Class:
• Students should read pages 270–271 in their Healthy Active Living textbook