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Subject: Religious and Moral Education
Semester: 2
Period: 5
Week: 26
School Name:
Teacher’s Name:
Subject: Religious and Moral Education
Grade Level: Grade 3
Date: Week 26
Lesson Duration: 45 minutes
Week & Period: Week 26, Period 5
Topic: Conflict
Sub-topic: Kinds of Conflicts
Learning Objectives
By the end of the lesson, students should be able to name and describe the different kinds of conflicts, including interpersonal, group, and internal conflicts.
Previous Knowledge
Students already know what conflict is and have experienced minor disagreements.
Instructional Materials
Storybooks, scenario cards, drawing materials
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Ask learners: “Can you think of different types of disagreements you have seen?” Discuss briefly.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Content/Explanation:
- Explain the different kinds of conflicts:
- Interpersonal conflict: a disagreement between two people (e.g., friends arguing over a game).
- Group conflict: a disagreement between two or more groups (e.g., classmates disagreeing on how to complete a project).
- Internal conflict: a disagreement or struggle within oneself (e.g., feeling torn about what is right or wrong in a situation).
- Use storytelling to narrate simple scenarios for each kind.
- Conduct role-play activities: learners act out interpersonal, group, and internal conflicts to see how they unfold.
- Encourage learners to draw examples in groups, illustrating each type of conflict.
Learners’ Activities (Expanded):
- Listen attentively to explanations of interpersonal, group, and internal conflicts.
- Participate in role-plays, acting out each type of conflict and discussing feelings and outcomes.
- Draw or write examples of different types of conflicts in their notebooks or on chart paper.
- Discuss the causes and consequences of each type of conflict with peers.
Assessment Checks:
- Ask learners to identify the kind of conflict in a given scenario.
- Observe participation in role-plays and group discussions for understanding.
- Review drawings and written examples to ensure learners can distinguish between types of conflicts.
- Pose reflective question: “Why might an internal conflict be harder to solve than a conflict with a friend?”
Notes (Expanded & Detailed):
- Emphasize that knowing the kind of conflict helps in choosing the best resolution strategy.
- Highlight that interpersonal conflicts often need communication, group conflicts may need negotiation, and internal conflicts require self-reflection.
- Encourage learners to notice conflicts around them and think about which kind they are experiencing for better problem-solving.
- Reinforce that all conflicts can be managed positively if understood properly.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Conflicts can be between individuals, groups, or within ourselves; recognizing the type helps us solve it better.
Evaluation Method (Expanded)
Exit slip/quiz: Name one kind of conflict and give an example
Teacher will collect slips and provide oral feedback.
Assignment (Expanded)
Identify a conflict at home or school and classify it as interpersonal, group, or internal.
Follow-up Activity
Discuss with a family member or friend how different types of conflicts are handled.
Differentiation / Inclusive Strategies
Use scenario cards for learners who need examples
Pair learners to support participation
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low