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Subject: Social Studies
Semester: 1
Period: 3
Week: 15
School Name: ___________________________
Teacher’s Name: _________________________
Subject: Social Studies
Grade Level: Grade 7
Date: ___________________________
Week 15 Lesson Duration: 45 minutes
Week & Period: Week 15, Period 3
Topic: Types of Relationships
Sub-topic: Healthy and Unhealthy Relationships, Indicators and Examples
Learning Objectives
By the end of the lesson, students should be able to:
- Define healthy and unhealthy relationships
- Identify indicators of healthy and unhealthy relationships
- Give examples of both types of relationships in family and social life
Previous Knowledge
Students already know:
• Family structures and roles
• Division of labor and responsibilities within the family
Instructional Materials
• Textbook: Social Studies textbooks for Grade 7
• Teaching aids: Charts showing types of relationships, images/videos of family and peer interactions, flashcards
• Students' notebooks and writing materials
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Activity: The teacher will ask the class:
• “What does it mean to have a good relationship with family or friends?”
• “Have you seen conflicts at home or school? How were they resolved?”
• “Can relationships be harmful? Give examples.”
The teacher will record responses on the board.
Teacher’s Role: Facilitate discussion, correct misconceptions, link prior knowledge of family roles to interpersonal relationships
Learner’s Role:
• Share experiences and observations
• Participate in brainstorming and verbal discussion
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher’s Role: Explain characteristics, indicators, and examples of healthy and unhealthy relationships; provide detailed scenarios and guide discussion
Learners’ Activities (Expanded):
• Healthy Relationships: Features include respect, trust, support, open communication, cooperation, and fairness. Activity – group discussion on examples at home and school; role-play a scenario demonstrating a healthy relationship
• Unhealthy Relationships: Features include disrespect, mistrust, abuse, lack of communication, inequality, and constant conflict. Activity – identify examples in stories, media, or real-life situations; discuss effects on emotional and social wellbeing
• Indicators and Examples: Activity – students classify different scenarios as healthy or unhealthy; discuss reasons and consequences
Assessment Checks: Ask “Name two features of a healthy relationship”; “Give one example of an unhealthy relationship”; “Why is communication important in relationships?” Observe participation in group work, role-play, and scenario analysis
Notes (Expanded & Detailed): Relationships are interactions between individuals that can be positive or negative. Healthy relationships promote emotional wellbeing, cooperation, and mutual respect. Unhealthy relationships involve conflict, mistrust, or abuse, leading to stress, poor communication, and social problems. Recognizing indicators helps students manage relationships positively, resolve conflicts, and contribute to harmonious family and social life.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: The teacher will ask the students to recall:
• Definitions of healthy and unhealthy relationships
• Indicators and examples of each type
Evaluation Method (Expanded):
• Exit slip/quiz: Students write short answers: Define a healthy relationship; Name one feature of an unhealthy relationship; Give one example of a healthy relationship at home or school
• Teacher will collect and quickly review for understanding
• Provide oral feedback before class ends
Assignment (Expanded): Create a table showing examples of healthy and unhealthy relationships, indicating indicators and consequences; Write a paragraph on how to maintain healthy relationships in family and school
Differentiation / Inclusive Strategies
• Struggling Learners: Use guided examples and visual charts; peer support for role-play
• Advanced Learners: Research types of relationships in different cultures and present findings
• Students with Disabilities: Provide tactile charts, simplified scenarios, and small-group discussions
Teacher’s Reflection (After Class)
• What worked well? ______________________________________________________
• What needs improvement? _________________________________________________
• Students’ engagement level: □ High □ Medium □ Low
• Next steps: Prepare students for Week 16 – Family Health: HIV/AIDS, STIs, Drugs and Alcohol, Morbidity, Mortality, Gender Equality, and Care for Physically Challenged Family Members