Grade Personal and Social Management

Transcription

1 Grade 5 4. Personal and Social Managemen The suden will demonsrae he abiliy o develop self-undersanding, o make healhenhancing decisions, o work cooperaively and fairly wih ohers, and o build posiive relaionships wih ohers.

2 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.5.A.1 Idenify how one s self-concep and feelings are affeced by ohers (e.g., praise/success/encouragemen build confidence, ridicule/insuls hur feelings...). Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 4 Enhance he clariy and arisry of communicaion. GLO 5 Celebrae and build communiy. The Highs and Lows Have sudens come up wih a working definiion of selfconcep (e.g., self-concep is he menal picure we have of ourselves). Discuss how ohers affec our self-concep and our feelings (e.g., praise and encouragemen build confidence, and ridicule and insuls hur our feelings). Using a char wih hree columns, lis posiive and negaive commens and behaviours under he headings Looks Like, Sounds Like, and Feels Like. Example: Looks Like Sounds Like Feels Like excluding Ge los. sadness a pa on he back Way o go! confidence Imagine Tha 1. Have sudens brainsorm for posiive and negaive commens hey migh hear from ohers. 2. Ask sudens o describe or draw a facial expression of a person who hears he following negaive commens: You are so supid. You can do anyhing righ. Wha is wrong wih you? 3. Ask sudens o draw or describe anoher image of a person who hears he following posiive commens: Well done. Excellen work. You are so brillian. Wha a grea friend you are. 4. Have sudens pu heir illusraion on blank paper, wrie examples of commens he person migh hear around he picure, and idenify some of he feelings he person migh have. Sudens may wan o pu he feelings in a hough bubble and he commens from ohers in a speech callou. You are so brillan. I feel good. Callou Though Bubble (coninued) 5 92

3 Grade 5: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Encourage sudens o imagine how differen responses would feel if hey were direced owards hem. Some sudens may have a low opinion of hemselves. This may be he resul of years of negaive commens from ohers, or i may be he resul of somehing ha occurred recenly. Some sudens will have high and low imes, while ohers may be a a consan sae of high or low. Give sudens sufficien ime o express hemselves eiher in a journal or publicly wih heir peers. Noe ha i may be exremely difficul for some sudens o hear posiive commens from ohers and i is quie common for hem o ac ou or o be ou of characer during aciviies of his naure. These sudens need o hear genuine posiive commens more han anyone. I may be necessary o progress more gradually wih hese sudens so ha hey feel more comforable. Journal/Learning Log: Any Aciviy Self-Assessmen: Anecdoal Noes Ask sudens o answer he following quesions in heir journals: 1. Wha are some hings ha we can do o help ohers feel beer abou hemselves? 2. Wha are some ways in which our self-concep and feelings are affeced by ohers? Observaion: Imagine Tha Teacher Assessmen: Checklis Assess wheher he suden correcly idenifies Yes No characerisics of a person wih a posiive q q self-concep characerisics of a person wih a negaive q q self-concep (coninued) 5 93

4 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.5.A.1 (coninued) (coninued) q K.4.5.A.2a Idenify ways of seing group goals (e.g., by consensus, by arbirary decision, by aking urns...) for cooperaive learning and eam building. Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 5 Celebrae and build communiy. Boosers Discuss how we can improve our self-concep (e.g., se realisic goals, accep our misakes, keep an open mind, rea ohers wih respec, accep complimens, share wih ohers, laugh, ry new hings). Discuss how we can help improve he self-concep of ohers (e.g., give complimens, accep ohers misakes, keep an open mind, encourage ohers). Behaviours ha improve selfconcep are called boosers because hey make us feel beer and boos he way we feel. Ask sudens o make a conscious effor o encourage ohers and work o improve heir selfconcep. When sudens receive a booser or give a booser, wrie i on a slip of paper and pu i in he classroom booser jar. A he end of each week, ake ou he slips and read he examples o sudens. Have sudens commen on how he booser made hem feel. You Decide Brainsorm for a lis of groups ha mus work ogeher o se goals (e.g., spors eams, youh groups, suden commiees). Lis ways in which hese groups make decisions (e.g., by consensus, arbirary decision, aking urns). Provide some case scenarios and have sudens idenify how he decisions were made or he goals were se. Have groups of sudens plan a pary for a friend moving away. Their ask is o decide on five goals or asks in order of prioriy for wha hey will do o plan he even. Once hey have decided on he five goals or asks, hey mus assign people o complee each one. Have groups repor o he class. Discuss how sudens made he decisions and how hey deermined who would do each ask. Examples of Goal Seing and Decision Making: 1. The group decided ha half he group would be responsible for he refreshmens, and he oher half, he decoraions. (consensus) 2. The group leader decided ha he suden who had a compuer a home would make he inviaions. (arbirary decision) 3. Everyone ook urns sharing heir pary ideas. (aking urns) 5 94

5 Grade 5: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Ensure ha each suden receives boosers and gives a leas one booser. Use a checklis o keep rack so ha sudens are no lef ou of his aciviy. (coninued)0 Performance Task: Boosers Self-Assessmen: Anecdoal Noes Ask sudens o wrie abou how hey fel afer hey received a booser. Group Goal-Seing Process: 1. Brainsorm ideas. 2. Discuss pros and cons. 3. Reach consensus. 4. Lis necessary seps. 5. Idenify roles and responsibiliies. 6. Make a imeline for compleion. 7. Evaluae resuls. Scenario: Faciliae a class meeing regarding he following scenario: Laely here have been many incidens of pudown commens during class. Many sudens are upse and frusraed. Process: 1. Divide sudens ino small groups o discuss a. he problem b. he feelings of sudens c. possible soluions 2. Assign roles for cooperaive learning (see lis provided). 3. Have groups repor o he class and record resuls on char paper Performance Task: You Decide Group Assessmen: Anecdoal Noes Have each group discuss wih he res of he class he procedure hey used o se goals. Ask he oher groups o lis wha procedures he presening group used and wrie a shor descripion of each syle. Suggesed Crierion: Look for q evidence ha sudens are able o idenify differen ways o se group goals for cooperaive learning and eam building TEACHER NOTES (coninued) 4. Follow he group goal-seing process. Roles for Cooperaive Learning: Faciliaor: keeps group on ask and ensures ha everyone has he opporuniy o conribue. Reporer: shares summary of he group discussion wih he large group. Time Keeper: ensures ha he ask is compleed wihin he ime alloed. Recorder: keeps noes during he discussion. Group Manager: picks up, disribues, collecs, urns in, or pus away maerials. 5 95

6 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.5.A.2b Describe he imporance of self-regulaion and aking responsibiliy for one s own acions (e.g., gain he respec of ohers, personal achievemen, qualiy of life, acive paricipaion, being a good eam player...) for personal success. Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 4 Enhance he clariy and arisry of communicaion. GLO 5 Celebrae and build communiy. PE/HE: GLO 2 Finess Managemen (S.2.5.A.3a) The Glass Ball Ask he class o lis characerisics of a person who is responsible for his or her own acions. Record sudens answers on one side of a T-Char. Ask sudens o lis characerisics of someone who does no ake responsibiliy for his or her own acions and record hem on he oher side of he char. Discuss wha kind of person hey see for each side. Whom would hey wan o be friends wih? How would each person funcion from day o day? How would he lives of he wo people differ? A Picure of Success Make a web of he personal characerisics of a successful person. Ask sudens o do his individually and hen ge ogeher as a class and develop one large web of characerisics. Example: Personal Success Finess Goal Seing Refer o resuls from he finess-assessmen asks suggesed for learning oucome S.2.5.A.3a. Have sudens se goals for developing heir personal finess and deermine wha helped or hindered heir success. Refer o BLM 5 7: Finess Goal Seing. 5 96

7 Grade 5: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT When esablishing class rouines and/or suden moniors, remind sudens of he imporance of selfregulaion and performing asks wihou needing reminders or close supervision. Explain ha success is relaive and ha i is differen for all people. Emphasize ha success means sriving o do one s bes raher han being he bes. Journal/Learning Log: Any Aciviy Teacher Assessmen: Anecdoal Noes Ask sudens o respond, in heir journals, o he following senence sarers: 1. Some of my responsibiliies are 2. I do no need supervision and do no need o be old wha o do relaed o 3. I need supervision or need o be old wha o do relaed o 4. I is imporan o ake responsibiliy for my own acions because Suggesed Crierion: Look for q he suden s abiliy o idenify how self-regulaion and being responsible lead o more personal success Journal/Learning Log: Finess Goal Seing Self-Assessmen: Anecdoal Noes Have sudens respond, in heir finess journals, o he following senence sarers: 1. I is imporan o do my bes on each exercise because 2. If I use he proper echniques I will improve 3. Ways I can become more responsible for developing my personal finess 4. I know I need o be acive every day because 5 97

8 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.5.A.3 Idenify he influence of self (e.g., personal goals, emoions...) and ohers (e.g., expecaions of family, eachers, friends; values and beliefs of home, religion, culure, communiy, sociey in general...) on seing prioriies and making responsible personal decisions (e.g., academic achievemen, leisure aciviies...). Inpu Oupu Ask sudens o consider how hey se prioriies and make responsible personal decisions. Using an ouline of a human figure, have sudens illusrae and label he various influences ha occur wihin he person (e.g., values, religion, names of friends, ineress), as well as ouside influences (e.g., violence on elevision, peer pressure). Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 4 Enhance he clariy and arisry of communicaion. GLO 5 Celebrae and build communiy. SC: Cluser 1 Mainaining a Healhy Body SS: Ideniy, Culure, and Communiy Influenial Collage Have sudens creae a collage of hings and people ha influence heir decisions and prioriies. Decision Flower Provide sudens wih a flower diagram, and have hem lis facors ha influence a personal decision. In he cenre of he flower, sudens lis a decision hey may have o make. On he peals, hey wrie who or wha influences heir decision. On he sem, sudens lis some of heir core values. In he ground, hey lis wha knowledge hey use from heir pas experiences. (coninued) 5 98

9 Grade 5: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Commonly Acceped Values: Values include honesy equiy responsibiliy jusice respec consideraion commimen For definiions of he above erms, see pages 112 and 113 of he Framework. See he Characer Couns! websie: <hp:// Possible Influences on Decision Making: Self personal values feelings Social role models peers media influences Family values suppor beliefs Environmen available resources (money) Sample Scenarios: Example 1: You are home alone for an hour. Your parens have made he rule ha you canno have friends over when hey are no home. Your friend Pa would like o come over and promises o leave before your parens come home. Idenify which influences would affec your decision. Journal/Learning Log: Any Aciviy Teacher Assessmen: Anecdoal Noes Ask sudens o wrie, in heir journals, abou he mos influenial person in heir lives or abou one hing ha influences much of wha hey do in heir lives. Suggesed Crierion: Look for q he sudens abiliy o link heir influences o goals and personal prioriies Paper and Pencil Task: All Aciviies Self-Assessmen: Checklis Have sudens make a T-Char o lis influences of self and ohers when seing prioriies and making responsible personal decisions. Self Ohers Suggesed Crierion: The suden is able o lis influences of self and ohers in personal decision making. q Yes q No TEACHER NOTES (coninued) Example 2: Your parens have made i a rule ha you are no permied o play violen video or compuer games. Your friend Kim wans you o come o his or her house o play a video game you know is very violen. Idenify which influences would affec your decision. (coninued) 5 99

10 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.5.A.3 (coninued) (coninued) Bag I Ask each suden o bring o class hree objecs or picures ha symbolize how hey make decisions or se prioriies. Have sudens si in a circle and share heir objecs wih he class. Objecs migh include: picures of people, gifs received, leers, objecs from naure, a wris wach, and spiriual symbols. Sharing Circle Have sudens si in a circle around a flag, blanke, or owel. Selec various iems found in he school (e.g., a ruler, hockey puck, baseball, cassee ape, key, picure) and place hem in he middle of he circle. Ask each suden o selec one iem and share wih he group a sory (of a memorable even or experience from he pas relaed o ha iem) ha could influence making a decision or seing prioriies for he fuure. When he speaker is finished elling a sory, he or she places he iem back in he cenre. Remind sudens ha hey are no o inerrup he speaker and ha all he sories mus say in he circle. Word Search To familiarize sudens wih he erminology used in his learning oucome, have sudens creae a word search (e.g., using he Discovery School s Puzzlemaker websie: <hp:// Role Models Have sudens choose a role model (e.g., spor hero, paren, grandparen, eacher, friend) and idenify he key influences ha his person has had on heir lives or why hey admire his person

11 Grade 5: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT 5 101

12 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES Sudens will... q K.4.5.B.1a Describe behaviours (e.g., lisen wihou inerruping, avoid ridicule or easing, use inclusive language and acions...) ha show respec for he righs and feelings of ohers. Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 5 Celebrae and build communiy. SS: Ideniy, Culure, and Communiy Respec Repor SUGGESTIONS FOR INSTRUCTION Have sudens generae a lis of characerisics ha demonsrae respec for he righs and feelings of ohers. Ask sudens o record he characerisics in hree columns, using he following headings: Look Like, Sounds Like, and Feels Like. Rewards for Respec Ask he class o generae a lis of rewards ha would be applicable o everyone in he class (e.g., 20 minues of a favourie aciviy, a longer recess, an exended oudoor period). Brainsorm for a lis of behaviours ha demonsrae respec for he righs and feelings of ohers. Label he lis Behaviours o Look For. Give sudens some examples of behaviours ha migh generae a Respec Receip (e.g., holding a door open for someone, picking up somehing ha someone has dropped, lisening aenively wihou inerruping, offering o help, being hones). Rules of Respec Have each suden wrie an acrosic wih he word Respec (i.e., make each leer sand for a behaviour ha exemplifies respec). Ask sudens o pu heir work on a poser and presen i o he class. Example: R Random acs of kindness E Everyone is equal and special in her or his own way S Say complimens o ohers P Polieness is he poin E Encourage ohers C Compassion for ohers T Try o include everyone 5 102

13 Grade 5: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT As a classroom-managemen sraegy, have sudens or he eacher wrie on self-adhesive noes insances when a suden demonsraes respecful behaviour (his could be called a Respec Receip). The observers wrie down wha hey saw and pu he informaion ino a conainer kep in he class or pos i in a Behaviour Bank Book. When he conainer is full or a cerain number of receips have been issued, he class receives he reward. Respec Receip Behaviour I saw Person I saw do i Dae My Name Ensure ha he Respec Receips are auhenic and ha sudens know examples of behaviours ha could be recorded. Paper and Pencil Task: Respec Repor Teacher Assessmen: Invenory Ask sudens o lis hree behaviour characerisics for each caegory: Looks Like, Sounds Like, and Feels Like. Suggesed Crieria: Look for evidence ha he suden q describes behaviours from all hree caegories q idenifies behaviours ha show respec for he righs and feelings of ohers Observaion: Rewards for Respec Self-Assessmen: Checklis Using he crieria from he Behaviours o Look For lis, have sudens pu a check mark beside he behaviours ha hey are able o demonsrae over a period of one monh. Performance Task: Rules of Respec Group Assessmen: Checklis Have sudens circulae around he room and fill ou a checklis for a seleced number of posers. Give each suden a class lis and ask hem o check off wheher he suden has lised seven respecful behaviours. Give he suden a check mark for lising seven rules of RESPECT and a number value if fewer han seven are lised

14 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.5.B.1b Recognize he role of aciviies and evens (e.g., games, spors, dances, social evens, culural evens...) in geing o know and undersand ohers of similar and differen culures. Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 3 Manage ideas and informaion. GLO 4 Enhance he clariy and arisry of communicaion. GLO 5 Celebrae and build communiy. SS: Ideniy, Culure, and Communiy Culural Diversiy Discuss various characerisics ha make a culure unique. Ask sudens o focus on aciviies and evens ha help us learn abou a culure (e.g., sories, games, spors, dances, social evens, culural evens). Ask sudens o work in pairs o sudy one culure, and each he class abou hree aciviies or evens from ha culure. For example, if sudens were eaching abou an Aboriginal culure, hey migh show he class an example of a hoop dance, each he imporance of a powwow for a culural even, inerview someone on he imporance of a swea lodge and how i relaes o spiriualiy, and repor findings o he class. Sepping Ou Take he class o an acual culural even and have sudens wrie abou heir experience in a learning log. Who Am I? Make a lis of aciviies and evens from one culure. Give sudens he clues one a a ime and see who can guess he correc culure. The clues may be generaed by he eacher or by sudens. Suggesed Senence Sarers for Clues: I like o play Someimes we Our family I is very imporan for our culure o We used o live My favourie food dish is A ceremony we go o is Virual Tour Have he class simulae an experience from a paricular culure (e.g., digging Seneca roo, walking a rap line). Have sudens develop a scrip o accompany he acions or illusraions. As he scrip is read, sudens can ac ou he words (e.g., puing boos on, gahering supplies). This learning aciviy can be done in several ways: Groups wrie he scrip and hen mime he acions. The eacher reads he scrip and all sudens ac i ou

15 Grade 5: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Plan special school evens o promoe muliculuralism. Make curricular connecions wih he various Grade 5 Social Sudies opics or hemes. Performance Task: All Aciviies Teacher Assessmen: Frequency Index Give sudens examples of aciviies and evens and ask hem o guess wha culure hey are from. Suggesed Crierion: Look for q he number of correc responses for each suden Journal/Reflecion: All Aciviies Self-Assessmen: Anecdoal Noes Ask sudens o wrie, in heir journals, abou he role of aciviies and evens in geing o know people from differen culures. Have hem answer he following quesions: 1. Why are culural aciviies and evens significan o culure? 2. Wha have you learned abou how some culures are similar? 3. Wha is he mos imporan hing you have learned abou culure? Suggesed Crierion: Look for q he suden s abiliy o recognize ha alhough evens and aciviies differ, he various culures all promoe he same core values (e.g., geing ogeher o celebrae and have fun, spiriualiy, a sense of belonging and accepance) 5 105

16 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.5.B.2a Review verbal and non-verbal behaviours ha help (e.g., lisening, keeping secres, smiling...) and hinder (e.g., beraying loyaly, making fun of, no lisening, inerruping, using inappropriae body language...) communicaion for building posiive relaionships. Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 4 Enhance he clariy and arisry of communicaion. GLO 5 Celebrae and build communiy. To Help or No o Help Ask he class o generae a lis of behaviours ha help communicaion and behaviours ha hinder communicaion. Have groups of sudens perform wo skis, one o demonsrae verbal behaviours and one o demonsrae non-verbal behaviours. While waching he skis, have half he observers demonsrae helpful behaviours (e.g., lisening, keeping secres, smiling) and he oher half demonsrae unhelpful behaviours (e.g., beraying loyaly, making fun of someone/somehing, no lisening, inerruping, using inappropriae body language). Have all sudens observe he reacions of he performers and he audience hroughou he aciviy and discuss heir observaions following he skis. The DO Box Ask sudens o wach for someone demonsraing verbal and non-verbal behaviours ha help communicaion and build posiive relaionships. Ask he observer o wrie his or her name on a slip of paper, record he dae and ime, describe wha he or she saw, wrie he name of he suden demonsraing he helpful behaviour, and place he noe ino a box. Empy he box a he end of each week and keep a checklis of who is observing (pu an O beside heir names) and who is demonsraing (pu a D beside heir names) he various skills. When any suden receives hree Ds or Os, add his or her name o a poser o be displayed in he room

17 Grade 5: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT During he skis, ensure ha sudens do no use inappropriae language and ha hey replace any offensive word wih a sound effec such as a beep used on some elevision shows. Behaviours Tha Help and Hinder Communicaion Help Hinder Performance Task: To Help or No o Help Group Assessmen: Checklis Ask he observers o record he verbal and non-verbal behaviours ha hey see he performing group demonsrae. A he end of all he skis, each person should have a lis of nonverbal behaviours. Ask sudens o exchange liss wih anoher suden and hen highligh or circle only he behaviours ha help build posiive relaionships. Refraining from inerruping Making eye conac* Facing he speaker * where culurally appropriae Looking away Fidgeing Inerruping Performance Task: The DO Box Teacher Assessmen: Frequency Index Use he lis of Ds and Os o ensure ha all sudens are able boh o demonsrae and observe he various helpful communicaion skills

18 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.5.B.2b Idenify qualiies (e.g., honesy, suppor, reliabiliy, common ineress, loyaly, fairness...) ha are imporan in esablishing and mainaining a friendship. Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 2 Comprehend and respond personally and criically o oral, lierary, and media exs. GLO 4 Enhance he clariy and arisry of communicaion. GLO 5 Celebrae and build communiy. There s a New Kid in Town Discuss qualiies ha are imporan in esablishing and mainaining friendships (e.g., honesy, suppor, reliabiliy, common ineress, loyaly, fairness). Ask sudens o imagine ha a new suden has jus arrived a heir school. The new suden does no know anyone and seems quie nervous abou coming o he school. Talk abou how difficul i is o be he new person. Discuss oher siuaions when i migh be necessary o reach ou o make new friends (e.g., joining a new spors eam or club, changing friends because you no longer have he same hings in common). Have groups of sudens role-play a siuaion o demonsrae how o esablish a friendship and help make someone feel acceped. Friend Foliage Ask sudens o creae a collage shaped like a ree or plan o idenify he qualiies ha help make and keep friends. Recipe for a Friend Using he appropriae forma, each suden wries a creaive recipe for a good friend. Wha are he necessary ingrediens? How are hey pu ogeher? Friend or Foe Ask sudens o read a book or view a video or elevision show ha includes a dialogue or sory beween friends. In small groups, sudens discuss and idenify he qualiies ha seemed imporan in esablishing and/or mainaining a friendship in heir paricular example

19 Grade 5: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Characerisics of Successful Friendships: rus helpfulness communicaion loyaly caring honesy suppor reliabiliy fairness shared ineress accepance companionship empahy acive lisening providing and receiving feedback conflic-resoluion skills oher Observaion: Any Aciviy Teacher Assessmen: Invenory Look for sudens abiliy o lis qualiies ha are imporan in esablishing and mainaining a friendship. Performance Task: There s a New Kid in Town Teacher Assessmen: Scoring Rubric Use a scoring rubric such as he following in observing sudens discussion and role-play. Scale The suden Scoring Rubric 3 is able o idenify and demonsrae many appropriae ways o esablish and mainain friendships (e.g., honesy, suppor, reliabiliy, common ineress, loyaly, fairness) 2 is able o idenify and demonsrae some ways o esablish and mainain friendships 1 is unable o idenify and demonsrae appropriae ways o esablish and mainain friendships 5 109

20 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.5.B.3a Idenify componens (e.g., personal riggers, anger cues, hidden anger...) of anger managemen and sraegies (e.g., be aware, back off, check ou choices and consequences, decide and do...) for self-conrol in differen conexs. Before You Know I Discuss various componens of anger managemen and sraegies for self-conrol. Use a char wih hree columns, such as he following, o record he informaion. Anger Managemen and Self-Conrol Looks Like Sounds Like Feels Like Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 4 Enhance he clariy and arisry of communicaion. GLO 5 Celebrae and build communiy On he Spo Ask sudens o work in pairs o wrie a scenario dealing wih anger. Have all sudens pu heir scenarios ino a box. Ask each pair o ake a scenario ou of he box, read he siuaion aloud, and hen role-play how hey would use an angermanagemen sraegy o solve he problem. Sample Scenarios: Your paren will no le you go o a pary. A good friend has cancelled an aciviy ha you planned so ha he or she can be wih someone else. A class member has aken somehing of yours wihou asking and refuses o give i back. You have received a failing grade and you really hink ha your work is good. Picures of Anger Have sudens creae a picure of anger using a variey of ar supplies (e.g., clay, paper, newspapers, magazines, modelling pase). Show cues or componens relaed o anger. Discuss he imporance of dealing wih anger before i ges ou of conrol. Conrol Check Discuss various sraegies for gaining conrol of anger (e.g., relaxaion, breahing exercises, checking ou choices and consequences, being aware, pracising asseriveness skills, negoiaion, compromise). Discuss how o conrol anger in a variey of conexs (e.g., wih parens, friends, eachers, relaives, ohers). Have sudens lis a variey of siuaions where hey would likely become angry and indicae some sraegies hey could use for managing anger. Ask hem o pu a check mark beside he siuaions ha are he mos difficul for hem o deal wih.

21 Grade 5: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Anger Cues: increased body emperaure ense muscles increased hear rae increased energy flushed face sweay skin shaking oher Suggesed Anger-Managemen Seps: 1. Feel yourself geing angry (cues). 2. Sop and calm down (relaxaion echniques). 3. Think and use he decisionmaking model o choose wha o do. 4. Ac on he bes soluion or choose o le i go. Suggesed Anger-Managemen Sraegies: Sop and calm down. Think abou how o deal wih he siuaion. Talk o he person. Wrie a leer o he person. Talk o a friend or family member. Accep ha i is no worh dealing wih and le i go. Performance Task: Any Aciviy Teacher Assessmen: Checklis Assess wheher he suden is able o Yes No idenify componens of anger managemen q q and idenify anger-managemen sraegies demonsrae he sraegies and undersand q q when and how o use hem Observaion: On he Spo Peer Assessmen: Checklis Have sudens observe each oher s role-play. Suggesed Crierion: The suden is able o idenify an anger-managemen sraegy and demonsrae how o use i properly in a role-play. q Yes q No 5 111

22 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.5.B.3b Idenify misundersandings and/or miscommunicaions (e.g., porrayal of violence; ehnic, gender, and racial bias...) relaed o messages in he media ha could cause or affec conflic. Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 2 Comprehend and respond personally and criically o oral, lierary, and media exs. GLO 3 Manage ideas and informaion. GLO 4 Enhance he clariy and arisry of communicaion. GLO 5 Celebrae and build communiy. SS: Power, Auhoriy, and Decision Making Media Wach Have sudens record incidens (e.g., from elevision, movies, newspapers, Inerne) relaed o misundersandings and/or miscommunicaions ha lead o conflic. Record he inciden deails. Media Wach Dae Name Inciden Media form (e.g., newspaper, elevision, Inerne) How did he inciden lead o conflic? How could conflic have been avoided? Doing Somehing abou I Ask sudens o lis wha hey can do abou somehing in he media of which hey do no approve (e.g., violen scenes, rudeness, disrespec, discriminaion). Lis posiive seps ha hey could ake o express heir dissaisfacion (e.g., send a leer, send an , don wach he show, wrie a leer o a newspaper edior). Ask each suden o wrie a leer or an message wih regard o somehing hey disapprove of in he media. Sudens may hen decide wheher hey will mail heir leer/message or keep i privae. Temper Tanrums Explain ha here are many siuaions and incidens ha could lead o conflic. Some resul in conflic, while ohers are quickly resolved before hey escalae. Some people are insanly demonsraive in heir emoional ouburss and have a emper over a small inciden, while ohers are paien and ake a long ime o become angry. Have sudens lis siuaions ha usually lead o conflic, share he responses wih a parner, and hen share he resuls wih he res of he class. Examples of Siuaions: losing your homework breaking a game/oy losing a friend 5 112

23 Grade 5: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Ensure ha sudens follow basic guidelines when lising incidens ha could lead o conflic. Review general rules for brainsorming and class discussion prior o beginning he aciviies. Suggesed Guidelines: Do no use names. Trea all answers respecfully. Recognize ha everyone will have a differen olerance level for conflic. Lis now, discuss laer. Oher For opic-relaed resources, consul Conflic Resoluion: Safe Schools: A Bibliography, Ocober 2001, available online from he Insrucional Resources Uni (Library), Manioba Educaion and Youh: <hp://libinfo.merlin.mb.ca/ publicaions>. Journal/Learning Log: Any Aciviy Self-Assessmen: Anecdoal Noes Ask sudens o reflec, in heir journals, on wha hey have learned abou misundersandings and/or miscommunicaions relaed o messages in he media. Paper and Pencil Task: Do Somehing abou I Peer Assessmen: Checklis Have sudens give heir leer/message o hree peers and ask hem o fill ou a checklis such as he following. Assessmen Checklis Name of Suden Assessed by The suden q clearly defined he purpose of he leer q clearly saed he example ha could cause or affec he conflic q suggesed alernaive responses q oulined wha he wrier waned in response o he leer q wroe a persuasive argumen q suppored his or her opinion q used proper leer-wriing echniques 5 113

24 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.5.B.3c Show an undersanding of he seps in a conflic-resoluion process (i.e., idenify he goal; idenify consrains and limiing condiions, and possible opions; choose bes opion; evaluae for effeciveness) and conflicresoluion sraegies (e.g., admi misakes, apologize when appropriae, calm self when upse, verbalize wha happened, look a hings from anoher perspecive, show empahy...) o negoiae dispues and de-escalae conflics. Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 4 Enhance he clariy and arisry of communicaion. GLO 5 Celebrae and build communiy. SS: Power, Auhoriy, and Decision Making Tips for Success Pos wo chars in he classroom, one iled Process and he oher iled Sraegies. Have sudens work in pairs o lis wha hey know abou he conflic-resoluion process and abou conflic-resoluion sraegies. Ask each group o pu heir responses on a piece of poser paper. Display all he informaion around he classroom. Sep by Sep Deermine he seps involved in he conflic-resoluion process. Have he class agree on all he necessary componens (i.e., idenify he goal; idenify consrains and limiing condiions, and possible opions; choose he bes opion; evaluae for effeciveness). Have groups of sudens develop a role-play ha demonsraes proper use of he conflic-resoluion process. Going Down Ask sudens o wrie a scenario abou conflic and o idenify a leas hree sraegies hey could use o decrease he level of conflic (e.g., admi misakes, apologize when appropriae, calm self when upse, verbalize wha happened, look a hings from anoher perspecive, show empahy). Creae a large drawing of an escalaor or saircase going down and have sudens wrie heir sraegy on an index card or a self-adhesive noe and place i on he escalaor. Wha Are Your Anger Triggers? When sudens record, in heir journals, incidens ha made hem angry, hey could include an analysis: How well did hey deal wih heir anger? Is here anyhing hey could do differenly o improve heir response if a similar siuaion were o arise? 5 114

25 Grade 5: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT I is helpful o have sudens wrie down wha hey agree o do during a conflic-resoluion process. Wriing i down ends o make i more like a conrac and sudens are more ap o adhere o he decision. Journal/Learning Log: Any Aciviy Teacher Assessmen: Scoring Rubric Have sudens wrie abou a conflic hey have had and how hey used a process or sraegy o de-escalae he siuaion. Suggesed Crieria: Use he following rubric o assess sudens. Scoring Rubric Scale The suden 3 horoughly undersands he seps involved in he conflic-resoluion process accuraely describes useful conflicresoluion sraegies Example of Going Down: Disagreemen wih a Friend Calm self when upse. Look a hings from anoher perspecive. Verbalize wha happened. Admi misake. Apologize (when appropriae). 2 has basic knowledge of he seps involved in he conflic-resoluion process adequaely describes conflic-resoluion sraegies 1 has unsaisfacory knowledge of he seps involved in he conflic-resoluion process has difficuly describing conflic-resoluion sraegies Performance Task: Sep by Sep Group Assessmen: Checklis Have anoher group of sudens fill ou an assessmen form for he performing group, using an assessmen indicaor. For opic-relaed resources, consul Conflic Resoluion: Safe Schools: A Bibliography, Ocober 2001, available online from he Insrucional Resources Uni (Library), Manioba Educaion and Youh: <hp://libinfo.merlin.mb.ca/ publicaions>. Refer o BLM 5 10: Group-Assessmen Form

26 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.5.B.4 Idenify and assess sraegies (e.g., using decisionmaking/problem-solving process, saying no asserively, walking away/saying away, using conflicresoluion skills...) for prevening or avoiding uncomforable or dangerous siuaions. A Map for Prevening Problems Have sudens map ou examples of siuaions ha could lead o danger and/or ha would be uncomforable: For each siuaion, hey noe a sraegy ha could help someone preven or avoid he siuaion. For each sraegy, hey lis he pros and cons. Example: Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. PE/HE: GLO 1 Movemen GLO 2 Finess Managemen SC: Cluser 1 Mainaining a Healhy Body The Siuaion Sraegy o Use Say no. Posiive Resuls of Sraegy Negaive Resuls of Sraegy Possible Siuaions: An older suden approaches you o buy drugs. Someone driving by ells you o come o his or her car window o give direcions. A friend asks you o seal somehing for him or her. Sudens wan you o figh wih someone

27 Grade 5: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Many differen problem-solving and decision-making models exis. The following DECIDE model (suggesed on page 112 of he Framework) includes and suppors healh knowledge and he values and beliefs of family, religion, and communiy: Define he opic or issues. Explore alernaives or opions. Check alernaives agains sound, relevan healh knowledge and values family, church, school, and communiy. Idenify possible soluions. Decide and ake acion. Evaluae and revise. Journal/Learning Log: A Map for Prevening Problems Teacher Assessmen: Checklis Have sudens wrie, in heir journals, abou how hey would handle a variey of uncomforable or dangerous siuaions. Suggesed Crieria: The suden is able o idenify and assess a leas hree differen sraegies for dealing wih uncomforable or dangerous siuaions. q Yes q No 5 117

28 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES Sudens will... q S.4.5.A.1 Use a goal-seing process o se and monior progress for a group goal (e.g., projec work, gymnasic rouine, predicion run...). Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 5 Celebrae and build communiy. PE/HE: GLO 1 Movemen Mach he Crieria SUGGESTIONS FOR INSTRUCTION Have sudens brainsorm for crieria o use when seing a group goal. Inroduce he GOALS acrosic and discuss he crieria se ou for developing individual or group goals. Guiding Quesions: G General Goal Wha is your goal? O Organized Plan How are you going o reach your goal? A Assessmen of Goal Is your goal achievable/possible? L Lengh How long will i ake you o reach/achieve your goal? S Suppor/Help Who or wha will assis you o work owards aaining your goal? Have sudens submi a monioring shee a several poins hroughou he process. Monioring Shee Group Names Dae Goal 1. Is he group making progress in reaching heir goal? Explain. 2. How was he goal changed? 3. Explain why he change was necessary

29 Grade 5: Personal and Social Managemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Performance Task: Mach he Crieria Group Assessmen: Raing Scale Once he group has aained heir goal, have hem rae heir work using he following crieria. Assessmen of Group Goal Seing Crieria Above Expecaions Mees Expecaions Below Expecaions G O A L S clearly saed he goal oulined seps o achieve he goal assessed he goal revised he imeline/goal/plan as needed provided suppor and moniored progress Refer o BLM 5 11: Goal Seing

30 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.4.5.A.2 Demonsrae he abiliy o se prioriies for possible soluions ha show responsible decision making for physically acive and healhy living choices. Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 5 Celebrae and build communiy. PE/HE: GLO 2 Finess Managemen GLO 5 Healhy Lifesyle Pracices SC: Cluser 1 Mainaining a Healhy Body One a Day Have each suden develop a plan o be physically acive and o make healhy living choices for each day of a given monh. Each using a blank calendar, sudens record he aciviy or he healhy living choice hey demonsrae each day. Alernaively, sudens may wan o develop a compuer-generaed calendar, keying in he goal or prioriy for each day and hen prining i. Variaion: Have he class decide on one prioriy or goal for each day ha promoes physical aciviy and healhy living choices. Incorporae he lesson ino he daily classroom aciviies. Examples of Physical Aciviy Choices: walk o school skae srech bike swim in-line skae swim skaeboard hike paricipae in physical aciviy for a leas 60 minues each day susain hear rae in arge hear-rae zone for a leas 10 o 15 minues Examples of Healhy Living Choices: ea five o en servings of fruis and vegeables drink six o eigh glasses of waer wear a helme when riding a bicycle ge pleny of res (a leas nine o en hours a nigh) reduce inake of sugar by limiing he amoun of swees consumed 5 120

31 Grade 5: Personal and Social Managemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Journal/Learning Log: One a Day Teacher Assessmen: Anecdoal Noes Have sudens keep a journal for a se period of ime (e.g., a week, a monh) discussing heir physical aciviies and healhy food choices. Allow sudens ime a he end of each day o reflec in heir journals. Suggesed Crierion: Look for q evidence ha he suden was able o reflec on personal progress hroughou he monh 5 121

32 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES Sudens will... q S.4.5.A.3 Demonsrae funcional use of inerpersonal skills (e.g., lisen aenively, summarize informaion, clarify feelings, absain from pu-downs, be encouraging, play fairly, be inclusive, show non-aggressive behaviour, resis negaive influences...) for geing along wih ohers in making group decisions while paricipaing in class aciviies. Curricular Connecions ELA: GLO 5 Celebrae and build communiy. Inerpersonal Skills SUGGESTIONS FOR INSTRUCTION During physical aciviies and classroom group aciviies, have sudens demonsrae inerpersonal skills such as lisening aenively, summarizing informaion, clarifying feelings, absaining from pu-downs, encouraging ohers, playing fairly, being inclusive, showing non-aggressive behaviour, and resising negaive influences. Our Code Have sudens develop a scoring rubric relaed o inerpersonal skills oulining he key behaviours for he various levels. During physical aciviies and classroom group aciviies, have each suden fill ou a self-assessmen form on how well he or she demonsraed funcional use of he behaviours idenified in he rubric or code. Example: Scoring Rubric Behaviours All he Mos of he Someimes Rarely Time Time Refrain from making pu-down commens. Pracise being a eam player. Play fairly. Encourage eammaes and opposiion

33 Grade 5: Personal and Social Managemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Ensure ha sudens and parens/guardians are informed of he assessmen crieria before sudens are assessed or evaluaed. Observaion: Inerpersonal Skills Self-Assessmen: Checklis/Anecdoal Noes Throughou he year, during group aciviies or projecs, have sudens self-assess heir inerpersonal skills, using he following char. Self-Assessmen of Inerpersonal Skills Name Dae Aciviy Assess your inerpersonal skills by answering he following quesions. If you answer yes, give an example of how you did i. If you answer no, describe wha you could do o improve he skill. Inerpersonal Skill Yes No Commens In his group aciviy/projec, did I 1. lisen closely? q q 2. summarize informaion? q q 3. noice and respec feelings? q q 4. refrain from making pu-down commens? q q 5. encourage ohers? q q 6. play fairly? q q 7. ry o be inclusive? q q 8. show non-aggressive q q behaviour? 9. resis negaive q q influences? 10. complee he ask? q q 5 123

34 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.4.5.A.4 Demonsrae ways (e.g., compromising, accommodaing, reaching consensus, recognizing who holds he power/auhoriy, developing an undersanding of issues, forecasing posiive long-erm resuls...) o urn conflic ino a winwin siuaion in differen case scenarios (e.g., disagreemen wih a friend or classmae...). Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 5 Celebrae and build communiy. SS: Power, Auhoriy, and Decision Making Winner s Circle As conflic arises hroughou he year, have sudens demonsrae differen ways o achieve a win-win siuaion (e.g., compromising, accommodaing, reaching consensus, recognizing who holds he power/auhoriy, developing an undersanding of issues, forecasing posiive long-erm resuls). When a win-win siuaion is achieved, have sudens wrie a brief noe on an index card abou he process hey used o achieve he desired oucome. Ask sudens o submi he card o he Winner s Circle (e.g., a brighly coloured box or jar). The cards should be kep privae bu he eacher may wan o reinforce he process ha sudens used. Example of a Siuaion: You have been paired o do a projec wih a classmae wih whom you have had previous conflics. If your goal is o achieve a good mark, he process migh be o agree o pu aside pas feelings and work cooperaively. This could include sharing responsibiliies and assising your parner wih his or her porion of he projec

35 Grade 5: Personal and Social Managemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Compromise giving up somehing in order o come o an agreemen. Accommodae adaping or adjusing o a siuaion or o someone else s ideas or plans. Reaching consensus being able o deermine a common soluion or decision. Win-win siuaion a circumsance in which boh or all paries are happy wih an oucome or agreemen. Observaion: Winner s Circle Teacher Assessmen: Checklis Observe wheher he suden is able o demonsrae ways o urn conflic ino a win-win siuaion in differen case scenarios. q Yes q No 5 125

36 5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion Personal and Social Managemen Oucomes: Grade 5 Knowledge q K.4.5.A.1 Idenify how one s self-concep and feelings are affeced by ohers (e.g., praise/success/encouragemen build confidence, ridicule/insuls hur feelings...). q K.4.5.A.2a Idenify ways of seing group goals (e.g., by consensus, by arbirary decision, by aking urns...) for cooperaive learning and eam building. q K.4.5.A.2b Describe he imporance of self-regulaion and aking responsibiliy for one s own acions (e.g., gain he respec of ohers, personal achievemen, qualiy of life, acive paricipaion, being a good eam player...) for personal success. q K.4.5.A.3 Idenify he influence of self (e.g., personal goals, emoions...) and ohers (e.g., expecaions of family, eachers, friends; values and beliefs of home, religion, culure, communiy, sociey in general...) on seing prioriies and making responsible personal decisions (e.g., academic achievemen, leisure aciviies...). q K.4.5.B.1a Describe behaviours (e.g., lisen wihou inerruping, avoid ridicule or easing, use inclusive language and acions...) ha show respec for he righs and feelings of ohers. q K.4.5.B.1b Recognize he role of aciviies and evens (e.g., games, spors, dances, social evens, culural evens...) in geing o know and undersand ohers of similar and differen culures. q K.4.5.B.2a Review verbal and non-verbal behaviours ha help (e.g., lisening, keeping secres, smiling...) and hinder (e.g., beraying loyaly, making fun of, no lisening, inerruping, using inappropriae body language...) communicaion for building posiive relaionships. q K.4.5.B.2b Idenify qualiies (e.g., honesy, suppor, reliabiliy, common ineress, loyaly, fairness...) ha are imporan in esablishing and mainaining a friendship. q K.4.5.B.3a Idenify componens (e.g., personal riggers, anger cues, hidden anger...) of anger managemen and sraegies (e.g., be aware, back off, check ou choices and consequences, decide and do...) for self-conrol in differen conexs. q K.4.5.B.3b Idenify misundersandings and/or miscommunicaions (e.g., porrayal of violence; ehnic, gender, and racial bias...) relaed o messages in he media ha could cause or affec conflic. Knowledge (coninued) q K.4.5.B.3c Show an undersanding of he seps in a conflic-resoluion process (i.e., idenify he goal; idenify consrains and limiing condiions, and possible opions; choose bes opion; evaluae for effeciveness) and conflicresoluion sraegies (e.g., admi misakes, apologize when appropriae, calm self when upse, verbalize wha happened, look a hings from anoher perspecive, show empahy...) o negoiae dispues and de-escalae conflics. q K.4.5.B.4 Idenify and assess sraegies (e.g., using decision-making/problem-solving process, saying no asserively, walking away/saying away, using conflicresoluion skills...) for prevening or avoiding uncomforable or dangerous siuaions. Skills q S.4.5.A.1 Use a goal-seing process o se and monior progress for a group goal (e.g., projec work, gymnasic rouine, predicion run...). q S.4.5.A.2 Demonsrae he abiliy o se prioriies for possible soluions ha show responsible decision making for physically acive and healhy living choices. q S.4.5.A.3 Demonsrae funcional use of inerpersonal skills (e.g., lisen aenively, summarize informaion, clarify feelings, absain from pu-downs, be encouraging, play fairly, be inclusive, show non-aggressive behaviour, resis negaive influences...) for geing along wih ohers in making group decisions while paricipaing in class aciviies. q S.4.5.A.4 Demonsrae ways (e.g., compromising, accommodaing, reaching consensus, recognizing who holds he power/auhoriy, developing an undersanding of issues, forecasing posiive long-erm resuls...) o urn conflic ino a win-win siuaion in differen case scenarios (e.g., disagreemen wih a friend or classmae...). Aiude Indicaors 4.1 Show a posiive aiude oward learning, growh, and personal healh. 4.2 Be sensiive o he needs and abiliies of ohers. 4.3 Demonsrae personal responsibiliy in daily work and play. 4.4 Show a willingness o play fairly and work cooperaively/collaboraively wih ohers. 4.5 Show a posiive aiude oward change. 4.6 Enjoy paricipaion and learning