Grade Personal and Social Management

Transcription

1 Grade 2 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 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.2.A.1 Recognize ha everyone is special, unique, and able o succeed (i.e., families, ineress, alens, feelings, desires). Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences (e.g., express ideas, consider ohers ideas, se goals), GLO 5 Celebrae and build communiy (cooperae wih ohers, work in groups) MA: Paerns and Relaions (sor, describe paerns by aribues, same/differen) PE/HE: S.1.2.A.2 (manipulaion skills) SC: Growh and Changes in Animals (how offspring are like parens) Mirror, Mirror (everyone is special, unique) Have several unbreakable mirrors on hand for his learning aciviy. Pair off sudens and have hem ake urns looking ino a mirror, saying, Mirror, mirror in my hand, how am I unique in all he land? Sudens hen describe o each oher wha hey see. The physical descripion should be as deailed as possible and highligh he unique characerisics of each person (e.g., eye colour, hair colour, facial feaures). Lead a class discussion in which sudens idenify wha makes each of hem unique (no one is good a everyhing bu everyone is good a somehing). Variaion: Have sudens sor he class members by physical characerisics. Sar for he Week Have one suden share iems brough from home ha show family, ineress, alens, feelings, and desires. Lifelines Prepare a bag ha includes a cloh braid, some phoo shees, large safey pins, and sring. Have sudens ake home he bag and work wih heir parens/guardians o collec iems o go on heir lifelines. Include a layou shee for parens in he bag. Example: Sar your lifeline a he op of he braid. Aach a picure of your child as a newborn. Aach iems ha were imporan o your child while he or she was a baby. Aach phoographs of imporan people in your child s life. Moving down he braid, include iems ha represen your family, special alens, and so on. End he braid wih a recen phoograph of your child or an iem ha currenly represens his or her likes. Have sudens presen heir lifelines o he class. Learning Oucome Connecion Have sudens play cach (e.g., see Crysal Ball, learning oucome S.1.2.A.2), using differen sizes and exures of balls o ensure personal success. Demonsrae ways o adap physical aciviies o promoe inclusion of all sudens while playing ogeher. 2 84

3 Grade 2: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Include aciviies in which everyone can paricipae (including sudens wih disabiliies). For furher informaion, see page 3 in he Abiliy secion of The Canadian Acive Living Challenge: Leader s Resource Tool Ki, Program 1 (CAHPER/CIRA). This resource is available a he Insrucional Resources Uni (Library), Manioba Educaion, Training and Youh. Show how i is possible o adap maerials o mee he personal needs of sudens wih difficulies, in order for hem o succeed (e.g., hold a mirror for hose who canno hold i hemselves, allow a suden wih visual impairmen o ouch or lisen o anoher person describe a suden). Be sensiive o sudens of various family backgrounds and groupings. Performance Task: Mirror, Mirror Teacher: Checklis Have parners complee a char of each oher s unique characerisics. Characerisics eye colour hair colour hair lengh heigh family Everyone Is Unique Name Name Suggesed Crierion: The sudens q recognize ha everyone is special and unique 2 85

4 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.2.A.2a Idenify examples of simple, realisic goals for healhy living ha are shor erm (e.g., bringing a healhy snack, helping a friend, playing acively as a group a recess...) and long erm (e.g., running faser, increasing srengh, developing a healhy hear, having no caviies...). Seing Realisic Goals Explain ha i is imporan o se realisic shor- or long-erm goals for healhy living. For example, i would no be realisic for a person o se a shor-erm goal o jump rope for five minues if he person canno skip. I is imporan o undersand ha a goal ha is oo difficul or impossible o achieve leads o discouragemen and may cause a suden o abandon he goal. Have sudens brainsorm for long- and shor-erm goals. Discuss wha makes hem differen. Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences (e.g., express ideas, consider ohers ideas, se goals), GLO 5 Celebrae and build communiy (cooperae wih ohers, work in groups) PE/HE: GLO 5 Healhy Lifesyle Pracices 2 86

5 Grade 2: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Encourage sudens o sar small raher han ge ahead of hemselves. Make analogies or use sories or fables o help describe he imporance of seing realisic goals. Give sudens numerous occasions o use a goal-seing process a school (e.g., plan a finess program, improve a specific skill such as reading, improve an unaccepable behaviour). I is also imporan for sudens o learn abou posiive models in Canadian sociey, such as Terry Fox, Rick Hansen, Ljiljana Ljubisic, and Jason Charrand. These remarkable ahlees were successful in achieving heir shor- or long-erm goals in spie of he barriers hey had o overcome. For informaion on Aboriginal ahlees, conac he Winnipeg Aboriginal Spor Achievemen Cenre ( ). Paper and Pencil Task: Seing Realisic Goals Self-Assessmen: Checklis Have sudens look a he following aciviies and idenify hem as eiher long-erm or shor-erm goals. Goals Aciviy Long-Term Goal Shor-Term Goal Bring a healhy snack o school his week. Skip rope for wo minues. Keep desk idy. Remember o reurn books o he library. Make a phoo album. Save money for a special iem. Plan a birhday pary. Have no caviies. 2 87

6 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.2.A.2b Lis ways o show personal responsibiliy a home and school (e.g., keep room idy, pu away belongings, follow direcions, pracise daily healh habis, complee homework, respec ohers, play safely, learn o se boundaries, ask for help, offer o help...). Curricular Connecions ELA: GLO 3 Manage ideas and informaion (organize and record informaion) MA: Paerns and Relaions (sor by aribues, Venn diagram) PE/HE: GLO 3 Safey Take Charge Brainsorm abou wha sudens do a home o help hings run smoohly in he family (e.g., ge ready for school, help se he able, pu away belongings). Explain ha when everyone does his or her share, everyhing works beer. Show sudens ha each member of a family has responsibiliies (e.g., one person does he shopping, anoher vacuums he carpe regularly). Emphasize ha parens/guardians share responsibiliies regularly (e.g., on a day-o-day, monh-o-monh, year-o-year basis). Ask quesions o elici examples. Emphasize ha a responsible person is someone who is reliable and dependable. Ask sudens o make a lis of jobs for which hey could be responsible wih he help of an adul. Variaion: Using a Venn diagram, sor jobs ino caegories: home, school, or boh. Free Coupons (show personal responsibiliy) Sugges ha sudens give a unique presen o a member of heir family or class for a special occasion (e.g., birhday, holiday). Have hem make free coupons on he compuer, cu hem ou, place hem in a gif envelope, and give hem o he person of heir choice. For example, a suden could prepare hree free coupons for seing he able. Each coupon should bear he name of he recipien, he ask o be performed, he validiy dae (e.g., good unil Ocober 31s), he name of he person giving he gif, and a signaure (like a conrac). Lead a discussion on how sudens feel when hey fulfill heir commimens and do heir share. Class Jobs Assign jobs and asks on a roaional basis using a variey of sraegies (e.g., job jar, job char, helping hands, wheel) for sudens o learn abou being responsible in he class. 2 88

7 Grade 2: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Have sudens make a lis of home responsibiliies wih heir paren/guardian/caregiver. Be sensiive o sudens of various family backgrounds and groupings. Showing personal responsibiliy a home and school means acing in such a way ha ohers (e.g., paren, guardian, babysier, eacher, friend) know ha he person can be couned on. I does no only mean aking care of his or her personal healh (e.g., nuriion, physical and recreaional aciviies, dress, proecion), bu also proecing, being safe, showing respec, and geing along wih ohers. A responsible person is someone who shows cooperaive behaviour does his or her share of work a home or elsewhere knows how o se shor- and longerm goals (see learning oucome S.4.1.A.1) hinks before making decisions (see learning oucome K.4.2.A.2a) develops good relaionships wih peers and in he communiy Some eaching approaches are more conducive o he developmen of personal responsibiliy han ohers. Cooperaive learning, eamwork, and independen research and sudy are useful means for promoing personal responsibiliy a school. Paper and Pencil Task: Take Charge Teacher: Checklis Have sudens lis ways o show personal responsibiliy a home and a school. Suggesed Crieria: Look for some of he following responses: q keep room idy q pu away belongings q follow direcions a home and a school q brush eeh q comb/brush hair q ake bahs/showers q keep acive q ea healhy foods q ge proper res/sleep q complee homework q play fairly and safely q show kindness o ohers q offer help o ohers q ask for help if needed q oher 2 89

8 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.2.A.3 Discuss he concep of consequences (e.g., cause-and-effec relaionships...) of behaviours as par of he decision-making/ problem-solving process for healh and well-being (e.g., ouching a very ho surface will cause burns...). Curricular Connecions ELA: GLO 3 Manage ideas and informaion (ask quesions, develop undersanding) PE/HE: GLO 3 Safey Consequences of Behaviour Read a sory ha effecively demonsraes posiive and negaive consequences for one s behaviour. Lead a class discussion by asking quesions abou he behaviour, he consequences, and heir effec. Ask sudens wheher hey know people who someimes make poor choices or decisions (e.g., in well-known sories such as Lile Red Riding Hood ). Have hem explain in wha way he decision or choice was poor and wha he people should have done o avoid geing ino heir predicamens. Variaion: Have sudens share a personal experience of an even ha had a posiive or negaive consequence. Then have sudens idenify consequences of behaviours relaed o safey in he home, on he sree, wih chemical producs, srangers, fire, and he school bus (refer o GLO 3 Safey). Wha Happens When In he gymnasium, have sudens play a eam game (e.g., soccer). Talk abou he consequences of specific occurrences, such as he following: Wha happens when he ball goes ou of bounds? The oher eam ges possession of he ball. This shows a cause-andeffec relaionship. Wha happens when a player (oher han he goalie) ouches he ball wih his or her hands? The oher eam ges possession of he ball. Wha happens when one player pushes anoher player? There is a consequence such as a penaly or foul. How will hese consequences help players o make good decisions? 2 90

9 Grade 2: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Ensure ha sudens have a clear undersanding of consequences in class aciviies o suppor effecive class managemen. Paper and Pencil Task: Consequences of Behaviour Self-Assessmen: Invenory Have each suden noe he consequences of he following acions. Consequences of Behaviour Acion Consequence Touch a fire. Drink a poisonous subsance. Leave shoelaces unied. Punch a person. Oher Suggesed Crieria: Look for a general undersanding of q wha consequence means (e.g., cause-and-effec relaionship) q how consequences are a par of he decision-making/ problem-solving process for healh and well-being 2 91

10 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.2.B.1a Idenify responsible and respecful behaviours (e.g., following direcions, compleing asks, being hones, displaying eiquee, playing fairly, cooperaing, sharing, keeping promises, speaking kindly...) for developing posiive relaionships. Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences (e.g., express ideas, consider ohers ideas, se goals), GLO 5 Celebrae and build communiy (cooperae wih ohers, work in groups) PE/HE: K.1.2.C.4 (posiive social behaviours) Personal Responsibiliy Following a class discussion on he opic, have sudens creae posers ha show he behaviours of a responsible suden: Nurure good healh. Be safe. Follow direcions and apply rules (a home, a school, and in he communiy). Display decision making and problem solving (hink before acing). Exercise cauion. Respec self and ohers (self-eseem, asseriveness). This aciviy can be done as a Word Splash: I play fairly share am hones Fair Play Have sudens play a game hey have suggesed. Choose one suden o be he referee whose ask is o sop he game (wih a whisle or hree-clap drum sound) any ime an unfair playing siuaion is observed. (Be sure o clean whisles in a disinfecan soluion afer each use). The referee is responsible for describing he siuaion and asking players o find a soluion before he game can coninue. A he end of he game, lead sudens in reflecing on he number and ype of inerrupions ha occurred during he game. Have sudens sugges ways o play more fairly (lis rules of fair play). Praise any examples of fair behaviour and fair play observed during he game. Be R.A.D.! (Responsible, Aenive, and Delighful) In he gymnasium, ask a suden o demonsrae he meaning of responsible behaviour when paricipaing in a spor (e.g., wear proper clohing, check ha equipmen is working, follow game rules, play fairly, avoid unnecessary risks, know wha o do in he even of an acciden or injury). Variaion: Develop a checklis of responsible behaviours wih sudens and pos i in he gymnasium. 2 92

11 Grade 2: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Performance Task: Personal Responsibiliy Teacher: Checklis Assess sudens posers, looking for represenaion of responsible and respecful behaviours for developing posiive relaionships (as oulined in learning oucome K.4.2.B.1a): q following direcions q compleing asks q being hones q displaying eiquee q playing fairly q cooperaing q sharing q keeping promises q speaking kindly Fair-Play Ideals: Respec he rules. Respec he officials and accep heir decisions. Respec your opponen. Give everyone equal/equiable opporuniy o paricipae. Mainain your self-conrol a all imes. (CAHPER/CIRA, The Canadian Acive Living Challenge: Leader s Resource Tool Ki, Program 1, Leisure secion, 16) Sudens someimes see on elevision, on he ice rink, and during spor evens, examples of behaviours ha do no uphold fairplay ideals (e.g., adul harassing a referee, fisfigh on he ice). I is, herefore, imporan o encourage sudens o pracise and reinforce fair-play ideals during school aciviies, in he classroom, in he gymnasium, on he playground, and afer school. 2 93

12 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.2.B.1b Talk abou similariies and differences (e.g., likes/dislikes, culural connecions...) of responses of self and responses of ohers relaed o siuaions involving spors/physical aciviies and/or social evens. Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences (express ideas, consider ohers ideas), GLO 5 Celebrae and build communiy (cooperae wih ohers, work in groups) MA: Paerns and Relaions (sor by aribues, graph), Saisics and Probabiliy (same/differen) PE/HE: K.4.K.A.1, K.4.1.B.1, K.4.2.A.1 (being unique) My Favourie Spor Ask each suden o name his or her favourie spor, physical aciviy, or social even and wrie he names of hese spors, aciviies, and social evens on he chalkboard. The purpose of his brainsorming is o idenify wha sudens like o do. No opinions are expressed for he ime being. Nex, have sudens lis he favourie spors and aciviies on a graph shee and walk around he room o ask ohers wha heir favourie spors/aciviies are. Have sudens graph (e.g., creae a bar graph, picograph, symbol graph) he class informaion. Assis sudens in recognizing he similariies and differences beween he choices and why cerain choices are made. Encourage sudens o ry someone else s spor/aciviy and o alk abou he experience. Variaion: Have sudens survey and graph favourie social evens. q K.4.2.B.2a Idenify posiive communicaion skills (e.g., focus on speaker, repea back informaion, use appropriae body language, ask relevan quesions, include everyone, disagree poliely, show self-conrol, ake urns, work cooperaively...) for lisening wih aenion in smallgroup seings. Puppe Talk Use a puppe o demonsrae how o lisen aenively when someone is speaking (e.g., nod head, focus on speaker, do no inerrup, keep sill). Pair off sudens o pracise posiive communicaion skills. Curricular Connecions ELA: GLO 4 Enhance he clariy and arisry of communicaion (effecive oral communicaion, aenive lisening and viewing), GLO 5 Celebrae and build communiy (appreciae diversiy, work in groups, cooperae wih ohers) 2 94

13 Grade 2: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Differeniae beween spors (e.g., soccer, baskeball, fooball) and physical aciviy (e.g., skipping rope, playing hopscoch). Make a connecion beween he suggesed aciviy My Favourie Spor and undersanding individual physical similariies and differences (e.g., no wo fingerprins are alike, even if here are similariies). Discuss he same conceps in relaion o food, clohing, animals, music preferences, and so on. For furher suggesions, see learning oucome K.4.1.B.2b. Also refer o Acive Lisening, K 4 ELA, Sraegies 8. Paper and Pencil Tasks: Puppe Talk Self-Assessmen: Checklis Have sudens complee he following checklis afer hey have paricipaed in he Puppe Talk aciviy: q I focused my aenion on he speaker. q I asked quesions abou he opic. q I waied my urn. q I worked cooperaively. q I disagreed poliely. q I repeaed back informaion. q Oher See K 4 ELA, BLM 54: Assessing Acive Lisening. 2 95

14 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.2.B.2b Idenify siuaions (e.g., carrying somehing heavy, conribuing o a projec...) in which friends may be helpful and ways (e.g., saying hank you, reurning he favour...) o show appreciaion. Curricular Connecions ELA: GLO 5 Celebrae and build communiy (appreciae diversiy, celebrae special occasions, cooperae wih ohers, work in groups) Help and Appreciaion Following aciviies ha involve sharing and eamwork, have sudens idenify siuaions in which hey can be helpful and show appreciaion. Praise groups ha demonsrae hese qualiies. Variaion: Have sudens illusrae how hey can be helpful. Place hese illusraions in a class book. Helping Hands Pair up sudens o work on classroom jobs ogeher. 2 96

15 Grade 2: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT See also Rescue Ball Tag, learning oucome K.1.2.C.3. Paper and Pencil Task: Help and Appreciaion Teacher: Checklis Have sudens lis siuaions in which friends would be helpful. Helping Hands Suggesed Crieria: Look for q idenificaion of siuaions o be helpful q idenificaion of siuaions o show appreciaion 2 97

16 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.2.C.1a Idenify appropriae ways for sharing and expressing feelings and emoions relaed o differen siuaions (e.g., cooperaive-ype aciviies, compeiive-ype aciviies, a home, in public...). Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences (express ideas, consider ohers ideas), GLO 5 Celebrae and build communiy (cooperae wih ohers, work in groups) PE/HE: S.4.1.A.3 (social responsibiliy), K.4.K.C.1a (feelings and emoions) Play a Spor! Be a Spor! Afer paricipaing in physical aciviy ha deermines a winner, discuss appropriae behaviours ha good winners and nonwinners display. Everyone is a winner when considering all he benefis of paricipaing and being involved. Variaion: Find or draw a series of picures showing how people feel when hey are on he winning/losing eam. Emoion Express Review he ways of expressing feelings and emoions in he conex of eamwork afer paricipaing in cooperaive- and compeiive-ype aciviies. Ensure ha rules and fair play ideals are followed. Discuss wha body language and verbal language is appropriae in differen emoional siuaions or in differen places (a home or in public). I Message Expand on he I message. The suden says he person s name expresses his or her emoions and why he or she is feeling his way expresses personal needs Example: I feel when you because. I need. Feelings and Emoions Define feelings and emoions. Use picures, posers, magazines, caroons, and so on, o have sudens idenify differen ways of expressing feelings and emoions. As well, use picures, posers, or oher visuals o describe how a suden would feel if someone did no share or ake urns wih ohers. 2 98

17 Grade 2: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Performance Task: Play a Spor! Be a Spor! Self-Assessmen: Checklis Afer he aciviy/game is compleed, read ou he following hree caegories and have sudens reflec on heir behaviour o answer yes or no. 1. I gave posiive commens (e.g., good game ) and gesures (e.g., pa on he back) o all players. 2. I sayed calm afer he game. 3. I bragged abou winning, or I showed my anger abou losing. Have sudens use he I message as a conflic-managemen ool o solve problems ha may arise during a game or aciviy. 2 99

18 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.2.C.1b Discuss ways (e.g., show empahy when ohers are suffering, help raher han hur or neglec ohers, respec raher han belile, suppor and proec raher han dominae or ignore...) o communicae wih someone who is feeling differen emoions (e.g., sad, happy, hur, angry...). Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings and experiences (express ideas, consider ohers ideas), GLO 5 Celebrae and build communiy (cooperae wih ohers, work in groups) Sea of Emoions Creae a pie char wih a hand dial (like a clock) showing he differen facial expressions (e.g., happy, sad, surprised, fearful, angry) represening various emoions. See BLM 2 4: Sea of Emoions for sample picures. Each day, ask sudens for examples of siuaions ha cause hem o feel any of hose emoions. Have sudens poin he hand dial o he emoion ha represens he example of emoion being discussed. Ask sudens how hey should respond when ohers are feeling cerain emoions (e.g., offer o hug someone or pa a person on he back if she or he is sad). Variaion: Reinforce behaviours in a physical educaion seing. Creaive Movemen Exploraion Have sudens use creaive movemen performance asks (see learning oucome S.1.2.D.1) o design a movemen sequence ha demonsraes emoions and responses o hose emoions. Have sudens (in pairs or small groups) design, refine, and perform a movemen sequence ha has a definie beginning and ending expresses one emoion (e.g., sad, happy, hur, angry, afraid) expresses a supporive response o he emoion Hand ou cards indicaing he emoion o be used o ensure ha various emoions are explored. Include oher movemen ask feaures such as rhyhm, smooh ransiions, body shapes, relaionships, and so on. Use hese movemen exploraions as springboards o discussion

19 Grade 2: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Help sudens o develop skills ha enable hem o communicae wih someone who is feeling differen emoions (e.g., each sudens o repea back wha a parner says o reflec his or her feelings). Encourage sudens o show empahy, respec, suppor, help, and undersanding wih respec o a real or an imaginary even. Encourage sudens o demonsrae appropriae communicaion skills when ohers are feeling emoional. Observaion: Sea of Emoions Teacher: Invenory Have sudens check heir pie chars wih a given example for correc maching of emoions. During discussion, have sudens hold up heir pie chars o see wheher he dial is poining a he righ emoion

20 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.2.C.2 Idenify and sor causes of anxiey or sress (e.g., facing new and/or unfamiliar siuaions; feeling ou of conrol; experiencing loud voices/noises, compeiion, disagreemens, heighs, performing in fron of ohers; being apar from family; healh problems...) for self and ohers as hey relae o school, home, and communiy. Feeling Ou of Sors Have sudens idenify and sor siuaions ha have caused hem anxiey or sress in he pas, using a Sor and Predic Frame. Have hem verbalize he exac cause of heir anxiey and sress. (See Sor and Predic Frame, Success for All Learners, 6.34 and ) Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences (express ideas, consider ohers ideas), GLO 5 Celebrae and build communiy (cooperae wih ohers, work in groups) q K.4.2.C.3 Idenify feelings and emoions associaed wih anxiey (e.g., feeling anxious, scared, nervous, imid...). Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences (express ideas, consider ohers ideas) PE/HE: GLO 3 Safey (unsafe siuaions) Soryelling Read a sory (e.g., a suspenseful one) ha idenifies siuaions causing anxiey and discuss i wih sudens. Feelings and Emoions Associaed wih Anxiey Choose an imaginary siuaion or a real experience ha may make someone feel anxious and use mime or role-play o demonsrae he feelings and emoions (e.g., scared, nervous, imid) associaed wih i. Have sudens describe he siuaion and he feelings involved. Real Experience Selec a suden o demonsrae baing a ball (as in baseball) while everyone else in he class cheers he seleced baer in anicipaion. Selec oher sudens o demonsrae. Then, ask he baers how hey fel while hey were preparing o hi he ball, during he cheering, and afer hey hi or missed he ball

21 Grade 2: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT All living hings, including human beings, are subjeced o anxiey and sress in heir naural surroundings (balance of naure). As a resul, hey learn o adap o he condiions in which hey live. Emphasize o sudens ha i is normal o have experiences ha cause anxiey or sress. Journal/Learning Log: Feeling Ou of Sors Teacher: Invenory Have sudens complee he Sor and Predic Frame as par of heir learning log. Exension: Have sudens record wha causes personal sress in school, a home, and in he communiy. Suggesed Crieria: The suden idenifies examples of causes of anxiey or sress: q new and/or unfamiliar siuaions q feeling ou of conrol q loud voices/noises q compeiion q disagreemens q heighs q performing in fron of ohers q being apar from family q healh problems q oher Observaion: Soryelling Teacher: Checklis Read a sory and have sudens raise a hand when hey feel some anxiey (e.g., anxious, scared, nervous, imid). Record wheher sudens were able o recognize feelings/emoions associaed wih anxiey. Ask sudens who are no affeced by he sory for examples of oher siuaions ha have caused hem anxiey

22 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.2.C.4a Discuss ways and aciviies (e.g., play, deep breahing, progressive relaxaion, family walk, alk wih safe adul, healing circles...) o reduce personal sress. Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences (express ideas, consider ohers ideas), GLO 5 Celebrae and build communiy (cooperae wih ohers, work in groups) Lessen he Sress Explain ha human beings can reduce personal sress hrough appropriae aciviies (e.g., play, deep breahing, progressive relaxaion, family walk, alk wih safe adul, healing circle). Have sudens do exercises o pracise sress-reducion echniques. Review he various sress-managemen echniques. Follow up wih a sharing of suggesions on oher ways o manage sress. Sof Ball! Have on hand a big ball of sring or wool and ask sudens o si in a circle. One suden holds he ball in his or her hands and, unwinding a bi of sring or wool, gives a sraegy for helping o reduce sress. The ball is hen passed o he nex suden who does he same hing (sudens mus lisen carefully o ohers ideas so as no o repea he same idea), and so forh. Each suden coninues o hold ono a bi of sring, so ha he group members collecively weave heir ideas ogeher. When each suden has had a leas one urn, he ball is passed randomly from suden o suden in he circle, effecively weaving he ideas ogeher ino a web. Comfy Comforer Have sudens lisen o a soohing sory and use heir own imaginaions while lisening o relax he mind and body

23 Grade 2: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Invie represenaives from various organizaions or culures o presen differen sress-reducion echniques. Invie he school counsellor o do relaxaion exercises wih sudens. Use relaxaion-ype aciviies as par of he cool-down in physical educaion class. Use imagery, hrough word associaion, o creae a feeling of comfor (e.g., like pulling a warm, sof comforer over you i proecs and comfors). Reflecion: Lessen he Sress Self-Assessmen: Checklis Have sudens check off he aciviies ha hey would use o reduce personal sress: q play q deep breahing q progressive relaxaion q family walk q alk wih safe adul q healing circle 2 105

24 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.4.1.A.1 à S.4.2.A.1 Se simple shor-erm goals and paricipae in sraegies for goal aainmen (e.g., running wihou sopping for one minue, lisening aenively o he eacher reading a book, compleing a ask...). Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences (se goals, exend undersanding) PE/HE: GLO 1 Movemen, GLO 2 Finess Managemen, GLO 5 Healhy Lifesyle Pracices (goals seing) Simple Goals and Sraegies Encourage sudens o se simple shor-erm goals for aciviies in he classroom or gymnasium (e.g., hrowing a ball agains he wall, reading silenly for 15 minues) and o use sraegies for personal goal aainmen (e.g., make a plan). (See Goal Seing, K 4 ELA, Sraegies 295.) Porfolio Aciviy Have sudens se personal goals in cerain subjec areas. Plan how o achieve hem

25 Grade 2: Personal and Social Managemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Reflecion: Simple Goals and Sraegies Suden: Raing Scale Have sudens complee he following saemens using he raing scale provided. Simple Goals and Sraegies 1. I se shor-erm goals for myself: Always Ofen Never J K L 2. I plan wha I mus do o reach my goal: Always Ofen Never J K L 2 107

26 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.4.2.A.2 Lis possible opions and consequences for specific behaviours and/or healh habis (e.g., brushing your eeh...) for he promoion of physically acive and healhy lifesyles. Curricular Connecions ELA: GLO 3 Manage ideas and informaion (conribue o inquiry, idenify sources, access informaion, organize informaion) MA: Number (pars of a whole), Saisics and Probabiliy (lising, graphing), Shape and Space (ime of day) PE/HE: K.5.2.B.1 (acive living), K.5.2.C.2 (nuriion, personal healh pracices) SC: Cluser 1 Growh and Changes in Animals (healhy eaing for growh and developmen) Healhy Choices Tell sudens ha i is 7:30 a.m. on a weekday during he school year. Have sudens name four asks hey migh complee every morning before going o school and idenify which are par of a physically acive and healhy lifesyle (e.g., eaing a nuriious breakfas, brushing your eeh, washing your face, dressing appropriaely for he weaher). Creae a char wih sudens showing he desirable behaviours and habis relaed o geing ready for school in he morning. Survey sudens o see which healhy habis hey ake par in and creae a picure/bar/symbol graph. Repea he same exercise for oher imes in he day. Ask a few voluneers o mime a desirable behaviour or habi (e.g., ell hem: René is now going o show us how he akes care of himself in he morning before coming o school. ). Make a connecion beween good habis and healh. Discuss how sudens benefi from adoping healh habis. Reinforce good classroom habis by seing a goal for he enire class (e.g., keep classroom clean) and by implemening mechanisms ha make i possible o aain and mainain his goal. Healh-Habis Game Show picure cards of various iems (e.g., a oohbrush, soap, a park) associaed wih healh habis. See BLM 2 5: Healh-Habis Game Have sudens idenify each card and he healh habi ha i indicaes (e.g., a picure of a park indicaes he habi of being acive, playing). Variaion: Heads up, Seven up Give he healh-habi cards o a few sudens and ask hem o sand a he fron of he class. Ask he oher sudens o pu down heir heads. Have he cardholders move around and selec one suden each by apping him or her on he shoulder. The apped sudens, sill wih heir heads down, raise one arm. Cardcarrying sudens reurn o he fron of he classroom, displaying heir healh-habi cards in fron of hem. When he eacher calls, Heads up, he sudens wih heir arms up guess who apped hem, no by saying he name of he person who apped hem, bu by idenifying he ile of he healh-habi card ha person is holding. If he apped suden is correc, he wo sudens exchange places. The game coninues wih new appers, if a swich was made, and/or wih original appers.

27 Grade 2: Personal and Social Managemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Choose a problem-solving model and pos i in he classroom o reinforce is use in oher siuaions. Refer o Inquiry Sraegies, K 4 ELA, Sraegies 76, for a sysemaic approach o informaion problemsolving. See also Food Facs, learning oucome K.5.2.C.2. Performance Task: Healhy Choices Teacher: Checklis Have sudens illusrae good behaviours or healh habis for differen imes of he day and wrie he reasons why hese are imporan behaviours/habis. Healhy Choices Time 7:30 10:30 12:00 3:30 7:30 Morning Recess Lunch Home Nigh Healh Habi Imporance Suggesed Crieria: Look for q habis ha promoe physical aciviy q habis ha promoe healhy lifesyles q brushing eeh q washing q combing/brushing hair q good nuriion q sleeping Variaion: Provide sudens wih picures of he cards used in he Healh-Habis Game

28 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.4.2.A.3 Demonsrae appropriae behaviours for geing along wih ohers (e.g., wai for one s urn, share equipmen, help ohers, invie ohers o play, show respec for individual differences...) in parner aciviies. Curricular Connecions ELA: GLO 5 Celebrae and build communiy (cooperae wih ohers, work in groups) PE/HE: K.1.2.C.4 (posiive social behaviours), S.2.2.A.1a (cooperaive finess aciviies), K.4.2.C.1a (appropriae ways o express feelings) SS: social responsibiliy, ciizenship Geing Along Organize classroom aciviies, recess games, and spors aciviies in he gymnasium ha enable sudens o pracise inerpersonal skills and demonsrae geing along wih ohers. For example, have sudens work in pairs o creae a caroon srip, assemble a model, make a poser, pamphle, or recipe, pu on a play, se up a display, learn a game or spor from a differen culure, or paricipae in hrowing and caching aciviies. Variaion: Have sudens break off ino groups (of wo o four) o research a game or spor from various culures (including hose from Aboriginal culures) and presen i o he class (e.g., ca s cradle, cup-and-ball game, sick game, hoop game). Appropriae Behaviours for Geing Along Use fables, such as The Lion and he Ra, o discuss ways of geing along wih ohers in spie of individual differences. Then pair off sudens and ask hem o use role-play o demonsrae he appropriae rules for cerain siuaions (e.g., fair-play rules in spors, classroom rules, rules for playground games, acive lisening echniques). Encourage sudens o exchange encouraging messages and verbal/non-verbal praise (e.g., give a hug, say kind words, send roses o someone), and specifically idenify he praiseworhy behaviour. (See also Play a Spor! Be a Spor!, learning oucome K.4.2.C.1a.) q S.4.2.A.5 Explore ways o relax he mind and body (e.g., progressive relaxaion, deep-breahing exercises, visualizaion, quie ime, ligh cooldown aciviies...). Curricular Connecions ELA: GLO 1 Explore houghs, ideas, feelings, and experiences (express ideas, consider ohers ideas, experimen wih language and form, express preferences, se goals) PE/HE: K.2.4.C.3 (cool-down) Relaxaion Time Organize he classroom or gymnasium space o allow for relaxaion exercises (e.g., creae a relaxaion cenre wih craf maerials, musical insrumens, rubber balls, and safe equipmen). Ask sudens o sugges ways o relax. Guide sudens hrough various relaxaion exercises. For example, play a slow, soohing song and have sudens move heir arms/bodies o he music. Have hem lie down on a ma and lisen o he music as hey breahe slowly and do some genle sreching

29 Grade 2: Personal and Social Managemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Games such as ca s cradle and cupand-ball are commonly played in many culures (e.g., Cree, Inui). Addiional informaion can be found on he Inerne using a general search under he heading Inui Games. Games were radiionally a par of he Aboriginal child s survival educaion. Through games, children learned huning skills, including eye-hand coordinaion and manual dexeriy. Performance Task: Geing Along Teacher: Scoring Rubric Observe sudens in classroom aciviies, recess games, and/or spors aciviies and assess heir inerpersonal skills as follows. Scoring Rubric Raing The suden 4 always shows respec for classmaes by demonsraing all he appropriae behaviours (e.g., wais for his or her urn, shares equipmen, helps ohers, invies ohers o play, shows respec for individual differences) usually shows respec for classmaes and usually demonsraes he appropriae behaviours someimes shows respec for classmaes and someimes demonsraes he appropriae behaviours rarely shows respec for classmaes and rarely demonsraes he appropriae behaviours Do visualizaion exercises prior o a physical educaion class o help sudens see hemselves paricipae, make a goal, run in a race, hi he arge in a game, and so on. Visualizaion is useful in fosering he simulaion of menal images ha are beneficial o spors performance and sress reducion. Have sudens paricipae in relaxaion-ype aciviies as par of he cool-down a he end of he physical educaion lesson. Observaion: Relaxaion Time Peer Assessmen: Checklis Separae sudens ino groups of hree or four. One a a ime, each suden briefly leads he group in a relaxaion exercise. Afer each exercise, sudens respond wih a yes or no when he leader asks wheher hey were relaxed

30 K-4 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion Personal and Social Managemen Oucomes: Grade 2 Knowledge q K.4.2.A.1 Recognize ha everyone is special, unique, and able o succeed (i.e., families, ineress, alens, feelings, desires). q K.4.2.A.2a Idenify examples of simple, realisic goals for healhy living ha are shor erm (e.g., bringing a healhy snack, helping a friend, playing acively as a group a recess...) and long erm (e.g., running faser, increasing srengh, developing a healhy hear, having no caviies...). q K.4.2.A.2b Lis ways o show personal responsibiliy a home and school (e.g., keep room idy, pu away belongings, follow direcions, pracise daily healh habis, complee homework, respec ohers, play safely, learn o se boundaries, ask for help, offer o help...). q K.4.2.A.3 Discuss he concep of consequences (e.g., cause-and-effec relaionships...) of behaviours as par of he decision-making/problem-solving process for healh and well-being (e.g., ouching a very ho surface will cause burns...). q K.4.2.B.1a Idenify responsible and respecful behaviours (e.g., following direcions, compleing asks, being hones, displaying eiquee, playing fairly, cooperaing, sharing, keeping promises, speaking kindly...) for developing posiive relaionships. q K.4.2.B.1b Talk abou similariies and differences (e.g., likes/dislikes, culural connecions...) of responses of self and responses of ohers relaed o siuaions involving spors/physical aciviies and/or social evens. q K.4.2.B.2a Idenify posiive communicaion skills (e.g., focus on speaker, repea back informaion, use appropriae body language, ask relevan quesions, include everyone, disagree poliely, show self-conrol, ake urns, work cooperaively...) for lisening wih aenion in small-group seings. q K.4.2.B.2b Idenify siuaions (e.g., carrying somehing heavy, conribuing o a projec...) in which friends may be helpful and ways (e.g., saying hank you, reurning he favour...) o show appreciaion. q K.4.2.C.1a Idenify appropriae ways for sharing and expressing feelings and emoions relaed o differen siuaions (e.g., cooperaive-ype aciviies, compeiive-ype aciviies, a home, in public...). Knowledge (coninued) q K.4.2.C.1b Discuss ways (e.g., show empahy when ohers are suffering, help raher han hur or neglec ohers, respec raher han belile, suppor and proec raher han dominae or ignore...) o communicae wih someone who is feeling differen emoions (e.g., sad, happy, hur, angry...). q K.4.2.C.2 Idenify and sor causes of anxiey or sress (e.g., facing new and/or unfamiliar siuaions; feeling ou of conrol; experiencing loud voices/noises, compeiion, disagreemens, heighs, performing in fron of ohers; being apar from family; healh problems...) for self and ohers as hey relae o school, home, and communiy. q K.4.2.C.3 Idenify feelings and emoions associaed wih anxiey (e.g., feeling anxious, scared, nervous, imid...). q K.4.2.C.4a Discuss ways and aciviies (e.g., play, deep breahing, progressive relaxaion, family walk, alk wih safe adul, healing circles...) o reduce personal sress. Skills q S.4.1.A.1 à Se simple shor-erm goals and paricipae in sraegies for goal aainmen (e.g., running wihou sopping for one minue, lisening aenively o he eacher reading a book, compleing a ask...). q S.4.2.A.2 Lis possible opions and consequences for specific behaviours and/or healh habis (e.g., brushing your eeh...) for he promoion of physically acive and healhy lifesyles. q S.4.2.A.3 Demonsrae appropriae behaviours for geing along wih ohers (e.g., wai for one s urn, share equipmen, help ohers, invie ohers o play, show respec for individual differences...) in parner aciviies. q S.4.2.A.5 Explore ways o relax he mind and body (e.g., progressive relaxaion, deep-breahing exercises, visualizaion, quie ime, ligh cool-down aciviies...). Aiude Indicaors 1.1 Show a willingness o paricipae in a variey of physical aciviies. 1.2 Express enjoymen in a variey of movemen experiences. 1.3 Appreciae ha ime, commimen, and pracice are required for skill developmen. 1.4 Appreciae he aesheic and ahleic values of movemen. 1.5 Appreciae and respec diversiy while paricipaing in physical aciviy. 1.6 Appreciae and respec he naural environmen while paricipaing in physical aciviy