Grade 7 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.
5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.7.A.1 Compare aiudes and behaviours (i.e., inclusive/exclusive, posiive accepance/rejecion, open/discriminaory) ha conribue o a sense of belonging. Curricular Connecions GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 5 Celebrae and build communiy. PE/HE: GLO 4 Personal and Social Managemen (K.4.7.B.1a, K.4.7.B.3b) SS: Ideniy, Culure, and Communiy Power, Auhoriy, and Decision Making Open and Close Discuss differen aiudes and behaviours ha encourage relaionships (e.g., asking a suden o play, acceping diversiy) discourage relaionships (e.g., discriminaion, exclusion) Have sudens creae a picure of a closed book and a picure of an open book. Ask hem o lis aiudes and behaviours ha are open (encourage relaionships) and closed (discourage relaionships). Variaion: Pos he wo headings Open and Closed on opposie sides of he gym. Read a variey of aiudes and behaviours, and have sudens run o eiher he Open or Closed side o show wheher he aiude or behaviour conribues o or discourages belonging. You re In Discuss aiudes and behaviours ha include and exclude. Have groups of sudens develop a game or aciviy ha everyone could play. Have he class play he game and ask sudens o wrie down all he inclusive aiudes and behaviours hey observed during he aciviy. Variaion: To promoe inclusion, have sudens design or adap a game o accommodae a person s specific physical disabiliy. All in Togeher Have sudens, in groups of four, solve he problem of how o fold a gymnasic ma as hey sand on op of i, wihou anyone sepping ono he gym floor. Discuss and compare he behaviours ha enabled all members of he group o feel included and acceped. Who Has? Have sudens gaher in a circle and form groups based on hings ha hey have in common (e.g., number of siblings, eye colour, birhday monh, hand size, shoe size, heigh, leers of he alphabe in names). Discuss he imporance of acceping individual differences and making sure everyone feels ha he or she belongs. 7 96
Grade 7: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Use wo shees of paper, one o represen an open book and one o represen a closed book. For he closed book, fold a piece of paper in half (like a card). For he open book, fold he paper and lay i fla (open). Behaviours Tha Include: inviing ohers o play a game choosing someone you do no know o play a game wih you inviing a new suden o si wih your group for lunch elephoning a friend who was absen from school Behaviours Tha Exclude: ignoring ohers alking behind someone s back spreading rumours no helping someone when you are asked o help More informaion on eam-building aciviies can be found in Team Building hrough Physical Challenges (Glover and Midura) and More Team Building Challenges (Midura and Glover). Paper and Pencil Task: All Aciviies Teacher Assessmen: Checklis Observe wheher sudens are able o lis a leas five aiudes and behaviours ha encourage belonging and five aiudes and behaviours ha discourage belonging. Aiudes and Behaviours Tha Encourage or Discourage Relaionships Aiudes Tha Encourage Belonging 1. E.g., appreciaing individual differences 2. 3. 4. 5. Behaviours Tha Encourage Belonging 1. E.g., inviing everyone o play he game 2. 3. 4. 5. Aiudes Tha Discourage Belonging 1. E.g., hinking you are he bes and no one is as good as you or your group 2. 3. 4. 5. Behaviours Tha Discourage Belonging 1. E.g., capains choosing eams 2. 3. 4. 5. Performance Task: All Aciviies Peer Assessmen: Raing Scale Give sudens he following raing scale and have hem rae he behaviours and aiudes of each member of heir group. Raing Scale 3 2 1 The suden Always Someimes Rarely includes ohers shows posiive accepance of ohers ideas is nondiscriminaory 7 97
5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.7.A.2a Idenify he obsacles (e.g., changing informaion, abiliies, prioriies, values, resources, aiudes, illness, injury, responsibiliies...) ha may influence achievemen of and making revisions o personal goals and sraegies (e.g., decisionmaking/problem-solving process...). Curricular Connecions 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 4 Personal and Social Managemen (K.4.7.A.1, K.4.7.A.3, S.4.7.A.1, S.4.7.A.2) SS: Ideniy, Culure, and Communiy Obsacle Course Discuss obsacles (e.g., changing informaion, abiliies, prioriies, values, resources, aiudes, illness, injury, responsibiliies) ha may affec achievemen of personal goals. Have sudens, in small groups, wrie case scenarios ha ouline goals (e.g., being acive every day, eaing healhy foods every day), as well as obsacles ha inerfered wih achieving he goals. Variaion: Have sudens idenify obsacles when analyzing heir finess goals. Game Play Ask groups of sudens o inven a board game ha requires players o achieve a personal goal. Have hem incorporae various obsacles ha would influence achievemen of he goal. For example, he players migh pick cards ha require hem o do somehing physical o work owards achieving a goal or deal wih an obsacle hroughou he game (e.g., breaking a leg, receiving a low es mark, losing an agenda book). Have groups each heir games o he class and allow hem o play each oher s games. 7 98
Grade 7: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Ensure ha sudens learn ha he process of changing or revising a goal is no failing bu an inegral par of learning. As we learn new informaion and as we change our personal needs, our goals also change. Aboriginal Link: For Aboriginal resources, refer o he following websies: Insrucional Resources Uni (Library), Manioba Educaion and Youh: <hp://libinfo.merlin.mb.ca> Manioba Firs Naions Educaion Resource Cenre: <hp://www.mfnerc.com> Online resources ha include Aboriginal conen, such as CANTEACH: <hp://www.caneach.org> Performance Task: All Aciviies Teacher Assessmen: Checklis Observe wheher he suden is able o idenify obsacles ha may influence he achievemen of personal goals. q Yes q No 7 99
5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.7.A.2b Describe he menal skills (i.e., goal seing, focusing, sress managemen, visualizaion, posiive hinking) necessary o enhance performance, readiness, and saisfacion. Curricular Connecions 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. Menal Prep Discuss he menal skills (i.e., goal seing, focusing, sress managemen, visualizaion, posiive hinking) necessary o enhance performance, readiness o begin a ask, and saisfacion. Have each group research one of he menal skills and presen he informaion o he class (e.g., use self-alk before enering a compeiion). Menal Skills of Ahlees Have sudens choose an ahlee who has achieved somehing grea (e.g., Lance Armsrong winning he Tour de France hree imes in succession) cu and pase or draw a picure of he person in he cenre of a shee of paper lis as many menal skills as hey can hink of around he picure (skills relaed o his person s ahleic achievemen) share heir lis wih ohers in he class and hen add o heir own picure circle or highligh he skills ha hey know how o use Coach s Corner Have sudens choose a eam coach (e.g., Senior Years coach) o inerview abou wha menal skills or preparaion his or her eam uses. Sudens can repor findings in heir journals or o he class. Visualizaion and Posiive Thinking Explain o sudens he benefis of visualizaion and posiive hinking o assis hem in achieving heir goals. Have sudens pracise visualizaion while lying down or siing a a desk. Sar wih a skill or ask ha all sudens can perform easily and hen increase he complexiy of he skill, such as walking, running, and hopping, and laer, dribbling, doing a lay-up, sinking a baskeball, and so on. Relaxaion Is he Key Have sudens lie wih heir backs on a ma and ask hem o ighen a specific muscle and hen relax i. Coninue adding muscles unil sudens have relaxed all muscle groups. Ask sudens how his sraegy may enhance performance or he feeling of well-being. 7 100
Grade 7: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Visualizaion a menal picure of wha you would like o achieve. This may include repeaedly walking hrough he seps menally o achieve a perfec performance. Visualizaion is he process of absrac hough people use o wach hemselves perform a ask properly. To creae amosphere for hese aciviies, use sof classical music or sounds of naure and dim he lighs. Performance Task: Menal Prep Group Assessmen: Checklis Have a group of sudens assess he menal skills presenaion of anoher group, compleing he checklis provided. Suggesed Crieria: The group q presened well-researched informaion q presened he informaion in an organized way q provided examples of he menal skills q oher Journal/Learning Log: Menal Skills of Ahlees Teacher Assessmen: Anecdoal Noes Have sudens use he following senence sarers o wrie in heir journals: The menal skills ha I know how o use The menal skills ha I need o work on One menal skill ha I really like is A ime ha I could use a menal skill is One ime ha I used a menal skill In he fuure I will Suggesed Crierion: Look for q he suden s abiliy o describe how o use a menal skill o enhance his or her own performance, readiness, and saisfacion Journal/Learning Log: All Visualizaion Aciviies Self-Assessmen: Anecdoal Noes Have sudens wrie journal enries or draw a series of picures ha describe each menal picure ha hey visualized. Journal/Learning Log: Relaxaion Is he Key Self-Assessmen: Anecdoal Noes Have sudens wrie journal enries or draw a series of picures ha describe how hey fel and wheher or no hey were really able o relax during his aciviy. 7 101
5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.7.A.3 Explain he benefis of using he decisionmaking/problem-solving process for making responsible and healhenhancing personal decisions (e.g., prevens impulsive and/or negaive decisions, conribues o long-erm healh...). Curricular Connecions GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 3 Manage ideas and informaion. GLO 4 Enhance he clariy and arisry of communicaion. Be Informed Discuss he benefis of using a decision-making/problem-solving process. Have sudens creae a lis of he benefis (e.g., you make an informed decision, you make a decision ha you believe in, you make a decision based on a paricular siuaion, you ake he ime o look a possible consequences before deciding). Ask sudens o wrie abou a ime hey made an impulsive decision ha did no work ou well. Have hem lis some of he consequences of heir decision and indicae how i affeced hemselves and ohers. Help sudens organize heir hinking by adaping he Informaion Frame (see Success for All Learners 6.51) o his ask. Flip Side Have sudens use he example of an impulsive decision from he previous aciviy (Be Informed) and wrie abou wha hey would or could have done if hey had used a decision-making/ problem-solving process. Variaion: Have sudens work in groups and role-play a decision made wihou using he decision-making/problemsolving process and one using he process. Have oher sudens lis he benefis ha hey observed from he role-play where a decision-making/problem-solving process was used. 7 102
Grade 7: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Many differen problem-solving and decision-making models exis. The following DECIDE model (described 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. Quesioning/Inerview: All Aciviies Teacher Assessmen: Checklis Confer wih sudens and ask hem o explain he benefis of using a decision-making/problem-solving process. Suggesed Crierion: Observe wheher he suden is able o explain he benefis of using a decision-making/problem-solving process relaed o making a healhy or responsible decision for oneself. q Yes q No 7 103
5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.7.B.1a Idenify socially accepable behaviours (e.g., keep an open mind, show a willingness o ry, recognize own feelings and emoions, sep away from he siuaion if feeling anger...) for dealing wih new siuaions and/or change (e.g., paricipaing in new aciviies, choosing friends...). Curricular Connecions GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 5 Celebrae and build communiy. PE/HE: GLO 4 Personal and Social Managemen (K.4.7.A.1, K.4.7.A.2a, K.4.7.B.2a, S.4.7.A.3) SS: Ciizenship (Core Concep) Ciizen s Award Ask sudens o lis he characerisics of a class member who could be awarded a classroom-based ciizen s award. Use a Thinking Map (see 5-8 ELA, Sraegies 50) o record sudens answers. As a class, discuss characerisics of socially accepable behaviours. Highligh a suden as he Ciizen of he Monh hroughou he year. Give hese sudens a small reward oulining he characerisics ha hey demonsraed and/or add heir names o a plaque o be kep in he gym or classroom. Crosswords and Word-Finds Afer idenifying socially accepable behaviours for dealing wih new siuaions and/or change, have sudens work wih a parner and develop a crossword puzzle or a word-find puzzle using he idenified vocabulary. Have sudens wrie definiions for all he words hey use in heir puzzle. Sriving for Your Personal Bes Afer idenifying socially accepable behaviours for dealing wih new siuaions and/or change, have sudens creae a checklis of behaviours ha hey can srive o accomplish over he nex few monhs. A he end of he day, have hem check off he behaviours each ime hey are demonsraed. Sudens migh also use he lis o se goals for he upcoming week. (For example, a suden may wan o ry o give hree complimens over he nex week, or may need o learn o sep away from a siuaion if he or she is angry.) Wha s New? Have sudens paricipae in a new physical aciviy, spor, or finess circui in a physical educaion class. Have sudens complee an Admi Slip prior o heir firs aemp ha ells how hey feel abou paricipaing. Then, afer wo or hree rials, have sudens complee an Exi Slip ha ells how hey feel afer paricipaing. Have sudens idenify he behaviours ha help o deal wih new siuaions. (See Admi and Exi Slips, Success for All Learners 6.60.) 7 104
Grade 7: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Characerisics of Socially Accepable Behaviours: In general, socially accepable behaviours include enhusiasm ener aciviy wih ineres effor srive for personal bes self-conrol use good judgemen and display honesy leadership use iniiaive as a leader aeniveness concenrae on aciviies a hand dependabiliy accep responsibiliies and duies fair play play by he rules and be a good spor cooperaion/collaboraion demonsrae willingness o work wih ohers self- and group-adjusmen be open and flexible aracive appearance ake pride in personal hygiene Socially accepable behaviours for dealing wih new siuaions and/or change include he above, as well as open-mindedness be willing o look a oher viewpoins or perspecives adapabiliy adjus o new or changing condiions wih ease flexibiliy be willing o ry new ideas or ways of doing hings self-awareness aend o and/or undersand personal needs, emoions, and reacions communicaion skills express feelings and emoions in appropriae manner Performance Task: All Aciviies Teacher Assessmen: Scoring Rubric Observe sudens abiliy o idenify socially accepable behaviour for dealing wih new siuaions and/or change. Scale The suden is able o idenify Scoring Rubric 3 many socially accepable behaviours for dealing wih new siuaions and/or change 2 some socially accepable behaviours for dealing wih new siuaions and/or change 1 a few socially accepable behaviours for dealing wih new siuaions and/or change Journal/Learning Log: Sriving for Your Personal Bes Teacher Assessmen: Checklis Have sudens idenify a new siuaion or a change hey experienced during he las week and discuss in heir journals how hey feel hey are doing wih demonsraing socially accepable behaviours. Have hem commen on wha is going well and how hey hink hey can improve. Suggesed Crieria: Observe wheher he suden is able o idenify and demonsrae socially accepable behaviours for dealing wih new siuaions and/or change. Look for q open-mindedness q self-awareness q adapabiliy q communicaion skills q flexibiliy q oher Quesioning/Inerview: Wha s New? Teacher Assessmen: Invenory A he beginning of he circui aciviy, have sudens complee an Admi Slip saing how hey feel abou paricipaing in his new aciviy. Afer wo or hree rials of he aciviy, have sudens complee an Exi Slip saing how hey feel afer paricipaing in he aciviy. Have sudens idenify he behaviours ha help o deal wih new siuaions. TEACHER NOTES (coninued) For ideas on generaing puzzles, see he Discovery School s Puzzlemaker websie: <hp://www.puzzlemaker.com>. 7 105
5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.7.B.1b Describe conduc (e.g., personal, group, eam...) and ehical behaviours appropriae for engaging in physical aciviy and/or social evens. Curricular Connecions 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. PE/HE: GLO 1 Movemen (K.1.7.C.4) GLO 3 Safey (K.3.7.A.2, K.3.7.B.5b) GLO 4 Personal and Social Managemen (K.4.7.B.3a, K.4.7.B.3b) Ineracion Saisfacion Discuss ways o inerac posiively and effecively wih ohers: follow game rules ell he ruh accep ohers inroduce yourself accep defea show concern and empahy for ohers congraulae ohers Have sudens form groups of four. Give each group a physical aciviy or social even and ask sudens o role-play appropriae conduc and ehical behaviours for he given siuaion. Suggesed Siuaions: job inerview eam sporing even going o someone s home for a visi aending a ceremony/celebraion going o a movie Good Spor Discuss characerisics of being a good spor, such as recognizing when you make a misake following game rules acceping decisions from officials encouraging eam members and opponens refraining from calling down oher eams shaking hands a he end of a game acceping second place wih pride conrolling anger and frusraion Have sudens find an example from he media or from a personal experience of someone who exemplifies he characerisics of a good spor. Ask sudens o prepare a oneminue spors briefing (presenaion) abou he person. Variaions: Afer sudens have paricipaed in seleced physical aciviies, have hem rae heir own conduc and behaviours. Refer o BLM 7 7: Characerisics of Being a Good Spor. 7 106
Grade 7: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Aboriginal Link: For Aboriginal resources, refer o he following websies: Insrucional Resources Uni (Library), Manioba Educaion and Youh: <hp://libinfo.merlin.mb.ca> Manioba Firs Naions Educaion Resource Cenre: <hp://www.mfnerc.com> Online resources ha include Aboriginal conen, such as CANTEACH: <hp://www.caneach.org> Observaion: All Aciviies Peer Assessmen: Invenory Ask sudens o repor on examples of appropriae conduc and behaviours hey observe while waching ohers (e.g., in a class aciviy, league game, game on elevision, sporing even, communiy game or even). Variaion: If sudens are par of he eam, have hem or a paren/guardian reflec on sudens behaviours using he suggesed crieria oulined in he insrucional suggesion Good Spor. Suggesed Crieria: The suden q is able o idenify a leas six examples of ehical behaviours appropriae for engaging in physical aciviy and/or social evens q has difficuly idenifying a leas six examples of ehical behaviours appropriae for engaging in physical aciviy and/or social evens 7 107
5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.7.B.2a Idenify he characerisics (e.g., compliance/conflic, confidence level, one of voice, eye conac, body language...) associaed wih each of he communicaion syles (e.g., passive, aggressive, asserive...) and leadership qualiies (e.g., enhusiasm, presenaion skills, reliabiliy, organizaion...). Curricular Connecions 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. Wha s Behind he Door? Discuss he characerisics associaed wih hree differen communicaion syles: passive, aggressive, and asserive. Ask sudens o role-play each of he hree syles (limiing he scene o approximaely 20 seconds). As each group performs, have he oher sudens guess which syle he scene represens. Use a gym ma or a pariion as a door or curain beween he acors and he audience. Campaign Manager Have sudens discuss characerisics of an effecive leader (e.g., asseriveness, enhusiasm, srong presenaion skills, reliabiliy, organizaion, moivaion). Ask each suden o ac as a campaign manager for a leader and design an adverisemen o promoe he excellen leadership qualiies of he chosen leader. Read All abou I Have sudens discuss characerisics of an effecive leader (e.g., asseriveness, enhusiasm, srong presenaion skills, reliabiliy, organizaion, moivaion). Ask each suden o find an example of a real or ficional leader from a novel, shor sory, or aricle lis he leadership qualiies of he characer presen he informaion o he class Take Me o Your Leader Have sudens lis he leaders hey know abou in he school, communiy, province, counry, and world (e.g., prime miniser, premier, municipal leaders, principal, spiriual leaders, elders, parens/guardians, peer mediaors). Organize he answers using a mapping echnique (see 5-8 ELA, Sraegies 50) o idenify he various caegories. 7 108
Grade 7: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Three Communicaion Syles: Passive refraining from reacing o opposing behaviour. Aggressive behaving in a hosile and desrucive manner. Asserive sanding up for yourself and respecing he righs of ohers. Observaion: Wha s Behind he Door? Teacher Assessmen: Invenory Observe wheher sudens are able o idenify characerisics associaed wih passive, aggressive, and asserive communicaion syles. Performance Task: Campaign Manager Peer Assessmen: Invenory Have sudens look a each oher s campaign adverisemens and wrie down five examples of leadership qualiies. 7 109
5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.7.B.2b Idenify areas wihin he school (e.g., saff, school eams, clubs...) and communiy (e.g., communiy projecs...) ha offer opporuniies o make new friends and belong o a group (e.g., saff, school eams, clubs...). Curricular Connecions 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 B4 Long UB Long As a class, brainsorm a lis of groups, clubs, or eams o which sudens could belong. Ask each suden o pick one group hey would like o know more abou. Give all sudens a blank index card and have hem find and record informaion abou heir chosen group (e.g., inerview someone who already belongs o he group, visi he group, wach he eam, read abou he group) bring o class picures, pamphles, or oher supporing informaion presen he informaion o he class Caugh in he Web Have sudens lis areas wihin he school and communiy ha offer opporuniies o make new friends and belong o a group. Wrie he word Belong in he cenre of a chalkboard and have sudens idenify and lis areas wihin he school or communiy ha have offered hem opporuniies o make new friends and belong o a group. Have sudens draw a symbol or wrie he word for he idenified area (e.g., draw a hockey sick o represen he hockey eam o which hey belong). Ask each suden o presen a one-minue speech o ell he class abou somehing in he school or communiy o which hey belong. 7 110
Grade 7: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Emphasize posiive group behaviour (e.g., clubs, spors) and discuss he dangers involved in negaive influences (e.g., gangs). Include programs offered a local communiy clubs and/or churches. Paper and Pencil Task: B4 Long UB Long Teacher Assessmen: Checklis Have sudens idenify clubs or areas wihin he school and places in he communiy ha offer opporuniies o make new friends and belong o a group. Suggesed Crieria: Look for school examples such as q spors eam q choir q mah club q compuer club q drama club q classroom q oher communiy examples such as q organized eams q hobby clubs q book clubs q church groups q oher 7 111
5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES Sudens will... q K.4.7.B.3a Idenify angermanagemen skills (e.g., use selfsaemens, paricipae in physical aciviies, wrie leers o express feelings...) as alernaives o aggression and violence. Curricular Connecions GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 4 Enhance he clariy and arisry of communicaion. GLO 5 Celebrae and build communiy. Sop Violence SUGGESTIONS FOR INSTRUCTION Ask each suden o race one hand on a blank piece of paper and wrie an anger-managemen skill (e.g., ake a deep breah, coun backwards from 10, walk away, use humour, exercise) in each of he four fingers and he humb. When all sudens have lised five skills, ask hem o shake hands wih a parner and come up wih 10 skills. They may need o hink of some new skills if hey had duplicae skills on heir combined hands. Give each pair a large piece of paper and have each suden race one hand and hen lis he 10 skills on he humb and fingers. When sudens have lised 10 anger-managemen skills, have hem poin o one skill ha hey will demonsrae. Each pair will hen demonsrae he skill and each he class how o use i as an alernaive o aggression and violence. Relax o he Max Have an exper come o he class o discuss he imporance of raining he mind and body abou self-conrol, and each sudens muscle relaxaion exercises or a whole-body echnique o conrol anger (e.g., Tai Chi, yoga, Pilaes, karae). q K.4.7.B.3b Describe how conflic siuaions (i.e., change, new siuaions, negaive group influences, dishonesy) affec personal behaviour and developmen (e.g., adaping o new surroundings or rouines, making new friends, coping wih change, being asserive...). Curricular Connecions 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. SS: Ideniy, Culure, and Communiy The Land: Places and People Global Inerdependence Power, Auhoriy, and Decision Making Economics and Resources News Sories Have sudens cu ou aricles from newspapers or magazines ha represen a conflic siuaion. Have hem repor on wha he conflic is and how i affecs he behaviour of he persons involved. Variaion: Use spor sories or examples of characers in he novels sudens are currenly reading. Consequences of Conflic Discuss some of he consequences of conflic. Use a Venn diagram o record sudens answers, lising posiive consequences in one circle and negaive consequences in he oher circle. Where he wo circles inersec, wrie consequences ha could be boh posiive and negaive. Four Frames Have sudens divide a blank piece of paper ino four secions. Ask sudens o idenify and discuss four ways in which conflic siuaions can affec personal behaviour and developmen. 7 112
Grade 7: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Encourage he use of non-aggressive anger-managemen sraegies. Teaching aggressive sraegies (e.g., punching a pillow, screaming, ripping a elephone book) may encourage sudens o be more aggressive. Choose, insead, a calm aciviy for relaxaion and sress relief. Journal/Learning Log: Sop Violence Teacher Assessmen: Scoring Rubric Have sudens wrie a journal enry abou echniques hey will be able o use in he fuure o manage anger. Use he following scoring rubric o assess sudens wriing. Scale The suden Scoring Rubric 3 is able o lis many anger-managemen skills 2 is able o lis some anger-managemen skills 1 is unable o lis anger-managemen skills For resources on conflic resoluion, see Conflic Resoluion: Safe Schools: A Bibliography, Ocober 2001, available a he Insrucional Resources Uni (Library), Manioba Educaion and Youh websie: <hp://libinfo.merlin.mb.ca/ publicaions>. Paper and Pencil Task: News Sories Teacher Assessmen: Checklis Assess sudens wrien and oral repors and check for undersanding of how he conflic affeced he behaviour and developmen relaed o heir aricles. 7 113
5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.7.B.3c Review sraegies (e.g., mediaion, conflic resoluion...), possible oucomes (i.e., win/win, win/lose, lose/win, lose/lose), and behaviours (e.g., compromising, negoiaing, accommodaing, blaming, avoiding, collaboraing, consensus building ) for conflic resoluion among friends and/or peers. Curricular Connecions 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 Oucome Wheel Have sudens lis he four possible oucomes for conflic resoluion: win/win, win/lose, lose/win, and lose/lose. Make a large circle in he classroom or gym and label he four areas accordingly. Read ou shor scenarios and have sudens move o he secion ha bes represens he oucome. Sample Scenario: Amy and Tim have a homework assignmen ha is due omorrow. Amy has a hockey game a 5:00 p.m. and Tim has a music lesson a 7:00 p.m., and hey do no live close ogeher. Wha are heir opions? Win/Win: Amy does her share of he work, and Tim does his share. They mee before school o coordinae who will do wha. Win/Lose: Tim does all he work, and Amy does nohing. Lose/Win: Amy does all he work, and Tim does nohing. Lose/Lose: They hand in heir homework lae. Amy ges wha she needs. Amy does no ge wha she needs. Tim ges wha Win/Win Win/Lose he needs. Tim does no ge Lose/Win Lose/Lose wha he needs. Variaion: Use he Oucome Wheel (see eacher noes) for a spin game. Have each group of sudens spin he wheel. When he wheel sops, hey have five minues o develop a ski or roleplay o achieve he appropriae oucome for conflic resoluion. Parner Up Give each suden an index card. On one half of he card, sudens wrie a saemen ha someone migh say when dealing wih conflic. On he oher half, sudens wrie he kind of behaviour ha he saemen bes represens (e.g., compromising, negoiaing, accommodaing, blaming, avoiding, collaboraing, consensus building). These cards can hen be mixed up and resored o mach he saemens o he behaviours. Have sudens cu he card in he middle using a jigsaw line. Examples of Saemens/Behaviours: You re always doing his o me. (blaming) Le s si down and alk. (collaboraing) How many people would like (consensus building) I will do if you (negoiaing) 7 114
Grade 7: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Oucome Wheel Win/Lose Lose/Lose Win/Win Lose/Win Journal/Learning Log: All Aciviies Teacher Assessmen: Anecdoal Noes Have sudens creae a scenario for each of he four oucomes for conflic resoluion. Each scenario mus address he following facors: 1. How does he siuaion occur? 2. Wha sraegies are being used? 3. Wha behaviours would lead o each siuaion? 4. How could each oucome be posiive or negaive? Suggesed Crierion: Look for q he suden s abiliy o address all four facors 7 115
5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q K.4.7.B.4 Describe appropriae use (e.g., saying no o negaive peer pressure, differeniaing beween siuaions where asseriveness is/isn warraned...) of avoidance/refusal sraegies when dealing wih poenially dangerous siuaions and/or sressful social siuaions. Curricular Connecions GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 5 Celebrae and build communiy. Brainsorming Have sudens lis avoidance/refusal sraegies and discuss how o use each appropriaely. Sample Siuaion: Your friends are going o he mall afer school. They plan o shoplif some compac discs. You do no wan o be a par of his. You could decide ha you have o do somehing a home, or ry o change he aciviy. Three Rings Have sudens develop hree scenarios in which hey would use avoidance/refusal skills o deal wih poenially dangerous siuaions and/or sressful social siuaions (e.g., a home, a school, wih friends). Ask hem o wrie each scenario on he ouer ring of a circle and wrie he avoidance or refusal sraegy in he cenre of he circle. Sample Scenario: Jose has been invied o go o a pary where underage sudens will be drinking alcohol and parens will no be presen. scenario wrie-up avoidance/ refusal sraegy scenario wrie-up avoidance/ refusal sraegy scenario wrie-up avoidance/ refusal sraegy 7 116
Grade 7: Personal and Social Managemen Knowledge TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Examples of Avoidance/Refusal Sraegies: Make up an excuse o leave. Walk away. Ignore he siuaion. Sae an opinion asserively. Say no. Quesioning/Inerview: Three Rings Teacher Assessmen: Checklis Inerview sudens in small groups and ask hem how o use a specific avoidance/refusal sraegy appropriaely. Suggesed Crierion: Observe wheher sudens are able o discuss how o use avoidance/refusal sraegies when dealing wih poenially dangerous siuaions and/or sressful siuaions. q Yes q No 7 117
5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.4.6.A.1 à S.4.7.A.1 Assess and revise personal healh and academic goals (e.g., finess goal, movemen skill goal, nuriion goal, acive living goal, personal healhpracice goal, academic goal...) o enhance healh and well-being. Curricular Connecions GLO 1 Explore houghs, ideas, feelings, and experiences. MA: Saisics and Probabiliy PE/HE: GLO 2 Finess Managemen (K.2.7.A.1a, K.2.7.C.2, S.2.7.A.3a, S.2.7.A.3b) GLO 4 Personal and Social Managemen (K.4.6.A.2a) Goals in he Ne When sudens achieve a goal, have hem submi a shor wrieup abou he goal on an index card. Have hem record he goals hey achieved, indicae how long i ook o achieve hem, and commen on how goal achievemen has enhanced heir healh and well-being. Pos a large ne on a bullein board and have sudens saple heir goals ono he ne o signify goals hey have accomplished. Personal Planner Have sudens assess and revise heir personal healh and academic goals hroughou he school year. For more informaion, see aciviies suggesed for learning oucome K.4.6.A.2a. Ask sudens o keep an agenda book or personal planner and record all heir long-erm and shor-erm goals. Se aside some ime a he beginning of each week o give sudens he opporuniy o se new goals and revise ongoing goals. Wha Are You Doing? Have sudens assess and revise goals as o how long hey will be physically acive ouside he regular school day for he enhancemen of personal healh and well-being. q S.4.7.A.2 Develop crieria (e.g., cos, values, expecaions, long-erm benefis...) and a raing sysem for weighing he benefis of he alernaives for making physically acive and healhy lifesyle choices in differen case scenarios (e.g., choosing o smoke, gamble, consume alcohol...). Curricular Connecions GLO 1 Explore houghs, ideas, feelings, and experiences. GLO 3 Manage ideas and informaion. Pros and Cons Have sudens lis and prioriize he pros and cons for making cerain lifesyle choices (e.g., choosing wheher or no o smoke, gamble, be dishones, consume alcohol, ake illegal drugs). Have sudens use he following quesions o help hem deermine he pros and cons: Wha informaion do I need o know? Wha do I value? Wha do people expec from me? Wha do I expec from myself? Wha is he cos o my personal healh? How will I benefi? How will I lose? Wha is he financial cos? Once sudens have deermined he pros and cons, have hem lis he pros and cons in order of prioriy o help hem weigh he facors in order of personal imporance for making heir decisions. 7 118
Grade 7: Personal and Social Managemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT Have sudens graph heir resuls using appropriae mahemaics skills. Sudens should indicae wheher or no hey reached heir goal(s) and idenify he facors ha conribued o he oucome. Many schools have agenda books made o mee he needs of heir sudens. Design a secion dealing specifically wih goal seing and physical aciviy paricipaion logs. Communiy Link: Have sudens explore local healh issues and examine saisical daa, suppors and services applicable o heir communiy or region, and prevenion sraegies. A he end of each erm, have sudens reflec on heir healhrelaed finess componen achievemens and se new goals for he nex erm. For a decision-making model, refer o page 112 of he Framework. See also BLM 8 5: DECIDE Model. Journal/Learning Log: Goals in he Ne Teacher Assessmen: Checklis Have sudens lis hree goals ha would enhance heir healh and wellbeing (e.g., run one kilomere wihou walking) discuss hree ways ha he goals could be revised o make hem easier or more difficul o achieve (e.g., run one kilomere wih occasional walks) discuss hree ways in which he goals could be assessed (e.g., give yourself a check mark when a goal is compleed) Remind sudens o include boh personal healh and academic goals. Suggesed Crieria: The suden was able o q se goals q revise goals q assess goals Observaion: Pros and Cons Teacher Assessmen: Invenory Observe sudens abiliy o weigh he pros and cons for making healhy lifesyle choices. Communiy Link: Have sudens explore local healh issues and examine saisical daa, suppors and services applicable o heir communiy or region, and prevenion sraegies. 7 119
5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion PRESCRIBED LEARNING OUTCOMES SUGGESTIONS FOR INSTRUCTION Sudens will... q S.4.7.A.3 Demonsrae funcional use of inerpersonal skills (i.e., communicae effecively, cooperae/collaborae, be respecful, be responsible) for dealing wih new aciviies, siuaions, and/or changes in class aciviies. Curricular Connecions GLO 3 Manage ideas and informaion. GLO 5 Celebrae and build communiy. PE/HE: GLO 4 Personal and Social Managemen (K.4.7.B.1a) SC: Cluser 3 Forces and Srucures Walk he Talk During physical aciviies or spors and classroom group aciviies, observe sudens demonsraing cerain inerpersonal skills such as lisening aenively, summarizing informaion, clarifying feelings, absaining from pu-downs, communicaing effecively, cooperaing/collaboraing, being respecful, being responsible, being encouraging, playing fairly, being inclusive, showing non-aggressive behaviour, and resising negaive influence. Pu sudens names on he chalkboard and, a he end of he class, discuss wha was observed. Focus on a differen group of sudens each day. Learning Oucome Connecion: Sriving for Your Personal Bes Have sudens assess he behaviour checkliss hey developed in relaion o learning oucome K.4.7.B.1a. Ask each suden o highligh one behaviour ha he or she will srive o demonsrae in he nex week. Working in pairs, sudens hen share he behaviours hey are going o work on and provide each oher wih peer coaching and assessmen. A he end of a se period of ime, parners complee a progress repor on each oher. Tower Building Have sudens form groups and give each group eigh or more pieces of equipmen (e.g., boxes, recyclable conainers, beanbags, milk carons). Their ask is o use all pieces of equipmen o build he alles ower. q S.4.7.A.4 Apply conflicresoluion sraegies (e.g., role-play responses o conflic siuaions, paricipae in peer mediaion...) o differen scenarios (e.g., engaging wih new classmaes, moving o a new classroom, saying no o negaive peer-group influence...). Curricular Connecions GLO 4 Enhance he clariy and arisry of communicaion. GLO 5 Celebrae and build communiy. Mock Mediaion Have sudens develop poenial conflic scenarios. Throughou he year, have groups paricipae in mock mediaions o reinforce he appropriae conflic-resoluion skills for differen scenarios. Have oher groups observe he mediaions and lis of srenghs and limiaions o assess sudens skills. When acual conflic arises, sudens will hen be able o recall he skills ha have been reinforced, rehearsed, and pracised all year. 7 120
Grade 7: Personal and Social Managemen Skills TEACHER NOTES SUGGESTIONS FOR ASSESSMENT For more eam-building aciviies, see Team Building hrough Physical Challenges (Glover and Midura) and More Team Building Challenges (Midura and Glover). Before compleing he Self- Assessmen of Inerpersonal Skills char (see suggesion for assessmen), have sudens define he behaviours ha reflec each of he skills lised. For example, he behaviours ha demonsrae lisening aenively include refraining from alking while he speaker is alking, looking a he speaker, aking noes, and so on. For physical educaionrelaed aciviies, use BLM G 16: PE Self-Assessmen of Inerpersonal Skills. For he Tower Building aciviy, have sudens creae heir own challenge for he class o solve. Observaion: Walk he Talk 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. Skill Yes No Commens In his group aciviy/projec, did I 1. lisen aenively? 2. summarize informaion? 3. clarify feelings? 4. absain from pu-downs? 5. encourage ohers? 6. cooperae/collaborae? 7. include ohers? 8. show non-aggressive behaviour? 9. resis negaive influences? 10. communicae effecively? For resources (e.g., books, videos, websies) on conflic resoluion, see Conflic Resoluion: Safe Schools: A Bibliography, Ocober 2001, available a he Insrucional Resources Uni (Library), Manioba Educaion and Youh websie: <hp://libinfo.merlin.mb.ca/ publicaions>. Observaion: Mock Mediaion Teacher Assessmen: Raing Scale While sudens paricipae in mock mediaions or in acual conflic siuaions, look for evidence of he use of conflicresoluion sraegies and mediaion skills. Raing Scale 4 3 2 1 The suden Always Frequenly Someimes Rarely is able o apply conflic-resoluion sraegies and mediaion skills 7 121
5-8 Physical Educaion/Healh Educaion: A Foundaion for Implemenaion Personal and Social Managemen Oucomes: Grade 7 Knowledge q K.4.7.A.1 Compare aiudes and behaviours (i.e., inclusive/exclusive, posiive accepance/rejecion, open/discriminaory) ha conribue o a sense of belonging. q K.4.7.A.2a Idenify he obsacles (e.g., changing informaion, abiliies, prioriies, values, resources, aiudes, illness, injury, responsibiliies...) ha may influence achievemen of and making revisions o personal goals and sraegies (e.g., decision-making/problem-solving process...). q K.4.7.A.2b Describe he menal skills (i.e., goal seing, focusing, sress managemen, visualizaion, posiive hinking) necessary o enhance performance, readiness, and saisfacion. q K.4.7.A.3 Explain he benefis of using he decisionmaking/problem-solving process for making responsible and healh-enhancing personal decisions (e.g., prevens impulsive and/or negaive decisions, conribues o long-erm healh...). q K.4.7.B.1a Idenify socially accepable behaviours (e.g., keep an open mind, show a willingness o ry, recognize own feelings and emoions, sep away from he siuaion if feeling anger...) for dealing wih new siuaions and/or change (e.g., paricipaing in new aciviies, choosing friends...). q K.4.7.B.1b Describe conduc (e.g., personal, group, eam...) and ehical behaviours appropriae for engaging in physical aciviy and/or social evens. q K.4.7.B.2a Idenify he characerisics (e.g., compliance/conflic, confidence level, one of voice, eye conac, body language...) associaed wih each of he communicaion syles (e.g., passive, aggressive, asserive...) and leadership qualiies (e.g., enhusiasm, presenaion skills, reliabiliy, organizaion...). q K.4.7.B.2b Idenify areas wihin he school (e.g., saff, school eams, clubs...) and communiy (e.g., communiy projecs...) ha offer opporuniies o make new friends and belong o a group (e.g., saff, school eams, clubs...). q K.4.7.B.3a Idenify anger-managemen skills (e.g., use self-saemens, paricipae in physical aciviies, wrie leers o express feelings...) as alernaives o aggression and violence. Knowledge (coninued) q K.4.7.B.3b Describe how conflic siuaions (i.e., change, new siuaions, negaive group influences, dishonesy) affec personal behaviour and developmen (e.g., adaping o new surroundings or rouines, making new friends, coping wih change, being asserive...). q K.4.7.B.3c Review sraegies (e.g., mediaion, conflic resoluion...), possible oucomes (i.e., win/win, win/lose, lose/win, lose/lose), and behaviours (e.g., compromising, negoiaing, accommodaing, blaming, avoiding, collaboraing, consensus building ) for conflic resoluion among friends and/or peers. q K.4.7.B.4 Describe appropriae use (e.g., saying no o negaive peer pressure, differeniaing beween siuaions where asseriveness is/isn warraned...) of avoidance/refusal sraegies when dealing wih poenially dangerous siuaions and/or sressful social siuaions. Skills q S.4.6.A.1 à S.4.7.A.1 Assess and revise personal healh and academic goals (e.g., finess goal, movemen skill goal, nuriion goal, acive living goal, personal healhpracice goal, academic goal...) o enhance healh and wellbeing. q S.4.7.A.2 Develop crieria (e.g., cos, values, expecaions, long-erm benefis...) and a raing sysem for weighing he benefis of he alernaives for making physically acive and healhy lifesyle choices in differen case scenarios (e.g., choosing o smoke, gamble, consume alcohol...). q S.4.7.A.3 Demonsrae funcional use of inerpersonal skills (i.e., communicae effecively, cooperae/collaborae, be respecful, be responsible) for dealing wih new aciviies, siuaions, and/or changes in class aciviies. q S.4.7.A.4 Apply conflic-resoluion sraegies (e.g., roleplay responses o conflic siuaions, paricipae in peer mediaion...) o differen scenarios (e.g., engaging wih new classmaes, moving o a new classroom, saying no o negaive peer-group influence...). 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. 7 122