
| District | ||||||||||
GUIDANCE CURRICULUM
(K-2)
|
|
|||||||||
|
|
LEARNING RESULTS
|
RESULTS
CODE
|
SAMPLE ACTIVITIES/RESOURCES
|
|
||||||
|
HEALTH EDUCATION: |
|
|||||||||
|
|
HEALTH PROMOTION AND
RISK REDUCTION Students will understand
how to reduce their health risks through the practice of healthy
behaviors. Students will be able to: |
Health Ed C |
|
|
||||||
|
T |
1. Identify which school and community health
helpers are needed in given situations. |
B1 |
*List
school/community health helpers. |
|
||||||
|
T |
2 Differentiate between safe and harmful
substances found at Home
and school. |
C1 |
*Wellness
activities. |
|
||||||
CONFLICT MANAGEMENT |
|
|||||||||
|
|
Students will be provided
opportunity to recognize appropriate conflict management and problem solving
skills, understand that skillful communication can contribute to better
health, and learn about harassment as it applies to their lives. |
Career
Prep A1 PK2 A3 Pk2 |
Resources such as: Families First Family Violence Project Officer Friendly Mediation & Resources Community members – esp.
for careers Peer group programs |
|
||||||
|
G |
1. Applies coping strategies when feeling excited,
anxious, angry, or out of control. |
|
||||||||
|
G |
2. Demonstrates healthy ways to express
needs, wants, and feelings. |
|
||||||||
|
G |
3. Demonstrates social skills in a variety of
relationships: friendship, peer, general settings. |
|
||||||||
|
G |
4. Describes a conflict from own perspective
and other’s point of view. |
|
||||||||
|
G |
5. Identifies best self-help alternatives in
conflict situation. |
|
||||||||
|
|
LEARNING RESULTS
|
RESULTS
CODE
|
SAMPLE ACTIVITIES/RESOURCES
|
|||||||
PERSONAL SAFETY |
||||||||||
|
|
Students will learn about
personal safety and prevention of abuse. |
Health Ed C4 B1 |
Resources such as: Families First Family Violence Project Mediation & Resources Community members – esp.
for careers Peer group programs |
|||||||
|
G |
1.
Identifies safe, unsafe and confusing touch. |
|||||||||
|
G |
2. Identifies personal boundaries, personal
space, and right to privacy. |
|||||||||
|
G |
3. Identifies steps to take to keep themselves
safe from physical or sexual abuse. |
|||||||||
|
G |
4. Identifies safe persons in their support
network and articulates how to effectively seek assistance from them. |
|||||||||
CAREER PREPARATION |
||||||||||
|
|
PREPARING FOR THE FUTUREStudents will be
knowledgeable about the world of work, Students will be able to: |
Career Prep A |
|
|||||||
|
S |
1. Develop effective ways to interact with
others during school and after-school activities. |
A1 |
*Role
–play situations *Friendship
games |
|||||||
|
T |
2. Identify local career opportunities. |
A3 |
*Collage
of local jobs *Books
about careers *Invite
local speakers *School
based jobs |
|||||||
|
S |
3. Demonstrate workplace behaviors such as punctuality,
flexibility, teamwork, and perseverance. |
A4 |
*Relate
classroom jobs and cooperative learning roles to workplace behaviors. *Relate
attitudes and behaviors in classroom to workplace expectations. *Develop
a pay scale based on workplace behaviors for the classroom. |
|||||||
|
T |
4. Explore reasons why people work. |
B1 |
*Interview
family member/community people to find out why they work. *Brainstorm
students’ own ideas as to why people work. |
|||||||
|
S |
5. Identify personal strength and interests. |
B3 |
*Create
a “Coat of Arms” *Collage
of personal interests |
|||||||
(3-5) |
|||||||
|
|
LEARNING RESULTS
|
RESULTS
CODE
|
SAMPLE ACTIVITIES/RESOURCES
|
||||
|
HEALTH EDUCATION: |
|||||||
|
|
HEALTH PROMOTION AND RISK
REDUCTION Students will understand
how to reduce their health risks through the practice of healthy
behaviors. Students will be able to: |
Health Ed A A5 Health Ed B B3 Health Ed C C1 F1 |
|
||||
|
T |
1. Describe ways in which a healthful school
and community environment influences personal health. |
*Brainstorming *Role-playing |
|||||
|
T |
2. Identify community agencies that advocate
healthy individuals, families, and communities. |
*Distribute
information about |
|||||
|
T |
3. Compare behaviors that are safe to those
that are risky or harmful (e.g. bicycle safety, handling weapons, use of
medicines). |
*Substance
& sexual abuse prevention *Introducing
decision-making |
|||||
|
T |
4. Demonstrate the ability to apply a
decision-making process to health issues and problems. |
*Show
examples of decision making around a pertinent health issue. |
|||||
CONFLICT MANAGEMENT |
|||||||
|
|
Students will be provided
opportunity to recognize appropriate conflict management and problem solving
skills, understand that skillful communication can contribute to better
health, and learn about harassment as it applies t their lives. |
Career Prep A2 Health Ed. E1,2,3 |
Resources such
as: Families First Family Violence Project Mediation & Resources Community members – esp. for careers Peer group programs |
||||
|
G |
1. Demonstrates social skills in a variety of
relationships: friendship, peer, general settings. |
||||||
|
G |
2. Describes a conflict from
own perspective and other’s point of view. |
||||||
|
G |
3. Identifies best self-help alternatives in
conflict situation. |
||||||
|
G |
4. Explains the difference between positive
and negative responses to stress. |
||||||
|
|
LEARNING RESULTS
|
RESULTS
CODE
|
SAMPLE ACTIVITIES/RESOURCES
|
||||
|
PERSONAL SAFETY |
|||||||
|
|
Students will learn about
personal safety and prevention of abuse. |
Health Ed C4 and B2 |
Resources such
as: Families First Family Violence Project Mediation & Resources Community members – esp. for careers Peer group program |
||||
|
G |
1. Identifies safe, unsafe and confusing
touch. |
||||||
|
G |
2.
Identifies personal boundaries, personal space, and right to privacy. |
||||||
|
G |
3. Identifies steps to take to keep
themselves safe from physical or sexual abuse. |
||||||
|
G |
4. Identifies safe persons in their support
network and articulates how to effectively seek assistance from them. |
||||||
CAREER PREPARATION |
|||||||
|
|
PREPARING FOR THE FUTUREStudents will be
knowledgeable about the world of work, explore career options, and relate
personal skills, aptitudes, and abilities to future career decisions. Students will be able to: |
Career Prep A |
|
||||
|
S |
1. Demonstrate how positive and negative
attitudes affect ones ability to work with others. |
A1 |
*Labeling
activity to address positive and negative work attitudes *Discuss
the relevance of work attitudes to the workplace |
||||
|
S |
2. Use communication and listening skills
that result in successful interactions with others. |
A2 |
*Practice
paraphrasing in role-playing situations *Practice
nonverbal communications skills |
||||
|
T |
3. Explain the value of work to the
individual and to society in general. |
A4 |
*Develop
a classroom and decide student work roles and their values *Lesson
on the value of work to society |
||||
|
S |
4. Demonstrate awareness of their own
interests, aptitudes, and abilities. |
A5 |
*Create
a “Coat of Arms” *Develop
a list of “20 things I’d like to Do or I Do Well” |
||||
|
T |
5. Use a variety of resources to learn about
a personally interesting career topic. |
||||||