
| District | ||||||||||
GUIDANCE CURRICULUM
(K-2)
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LEARNING RESULTS
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RESULTS
CODE
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SAMPLE ACTIVITIES/RESOURCES
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HEALTH EDUCATION: |
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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 |
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T |
1. Identify which school and community health
helpers are needed in given situations. |
B1 |
*List
school/community health helpers. |
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T |
2 Differentiate between safe and harmful
substances found at Home
and school. |
C1 |
*Wellness
activities. |
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CONFLICT MANAGEMENT |
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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 |
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G |
1. Applies coping strategies when feeling excited,
anxious, angry, or out of control. |
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G |
2. Demonstrates healthy ways to express
needs, wants, and feelings. |
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G |
3. Demonstrates social skills in a variety of
relationships: friendship, peer, general settings. |
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G |
4. Describes a conflict from own perspective
and other’s point of view. |
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G |
5. Identifies best self-help alternatives in
conflict situation. |
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LEARNING RESULTS
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RESULTS
CODE
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SAMPLE ACTIVITIES/RESOURCES
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PERSONAL SAFETY |
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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 |
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G |
1.
Identifies safe, unsafe and confusing touch. |
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G |
2. Identifies personal boundaries, personal
space, and right to privacy. |
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|
G |
3. Identifies steps to take to keep themselves
safe from physical or sexual abuse. |
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|
G |
4. Identifies safe persons in their support
network and articulates how to effectively seek assistance from them. |
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CAREER PREPARATION |
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PREPARING FOR THE FUTUREStudents will be
knowledgeable about the world of work, Students will be able to: |
Career Prep A |
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S |
1. Develop effective ways to interact with
others during school and after-school activities. |
A1 |
*Role
–play situations *Friendship
games |
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|
T |
2. Identify local career opportunities. |
A3 |
*Collage
of local jobs *Books
about careers *Invite
local speakers *School
based jobs |
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|
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. |
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|
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. |
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|
S |
5. Identify personal strength and interests. |
B3 |
*Create
a “Coat of Arms” *Collage
of personal interests |
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(3-5) |
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LEARNING RESULTS
|
RESULTS
CODE
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SAMPLE ACTIVITIES/RESOURCES
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HEALTH EDUCATION: |
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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 |
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|
T |
1. Describe ways in which a healthful school
and community environment influences personal health. |
*Brainstorming *Role-playing |
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|
T |
2. Identify community agencies that advocate
healthy individuals, families, and communities. |
*Distribute
information about |
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|
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 |
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|
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. |
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CONFLICT MANAGEMENT |
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|
|
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 |
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|
G |
1. Demonstrates social skills in a variety of
relationships: friendship, peer, general settings. |
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G |
2. Describes a conflict from
own perspective and other’s point of view. |
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|
G |
3. Identifies best self-help alternatives in
conflict situation. |
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|
G |
4. Explains the difference between positive
and negative responses to stress. |
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LEARNING RESULTS
|
RESULTS
CODE
|
SAMPLE ACTIVITIES/RESOURCES
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PERSONAL SAFETY |
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|
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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 |
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|
G |
1. Identifies safe, unsafe and confusing
touch. |
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|
G |
2.
Identifies personal boundaries, personal space, and right to privacy. |
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|
G |
3. Identifies steps to take to keep
themselves safe from physical or sexual abuse. |
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|
G |
4. Identifies safe persons in their support
network and articulates how to effectively seek assistance from them. |
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CAREER PREPARATION |
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|
|
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 |
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|
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 |
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|
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 |
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|
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 |
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|
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” |
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|
T |
5. Use a variety of resources to learn about
a personally interesting career topic. |
B1 |
*Use
the internet, library resources, people resources, and magazines to research
a career area. Write to a local
industry regarding information about careers *Develop
a list of URLs where information can be found on careers |
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LEARNING RESULTS
|
RESULTS
CODE
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SAMPLE ACTIVITIES/RESOURCES
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|
T |
6. Identify academic knowledge and skills required in specific
areas
|
Career Prep C C-3 |
*Invite
speakers like a city planner and engineer to talk about technology, important
theories in their work, and how their careers relate to academics *Multiple
Intelligence’s Career Exercise *Choose
and implement a “Technology Theme for the Month” |
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|
S |
7. Exhibit, during the school day, the personal qualities that
lead to responsible behavior
|
D1 |
*Brainstorm
ad role-play personal qualities leading to responsible behavior *Give
“responsibility behavior” cards to other students exhibiting those behaviors *Cooperative
Learning exercise |
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|
T |
8. Develop time management strategies for school and after-school
activities.
|
D2 |
*Develop
a time management schedule and keep a schedule for a week |
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(6-8) |
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|
LEARNING RESULTS
|
RESULTS
CODE
|
SAMPLE ACTIVITIES/RESOURCES
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HEALTH EDUCATION: |
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|
|
A. PROMOTION OF HEALTH INFORMATION SERVICES,
AND PRODUCTS Students will know how to
acquire valid information about health issues, services, and products. Students will be able to: |
Health Ed A,B,C A A2 A3 B B2 C5 C6 |
School counselors support
health curriculum as team teachers or guest speakers, resource people |
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|
T |
1. Describe relationships among physical,
mental, emotional and social health. |
Grade
8 ADAPT |
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|
G |
2. Analyze effects of risky behaviors on
personal health i.e. Sex, drugs, nutrition |
Grade
8 ADAPT |
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|
S. |
3. Identify resources from home, school, and
community that provide valid health information and services |
School
Nurse, Chemical
Health Coordinator *Uses
school counselor as a resource *Information
resources in guidance office |
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|
S |
4. Demonstrate ways to avoid or change
situations that threaten personal safety. |
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*Learn
healthy responses to crises *Refusal
skills training DARE
Grade 5/6 |
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|
S |
5. Distinguish between healthy and unhealthy stress management
techniques
|
*Discuss
and role-play stress management techniques *Leisure
activities |
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|
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B. COMMUNICATION SKILLS Students will understand
that skillful communication can contribute to a higher quality of life. Students will be able to: |
Health Ed E |
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|
G |
1. Demonstrate effective verbal and
non-verbal communication skills to build and maintain a healthy lifestyle
(e.g., positive peer pressure) |
E1 |
*Communication
skills training *Peer
helpers *Peer
mediators |
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|
G |
2. Demonstrate refusal and negotiation skills
which can enhance health by enabling them to deal with negative peer pressure |
E2 |
*Refusal
skills *Negotiation
skills |
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|
G |
3. Demonstrate conflict resolution
strategies. |
E3 |
*Resolve
conflicts peacefully *Role-play |
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LEARNING RESULTS
|
RESULTS
CODE
|
SAMPLE ACTIVITIES/RESOURCES
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|
S |
4. Describe how school, family, and peers
influence the health of adolescents. |
D4 |
*Discuss/role-play
influences on adolescent health |
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A.
DECISION MAKING AND GOAL SETTING Students will learn how to
set personal goals and make decisions that lead to better health. Students will be able to: |
Health Ed F |
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|
T |
1. Demonstrate individual and collaborative
decision-making processes to resolve health problems. |
|
*Participate
in cooperative learning activities. |
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|
T |
2. Explain how decisions regarding health
behaviors have consequences for them and others |
|
*Discuss
consequences of healthy behavior |
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|
T |
3. Describe how personal health goals are
influenced by changing information, abilities, priorities, and
responsibilities. |
F4 |
*Setting
and meeting personal health goals |
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|
T |
4. Develop a plan to attain personal health
goals by employing personal strengths and addressing needs and health risks. |
F5 |
*Develop
a personal aspirations plan |
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CONFLICT MANAGEMENT 6-8 |
|
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|
S |
1. Recognizes that the problem – solving
processes are applicable to all types of conflicts. |
Health
Ed. E2,
E3, E20 Career
Prep A2; A4 |
Resources such as: Families First Family Violence Project DARE Mediation & Resources Community members – esp. for
careers Peer group programs Civil Rights Team Health Reach Agency |
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|
S |
2. Identifies conflicts appropriately and
selects resolution strategies in various settings (school, home,
neighborhood, etc.) |
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CAREER PREPARATION |
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|
|
A. 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,B,C |
|
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LEARNING RESULTS
|
RESULTS
CODE
|
SAMPLE ACTIVITIES/RESOURCES
|
|
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CAREER PREPARATION |
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|
S |
1. Determine effective workplace behaviors
and skills. |
Career Prep A1 |
*Using
classified ads, determine desirable workplace skills *Invite
business professionals to talk about desired work behaviors *Cooperative
Learning activities |
|
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|
S |
2. Use teamwork strategies and apply
communication and negotiation skills to decision making |
A2 |
*Make
a classroom decision based on consensus *Group
projects *Project
Adventure activities |
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|
S |
3. Demonstrate an understanding of the
relationship between personal interests, skills, and abilities when
researching careers. |
A4 |
*Select
and research a career, determining needed interests, skills, and abilities |
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|
T |
4. Develop a personal portfolio that contains
critical personal, educational, and career information. |
B1 |
*Develop
one’s own family tree of careers/career interests. *Write
a letter to oneself that will be opened at a later date re one’s future
education, work and personal goals *Use
Career Portfolio, (e.g., Get a Life) |
|
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|
T |
5. Compare education required for different
occupations. |
B2 |
*Use
the Occupational Outlook Handbook *Visit
a job fair **se
“Computerized career system, (e.g., Choices, Jobs) |
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|
T |
6. Use academic knowledge and skills to solve career-related
problems.
|
C-3 |
Develop
a budget for an imaginary workplace *Discuss
potential work problems ad how they could be addressed with academic
knowledge ad skills. *Play
the “Real Game” |
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|
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B. BALANCING RESPONSIBILITIESStudents will acquire and apply
skills/concepts required to balance personal, family, community, and work
responsibilities. Students will be
able to: |
Career Prep D |
|
|
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|
T |
1. Understand outside influences and their effect on personal
choices.
|
D1 |
*Compare
and contrast two noted figures in history and how their lives were affected
by the economy, history, and environment |
|
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|
T |
2. Demonstrate an understanding of budgeting and the use of
financial tools and services.
|
D3 |
*Compare
“10 Years from Now” and discuss the “Real Game” |
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LEARNING RESULTS
|
RESULTS
CODE
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SAMPLE ACTIVITIES/RESOURCES
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CAREER PREPARATION |
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|
T |
3. Develop strategies to balance multiple responsibilities and conflicting
priorities.
|
D4 |
*Discuss
balancing time and responsibilities |
|
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|
S |
4. Assume personal responsibility, during their time in school.
|
D5 |
*Use
peer helpers to model responsibility for younger students |
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Secondary |
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LEARNING RESULTS
|
RESULTS
CODE
|
SAMPLE ACTIVITIES/RESOURCES
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HEALTH EDUCATION: |
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|
|
B.
PROMOTION OF HEALTH
INFORMATION SERVICES, AND PRODUCTS Students will know how to acquire
valid information about health issues, services, and products. Students will be able to: |
Health Ed B & C |
This section could be
addressed in a variety of ways:
individual counseling; a large group initiative, such as drug
awareness; as a collaborative effort with the health instruction; or at a PET
or SAT |
|
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|
S |
1. Analyze relationships between personal
health practices and individual well being. |
|
Use
a log – Diet, sleep, exercise |
|
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|
S |
2. Provide evidence to support the validity
of health information, products, and services. |
B1 |
School
Nurse, Chemical
Health Coordinator *Uses
school counselor as a resource *Information
resources in guidance office |
|
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|
T |
3. Demonstrate knowledge school and community
health services and proper means of access. |
B3 |
*Chemical
health coor. Talk of services offered in and out of classes *Teen
Talk, Project Hope Newsletter |
|
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|
S |
4. Demonstrate strategies to avoid, change
and report unsafe circumstances |
C2 |
(Same as above) |
|
||||||
|
T |
5. Design, implement and evaluate a plan of stress management
|
C3 |
|
|
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|
|
C.
DECISION MAKING AND GOAL
SETTING Students will learn how to
set personal goals and make decisions that lead to better health. Students will be able to: |
F |
|
|
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|
G |
1. Demonstrate various decision-making
strategies than can be used to address behaviors, which lead to trouble. |
|
*Share
personal decision making models *ADAPT
– Chemical Health Professionals *”Teen
Talk” CTV |
|
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|
S |
2. Appreciate the need for input from peers,
family, and professionals when making significant health decisions. |
F2 |
*Role-play
a family meeting regarding a family member’s illness. *Discuss
peer pressure that relates to groups decisions |
|
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|
S |
3. Implement a plan and evaluate progress in
attaining personal health goals. |
F4 |
*Develop
a health plan |
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|
T |
4. Formulate an effective long-range personal
health plan |
F5 |
Develop an individual
counseling plan to stop an unhealthy (e.g., smoking, nail biting) |
|
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|
|
LEARNING RESULTS
|
RESULTS
CODE
|
SAMPLE ACTIVITIES/RESOURCES
|
|
||||||
CAREER PREPARATION |
|
|||||||||
|
|
C. 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 |
|
|
||||||
|
T |
1. Demonstrate the leadership and membership
skills necessary to succeed as a member of a team. |
A1 |
*Discuss
qualities and personal roles of students in athletics, student government and
extra curricular activities. *Research
and make a list of potential community activities of a local business person *Develop
group “norms” for support group |
|
||||||
|
G |
2. Analyze skills and abilities required in a
variety of career options and relate them to their own skills and abilities. |
A2 |
*Do
a job analysis *Use
the “CHOICES” computer program |
|
||||||
|
G |
3. Demonstrate an understanding of the
relationship between the changing nature of work and the need for continued
education and training. |
A3 |
*Interview
a professional to explore how educational requirements have changed *Use
the internet to investigate labor market information *Research
project on the job trends |
|
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|
|
D.
EDUCATION/CAREER PLANNING
AND MANAGEMENT Guided by self-assessment
and personal career interests, students will integrate school- and work-based
experiences to develop their career goals.
Students will be able to: |
Career Prep B |
|
|
||||||
|
G |
1. Use a career planning process that
includes self-assessment, personal development, and a career portfolio as a
way to gain initial entry into the workplace. |
B1 |
*Take
career assessments (e.g., SDS, ASVAB, DAT.) *Create
a Career portfolio, (e.g., Get a Life) *Outline
differences between interests and aptitudes and the impact they have on
career choice |
|
||||||
|
S |
2. Demonstrate job seeking skills |
B2 |
*Discuss
the process of getting work permits/certificates of age *Role-play
a job interview *Develop
a resume |
|
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|
|
LEARNING RESULTS
|
RESULTS
CODE
|
SAMPLE ACTIVITIES/RESOURCES
|
|
||||||
CAREER PREPARATION |
|
|||||||||
|
S |
3. Identify transferable skills that can be
gained through various work experiences. |
B3 |
*Critique
SCANS report *Develop
a web to indicate how skills are transferable to jobs. *Review
resume and assess what’s needed for future training |
|
||||||
|
|
E. INTEGRATED AND APPLIED LEARNINGStudents will demonstrate
how academic knowledge and skills are applied in the workplace and other
settings. Students will be able to: |
Career Prep C |
|
|
||||||
|
G |
1. Appreciate the value of applied learning opportunities offered
in the high school and technical center.
|
C-3 |
*Develop
or use a board game incorporating the integration of work and personal life *Develop
a family budget based on annual income from your ideal job. |
|
||||||
|
|
F. BALANCING RESPONSIBILITIESStudents will acquire and
apply skills/concepts required to balance personal, family, community, and
work responsibilities. Students will
be able to: |
Career Prep D |
|
|
||||||
|
S |
1. Illustrate how resources and support systems, available within
a community, assist individuals in their work and home lives.
|
D1 |
*Identify
community support services *Integrate
ideas in personal portfolio |
|
||||||
|
S |
2. Use life skills such as time management and stress management
to balance multiple responsibilities.
|
D2 |
*Explore
developmental psychology according to own life changes |
|
||||||
|
S |
3. Demonstrate an understanding of
the importance of community involvement to family and community life.
|
D3 |
*Participate
in community service |
|
||||||
|
T |
4. Demonstrate an ability to manage personal resources
|
D4 |
*Participate
in presentation by Bureau of Banking *Create
personnel budget based on income from part-time job |
|
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|
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Last Update: September
24, 2002