| Grade 2 |
Grade 3 |
Grade 4 |
|
Standard 1.0 Mental and Emotional Health: Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
|
Standard 1.0 Mental and Emotional Health: Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
|
Standard 1.0 Mental and Emotional Health: Students will demonstrate the ability to use mental and emotional health knowledge, skills, and strategies to enhance wellness.
|
|
A. Communication
|
A. Communication
|
A. Communication
|
1. Recognize appropriate methods of communication.
|
1. Recognize different types of communication skills.
|
1. Recognize effective communication skills.
|
a. Identify methods of communication appropriate for specific situations.
|
a. Practice verbal and non-verbal methods of communication.
|
a. Identify verbal and non-verbal methods of communication.
|
b. Demonstrate appropriate methods of communication.
|
|
b. Demonstrate healthy ways to communicate needs, wants, emotions, opinions, and information.
|
|
B. Emotions
|
B. Emotions
|
B. Emotions
|
1. Examine emotions and responses to various situations.
|
1. Recognize that emotions come from basic needs.
|
1. Describe how emotions influence behaviors.
|
a. Demonstrate the meaning of emotion.
|
a. Relate human needs to human emotions.
|
a. Demonstrate the ability to modify emotional responses.
|
b. Categorize other words that mean happy, upset, calm, and surprised.
|
|
b. Compare helpful and harmful emotional responses.
|
|
C. Components of well being
|
C. Components of Personal Well-being
|
C. Components of Personal Well-being
|
1. Identify components to promote personal well-being.
|
1. Identify the components to promote personal well-being.
|
1. Summarize the components that promote personal well-being.
|
a. Name two cooperation skills.
|
a. Identify and describe the emotional and physical human needs, such as shelter, food, water, and love.
|
a. Describe components of personal well-being, identified as spiritual, physical, intellectual, emotional/mental, social, and environmental.
|
b. Predict what it feels like to work cooperatively with others in a group.
|
b. Identify and describe human social needs.
|
b. Relate components of personal well-being to personal life situations and why they are important.
|
|
|
c. Describe the social needs addressed by belonging to a group.
|
c. Explore ways community, family, and school contribute to liking self.
|
|
|
d. Recognize the feelings of being excluded from a group.
|
|
|
D. Decision Making
|
D. Decision Making
|
D. Decision Making
|
1. Identify choices available in order to make a decision.
|
1. Examine the steps of the decision-making process.
|
1. Examine the steps in the decision-making process.
|
a. Choose factors that influence making decisions.
|
a. Compare the difference between positive and negative consequences in age appropriate situations.
|
a. Explain how decisions are influenced by individuals, families, and communities.
|
|
|
|
b. Compare variations of the decision-making process.
|
|
E. Character Traits
|
E. Character Traits
|
E. Character Traits
|
1. Identify positive and negative character traits contributing to one’s uniqueness.
|
1. Identify positive and negative character traits that contribute to one’s uniqueness.
|
1. Utilize strategies to demonstrate care, consideration, and respect for self and others.
|
a. Describe positive character traits of friends.
|
a. Select and model strategies to incorporate positive character traits.
|
a. Develop strategies for making and keeping friends.
|
b. Explain how being a good friend demonstrates positive character.
|
|
|
c. Identify positive and negative traits of characters in media.
|
|
|
|
F. Stress
|
F. Stress
|
F. Stress
|
1. Recognize the factors associated with stress experienced in the family.
|
1. Recognize the factors associated with stress experienced in school.
|
1. Recognize the factors associated with stress experienced in the community.
|
a. Describe examples of family stressors.
|
a. Describe examples of school stressors.
|
a. Identify sources of stress in the community.
|
b. Demonstrate reactions to stressful situations.
|
b. Discuss symptoms of stress.
|
b. Describe ways to manage social stressors.
|
c. Identify stress management skills and strategies.
|
c. Apply strategies to reduce stress in school.
|
c. Model effective strategies for stress management.
|
|