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Grade 4 |
Grade 5 |
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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.
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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.
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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.
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A. Communication
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A. Communication
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A. Communication
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1. Recognize different types of communication skills.
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1. Recognize effective communication skills.
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1. Recognize and apply effective communication skills.
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a. Practice verbal and non-verbal methods of communication.
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a. Identify verbal and non-verbal methods of communication.
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a. Model verbal and non-verbal methods of communication.
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b. Demonstrate healthy ways to communicate needs, wants, emotions, opinions, and information.
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B. Emotions
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B. Emotions
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B. Emotions
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1. Recognize that emotions come from basic needs.
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1. Describe how emotions influence behaviors.
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1. Examine emotions and responses to various situations.
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a. Relate human needs to human emotions.
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a. Demonstrate the ability to modify emotional responses.
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a. Identify different complex emotions, such as anxiety, frustration, doubt, grief, elation, and others.
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b. Compare helpful and harmful emotional responses.
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b. Recognize the importance of expressing feelings verbally and non-verbally.
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c. Model positive verbal and non-verbal responses to various situations.
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C. Components of Personal Well-being
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C. Components of Personal Well-being
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C. Components of Personal Well-being
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1. Identify the components to promote personal well-being.
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1. Summarize the components that promote personal well-being.
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1. Develop strategies to promote components of personal well-being.
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a. Identify and describe the emotional and physical human needs, such as shelter, food, water, and love.
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a. Describe components of personal well-being, identified as spiritual, physical, intellectual, emotional/mental, social, and environmental.
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a. Investigate at least one component of personal well-being, other than physical, and develop a goal for positive self-change.
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b. Identify and describe human social needs.
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b. Relate components of personal well-being to personal life situations and why they are important.
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c. Describe the social needs addressed by belonging to a group.
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c. Explore ways community, family, and school contribute to liking self.
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d. Recognize the feelings of being excluded from a group.
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D. Decision Making
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D. Decision Making
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D. Decision Making
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1. Examine the steps of the decision-making process.
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1. Examine the steps in the decision-making process.
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1. Apply the decision-making process to personal issues and problems.
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a. Compare the difference between positive and negative consequences in age appropriate situations.
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a. Explain how decisions are influenced by individuals, families, and communities.
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a. Explain how decisions are influenced by individuals, families, and communities.
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b. Compare variations of the decision-making process.
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b. Dramatize the decision-making process in various situations.
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E. Character Traits
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E. Character Traits
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1. Identify positive and negative character traits that contribute to one’s uniqueness.
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1. Utilize strategies to demonstrate care, consideration, and respect for self and others.
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a. Select and model strategies to incorporate positive character traits.
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a. Develop strategies for making and keeping friends.
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F. Stress
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F. Stress
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F. Stress
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1. Recognize the factors associated with stress experienced in school.
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1. Recognize the factors associated with stress experienced in the community.
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1. Recognize time management as an effective stress management skill.
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a. Describe examples of school stressors.
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a. Identify sources of stress in the community.
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a. Identify effective time management strategies.
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b. Discuss symptoms of stress.
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b. Describe ways to manage social stressors.
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b. Demonstrate effective time management strategies.
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c. Apply strategies to reduce stress in school.
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c. Model effective strategies for stress management.
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