|
|
Where is it in the Michigan Model®? |
| Character Education in Grades K-6 |
Character Education in the K-6 Michigan Model®
emc home
| return to value list
Trustworthiness |
Respect |
Responsibility | Caring | Justice & Fairness
Civic Virtue & Citizenship: law-abiding, providing community service, furthering the protection of environment
Grade K | Grade One | Grade Two | Grade Three | Grade Four | Grade Five | Grade Six
| Lesson # | Lesson Title | Obj# | Learning Objective |
| I-1 | I Know A Lot Already! | I-3 | Students will list school and classroom rules for staying safe and getting along with others. |
| I-2 | Rules to Stay Safe So We Can Learn | I-4 | Students will list rules for staying safe and getting along with others outside the classroom while at school. |
| I-10 | The 2 D's for Telling | I-16 | Students will name the 2 D's Dangerous and Destructive, for telling a parent or other trusted adult about a situation. |
| I-17 | Students will list situations that are dangerous and destructive. | ||
| II-4 | Helping Friends Stay Safe | II-8 | Students will practice solving a problem to help a friend stay safe. |
| return to top | |||
| Grade One | |||
| I-1 | What Is Health? | I-3 | Students will list school and classroom rules for staying safe and getting along with others. |
| II-8 | When to Tell | II-14 | Students will name the 3 D's (Dangerous, Destructive, Disturbing) for telling a trusted adult about a situation. |
| II-15 | Students will demonstrate their use of the 3 D's for telling an adult. | ||
| return to top | |||
| I-1 | A Healthy Classroom | I-2 | Students will define the term "rules." |
| I-3 | Students will draw pictures to represent classroom rules. | ||
| III-6 | When Saying "No" Is A Must | III-17 | Students will use the five problem solving steps to solve a problem involving how to keep a friend and stand up for what is right. |
| III-8 | Reducing and Preventing Pollution | III-21 | Students will list ways they can maintain a clean and healthy school environment. |
| return to top | |||
| I-1 | Health is Wealth | I-2 | Students will list rules for appropriate classroom behavior. |
| I-3 | Students will summarize the benefits of following rules. | ||
| I-5 | Asking for Help | I-10 | Students will list different ways people help one another. |
| IV-9 | Consequences of Behaving Unsafely | IV-16 | Students will predict the possible consequences of behaving in an unsafe manner. |
| return to top | |||
| I-1 | Control-It Comes in Different Forms! | I-1 | Students will define the four kinds of control. |
| I-2 | Students will describe how control changes as they grow and mature. | ||
| I-3 | Students will describe how controls help keep them healthy and improve the school environment. | ||
| I-2 | Self-Control and Responsibilities -- They're Related! | 1-4 | Students will explain the relationship between self-control and responsibility. |
| I-5 | Students will compare and contrast the responsibilities of various family members. | ||
| I-13 | Practice, Practice, Practice | I-32 | Students will clarify what it means to be responsible to others and to the community. |
| II-1 | Preventable Injuries | II-1 | Students will analyze situations to determine the major human and environmental factors that cause unintentional injuries. |
| II-2 | Students will develop plans for avoiding unintentional injuries. | ||
| II-2 | Avoiding Danger | II-3 | Students will describe ways to reduce the incidence of injuries when a gun is involved. |
| II-4 | Students will contrast violence in media with violence in real life. | ||
| II-5 | Students will practice responding in dangerous situations. | ||
| E-III-1 | Chemical Dependency - Impact on Family and Society | III-E | Students will describe the impact drug use has on society. |
| III-6 | Being Part of Positive Peer Pressure | III-15 | Students will use the steps for solving problems and making decisions in a situation involving the use of positive peer pressure to avoid drug use. |
| VI-3 | Environment and Health | VI-7 | Students will list ways the environment might be damaged. |
| VI-8 | Students will relate environmental damage to personal health status. | ||
| VI-4 | Helpers for the Environment | VI-9 | Students will name some ways to help keep the environment healthy. |
| VI-10 | Students will make a plan to conserve water at school and at home. | ||
| VI-11 | Students will conclude that they can make an impact on the health of their environment. | ||
| VI-5 | Negotiating an Environmental Health Project | VI-12 | Students will use the steps for negotiation in a situation involving keeping our environment healthy. |
| return to top | |||
| E-I-1 | How Teams Benefit from Four Types of Control | I-E | Students will define the four kinds of control. |
| I-E | Students will describe how control changes as they grow and mature. | ||
| I-E | Students will describe how controls help keep them healthy and improve the school environment. | ||
| V-2 | Polluting the Environment | V-3 | Students will list the components of the environment that can be polluted. |
| V-4 | Students will describe the routes pollutants take into the environment. | ||
| V-5 | Students will list possible affects of air pollution on living things. | ||
| V-3 | Learning About Pollutants | V-6 | Students will list some of the major air pollutants. |
| V-7 | Students will identify sources of air pollution. | ||
| V-8 | Students will describe the effects of air pollution on human health. | ||
| V-9 | Students will plan to reduce air pollution. | ||
| V-4 | Learning About Radon | V-10 | Students will name radon as one of the major air pollutants. |
| V-11 | Students will demonstrate how radon enters houses. | ||
| V-12 | Students will describe the effects of radon on human health. | ||
| V-13 | Students will summarize ways to reduce exposure to radon and other air pollutants. | ||
| V-5 | Clearing the Air! | V-14 | Students will use the steps for negotiation in a situation involving keeping the air clean and odor free. |
| VI-10 | Putting Health Into Practice | VI-25 | Students will create a series of presentations about health to share with younger students. |
| return to top | |||
| III-8 | Helping Others Out | III-15 | Students will apply their knowledge and skills acquired regarding substances to create an advice column for youth. |
| III-16 | Students will communicate what they have learned to others in the school. | ||
| IV-3 | Environmental Factors That Affect Health | IV-4 | Students will report on environmental factors that can affect health negatively. |
| IV-5 | Students will recommend ways to avoid negative environmental factors. | ||
Trustworthiness | Respect | Responsibility | Caring | Justice & Fairness
This page last updated on: 09/06/09
