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Where is it in the Michigan Model®? |
| Character Education in Grades K-6 |
Character Education in the K-6 Michigan Model®
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Trustworthiness |
Respect | Caring | Justice & Fairness
| Civic Virtue &
Citizenship
Responsibility: accountability, taking care of self and others, fulfilling our obligations, contributing to our communities, building a better world, pursuit of excellence.
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-5 | Students will state safety rules for riding the bus. | ||
| 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. |
| IV-4 | Calling Emergency Health Helpers | IV-6 | Students will demonstrate making an emergency phone call. |
| VI-3 | Families | VI-4 | Students will lists ways their families help them. |
| VI-4 | Families Work Together | VI-6 | Students will state their contributions to their families. |
| VI-7 | Students will name ways family members can help each other. | ||
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| Grade One | |||
| I-1 | What is Health? | I-3 | Students will list school and classroom rules for staying safe and getting along with others. |
| I-3 | Families | I-8 | Students will draw a picture of themselves doing something to help their family. |
| II-6 | Emergencies | II-10 | Students will demonstrate the skills needed to get help by making an emergency phone call. |
| 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. | ||
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| I-1 | A Healthy Classroom | I-2 | Students will define the term "rules." |
| I-3 | Students will draw pictures to represent classroom rules. | ||
| II-3 | Don't Forget Your Safety Belt | II-6 | Students will demonstrate ways to encourage others to wear safety belts. |
| II-5 | Having Friends and Staying Safe | II-8 | Students will use the five problem solving steps to solve a problem involving bicycle safety. |
| II-7 | Safe from Injury at Home and at School | II-14 | Students will state how to get help if there is an emergency at home. |
| II-9 | Personally Safe | II-17 | Students will explain what to do in potentially dangerous situations. |
| 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. |
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| 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-2 | Healthy Influence | I-4 | Students will list people who influence health behavior. |
| I-5 | Students will summarize the difference between positive and negative influences. | ||
| I-5 | Asking for Help | I-10 | Students will list different ways people help one another. |
| IV-8 | Consequences of Behaving Unsafely | IV-16 | Students will demonstrate the procedure for reporting emergencies over the phone. |
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| 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 | Student 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-5 | Standing Up for What Is Right | I-12 | Students will rewrite the ending of the story to reflect how they would confront the ridicule of others. |
| I-8 | Understanding Our Feelings | I-19 | Students will state that feelings change and can be expressed in ways that help a person or harm a person. |
| I-13 | Practice, Practice, Practice | I-32 | Students will clarify what it means to be responsible to others and to the community. |
| III-2 | Using Chemicals the Wrong Way | III-6 | Students will describe what to do if a person is exposed to dangerous inhalants. |
| III-3 | Drug Dangers | III-8 | Students will create a poster and a presentation to share with others, warning about drug abuse. |
| 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. |
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| I-1 | Becoming a Team | I-3 | Students will develop a plan for becoming an effective classroom team by listing rules and responsibilities. |
| 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. | ||
| I-7 | Resolving Conflicts with a Secret Formula | I-20 | Students will describe the disadvantages of settling conflicts through arguing or fighting. |
| I-21 | Students will name behaviors that escalate a conflict. | ||
| I-22 | Students will describe the benefits of resolving conflicts peacefully. | ||
| I-10 | Using What We Know to Deal with Bullies | I-27 | Students will practice using the five steps for making decisions and solving problems using a situation involving a person being bullied. |
| I-28 | Students will clarify how using the skills of confronting annoying behaviors and listening can be used to defuse a situation involving a person being bullied. | ||
| 1-29 | Students will describe some possible reasons for someone acting like a bully and how that behavior might be avoided. | ||
| IV-8 | The Many Faces of Peer Pressure | IV-21 | Students will define peer pressure. |
| IV-22 | Students will classify positive, negative, actual, and perceived peer pressure. | ||
| IV-23 | Students will classify three levels of peer pressure. | ||
| IV-24 | Students will demonstrate various kinds and levels of peer pressure. | ||
| VI-1 | Safety Review | VI-1 | Students will describe actions and attitudes that can lead to unintentional injuries. |
| VI-2 | Students will list safety rules they can follow to prevent injuries. | ||
| VI-2 | On My Own | VI-4 | Students will list safety rules for traveling alone. |
| VI-5 | Students will describe how they would respond in hypothetical situations. | ||
| VI-4 | Trouble, Trouble Everywhere | VI-7 | Students will list situations that may get them into trouble. |
| VI-8 | Students will demonstrate how to identify trouble by asking questions. | ||
| VI-9 | Students will demonstrate how to avoid trouble. | ||
| VI-5 | Avoiding Danger | VI-11 | Students will list factors that contribute to violence. |
| VI-12 | Students will decide what factors contribute to violence in hypothetical situations. | ||
| VI-13 | Students will describe ways to eliminate the factors that contribute to violence in conflict situations. | ||
| VI-9 | Rescue Breathing | VI-23 | Students will create models to use for practicing rescue breathing. |
| VI-24 | Students will identify rescue breathing as the first aid technique to be used when breathing stops. | ||
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| I-1 | Health and Risks | I-4 | Students will develop guidelines/rules for working together in the health classroom. |
| I-5 | When You're Mad... | I-14 | Students will identify ways to manage anger in positive ways. |
| I-8 | Using Positive POWER Between Two People | I-19 | Students will summarize how to solve problems and make decisions when two people are in a conflict. |
| I-20 | Students will practice how to resolve conflicts peacefully. | ||
| I-9 | But It's Just Teasing!- Part 1 | I-21 | Students will identify the underlying dynamics of bullying behavior. |
| I-22 | Students will list the three steps for dealing with a bully. | ||
| I-23 | Students will practice walking away from a bully. | ||
| I-10 | But It's Just Teasing!-Part 2 | I-24 | Students will distinguish between teasing and harassment. |
| I-25 | Students will apply appropriate skills for handling harassment. | ||
| II-2 | Safety in Public Places | II-4 | Students will list procedures for reducing the risk of danger when in public places. |
| II-5 | Students will apply the procedures for reducing the risk of danger when in public places. | ||
| II-3 | Getting Out of a Tight Spot | II-6 | Students will identify situations where skills for standing up to pressure are needed for staying safe. |
| II-7 | Students will identify skills for standing up to pressure from other people. | ||
| II-4 | Practicing Getting Out of a Tight Spot | II-8 | Students will practice the skills for standing up to pressure. |
| II-5 | Avoiding Fights and Resisting Gangs | II-9 | Students will identify skills to avoid fights and resist gangs. |
| II-10 | Students will practice the skills to avoid fights and resist gangs. | ||
| II-6 | Weapons and Safety | II-12 | Students will list rules to follow when weapons are present. |
| II-13 | Students will apply rules and refusal skills to hypothetical situations involving weapons. | ||
| II-8 | Helping Others Stay Safe | II-19 | Students will develop a resource directory to use when taking care of others. |
| II-20 | Students will summarize safety rules and guidelines for keeping others safe when they are in their care. | ||
| II-9 | Caring for Others | II-21 | Students will identify first aid procedures appropriate to common injuries in the home, school, and community. |
| II-22 | Students will review making an emergency phone call. | ||
| II-23 | Students will practice responding to common situations involving injuries. | ||
| III-6 | Standing Up to Pressure to Use Drugs | III-10 | Students will review skills for standing up to pressure. |
| III-11 | Students will apply the skills in situations involving substances. | ||
| III-7 | Getting Out of a Jam | III-13 | Students will discuss how to handle situations where someone is abusing drugs or is chemically dependent. |
| III-14 | Students will develop responses to problem situations using the knowledge and skills they have acquired regarding substances. | ||
| 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. | ||
Trustworthiness | Respect | Caring | Justice & Fairness | Civic Virtue & Citizenship
This page last updated on: 09/06/09
