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Michigan Model® for Comprehensive School Health Curriculum |
| Student Learning Objectives for Grade Five Phase I are listed below | M | Support Materials: To view a list of the materials used in each lesson, select the blue box to the left of the lesson number. |
Phase II | Phase III | Phase IV | Phase V | Phase VI |
| PHASE I - Becoming an Effective Team | ||
| M | Lesson I-1: Becoming a Team | |
| I-1. | Students will define the term “health.” | |
| I-2. | Students will describe the characteristics of a successful team. | |
| I-3. | Students will develop a plan for becoming an effective classroom team by listing rules and responsibilities. | |
| I-4. | Students will summarize the benefits of effective teamwork. | |
| M | Enhancer Lesson 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. | |
| M | Lesson I-2: Teamwork in Friendships and Families | |
| I-5. | Students will compare the behaviors needed for building positive relationships with friends and family with the behaviors needed for working together as a team. | |
| I-6. | Students will summarize the skills needed for building positive relationships. | |
| I-7. | Students will develop a plan for making positive friends. | |
| M | Lesson I-3: Communication As a Team | |
| I-8. | Students will describe effective listening skills. | |
| I-9. | Students will demonstrate effective listening skills. | |
| I-10. | Students will develop a plan for improving their listening skills. | |
| M | Lesson I-4: Feelings–A Basic Ingredient for All People | |
| I-11. | Students will predict how someone might feel in different situations. | |
| I-12. | Students will describe how to identify feelings in self and others. | |
| I-13. | Students will explain how feelings change. | |
| I-14. | Students will describe how situations may elicit mixed feelings. | |
| M | Lesson I-5: Relationships and Teeter-Totters (Part I) | |
| I-15. | Students will describe how to express appreciation to others. | |
| I-16. | Students will demonstrate how to express appreciation. | |
| M | Lesson I-6: Relationships and Teeter-Totters (Part II) | |
| I-17. | Students will describe how to confront annoying behaviors constructively. | |
| I-18. | Students will demonstrate how to confront annoying behaviors. | |
| I-19. | Students will explain how to handle strong emotions. | |
| M | Lesson 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. | |
| M | Lesson I-8: Negotiation–A Skill to Help Us Solve Conflicts | |
| I-23. | Students will use the steps in negotiation to solve a hypothetical conflict. | |
| I-24. | Students will describe situations that necessitate telling an adult. | |
| M | Lesson I-9: Making Decisions and Solving Problems | |
| I-25. | Students will demonstrate the steps for solving problems and making decisions. | |
| I-26. | Students will use the criteria for checking out solutions. | |
| M | Lesson 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. | |
| I-29. | Students will describe some possible reasons for someone acting like a bully and how that behavior might be avoided. | |
| M | Lesson I-11: Growing and Changing | |
| I-30. | Students will explain the different stages of life and tasks appropriate for each stage. | |
| I-31. | Students will list some healthy choices they have currently made and some they plan to make in the future. | |
| I-32. | Students will explain how self-confidence helps people achieve their goals. | |
This page last updated on: 09/06/09
