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Michigan Model for Comprehensive School Health Curriculum |
| Student Learning Objectives for Grade Four 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 - Growing Into Responsibilities | ||
| M | Lesson 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. | |
| M | Lesson I-2: Self-Control and Responsibilities–They're Related! | |
| I-4. | Students will explain the relationship between self-control and responsibility. | |
| I-5. | Students will compare and contrast the responsibilities of various family members. | |
| M | Lesson I-3: Listening Is a Big Responsibility | |
| I-6. | Students will clarify the benefits of listening. | |
| I-7. | Students will summarize the essential listening skills. | |
| I-8. | Students will demonstrate effective listening skills. | |
| M | Lesson I-4: Family Members Are People, Too | |
| I-9. | Students will describe adult family members as individuals who have interests and roles in addition to their roles within the family. | |
| I-10. | Students will organize an interview with an adult family member. | |
| M | Lesson I-5: Standing Up for What Is Right | |
| I-11. | Students will describe how ridicule affects people. | |
| I-12. | Students will rewrite the ending of the story to reflect how they would confront the ridicule of others. | |
| M | Lesson I-6: A Different Way to Learn | |
| I-13. | Students will describe how someone might feel because of their unique qualities. | |
| I-14. | Students will demonstrate ways to show acceptance for others. | |
| M | Lesson I-7: Friends Are Important, Too | |
| I-15. | Students will identify characteristics of positive and negative friendships. | |
| I-16. | Students will clarify the characteristics they look for in friends. | |
| M | Lesson I-8: Understanding Our Feelings | |
| I-17. | Students will create examples of situations reflecting an understanding of different feelings. | |
| I-18. | Students will describe how to identify their own feelings and the feelings of others. | |
| I-19. | Students will state that feelings change and can be expressed in ways that help a person or harm a person. | |
| M | Lesson I-9: The Art of Conversation | |
| I-20. | Students will demonstrate skills to initiate and carry on conversations. | |
| I-21. | Students will demonstrate how to share appreciation. | |
| M | Lesson I-10: When Cooperation Gets Tough–Avoid the Heat | |
| I-22. | Students will summarize the benefits of confronting others when feelings are not intense. | |
| I-23. | Students will describe ways to manage strong feelings. | |
| I-24. | Students will develop a plan for managing strong emotions. | |
| I-25. | Students will develop a statement expressing reactions to conflicts or negative situations. | |
| M | Lesson I-11: When Cooperation Gets Tough–What to Do | |
| I-26. | Students will use the steps for negotiation to resolve a hypothetical conflict. | |
| I-27. | Students will describe situations that necessitate telling an adult. | |
| M | Lesson I-12: The Five Steps to Solving Problems and Making Decisions | |
| I-28. | Students will demonstrate the steps for solving problems and making decisions. | |
| I-29. | Students will use the criteria for checking out solutions. | |
| M | Lesson I-13: Practice, Practice, Practice | |
| I-30. | Students will use the steps for solving problems and making decisions with hypothetical situations. | |
| I-31. | Students will use the criteria for checking out proposed solutions. | |
| I-32. | Students will clarify what it means to be responsible to others and to the community. | |
This page last updated on: 07/18/06
