Mental, Emotional, Social Health (K)
Stage 1 Desired Results
ESTABLISHED GOALS/STANDARDS
Transfer
G
○
Students will be able to independently use their learning to…
2.1.E Social and Emotional Health
-2.1.2.E.1 Identify basic social and emotional
needs of all people
2.1.2.E.2 Determine possible causes of conflict
between people and appropriate ways to
prevent and resolve them.
2.1.2.E.3Explain healthy ways of coping with
common stressful situations experienced by
children.
2.2.A Interpersonal Communication
-2.2.2.A.1Express needs, wants, and feelings in
health- and safety-related situations.
2.2.B Decision Making and Goal Setting
-2.2.2.B.1Explain what a decision is and why it
is advantageous to think before acting.
2.2.C Character Development
-2.2.2.C.1 Explain the meaning of character
and how it is reflected in the thoughts,
feelings, and actions of oneself and others.
T
○
Understand how to express their emotions and recognize the emotions of other people.
Meaning
UNDERSTANDINGS
U
○
ESSENTIAL QUESTIONS
Students will understand that…
What is a conflict?
When there is a conflict and identify ways to
resolve any issues.
How can we resolve conflict/conflicts?
There are appropriate and inappropriate ways
to express different emotions.
Q
○
How should I act when I feel
mad/sad/happy/etc.?
Acquisition
Students will know…
-Appropriate vs Inappropriate
-Identifying conflicts
-Management of emotions (coping skills)
-Ways of expressing emotions
-How to identify different feelings
-Character development
K
○
Students will be skilled at…
S
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Recognizing appropriate vs inappropriate
behaviors.
Stage 2 - Evidence
Evaluative Criteria
Assessment Evidence
TRANSFER TASK(S):
Observation of and responses to given
scenarios and questions.
Respond appropriately to mental/emotional social issues that may arise.
TT
○
OE
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OTHER EVIDENCE:
Response to discussions on coping with “not getting your way.”
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Mental, Emotional, Social Health (2)
Stage 1 Desired Results
ESTABLISHED GOALS/STANDARDS
2.1.E Social and Emotional Health
-2.1.2.E.1 Identify basic social and emotional
needs of all people
2.1.2.E.2 Determine possible causes of conflict
between people and appropriate ways to
prevent and resolve them.
2.1.2.E.3Explain healthy ways of coping with
common stressful situations experienced by
children.
2.2.A Interpersonal Communication
-2.2.2.A.1Express needs, wants, and feelings in
health- and safety-related situations.
2.2.B Decision Making and Goal Setting
Transfer
G
○
Students will be able to independently use their learning to…
T
○
Identify common stressors during childhood.
Identify different strategies that can prevent and resolve conflicts.
Meaning
UNDERSTANDINGS
U
○
ESSENTIAL QUESTIONS
Q
○
Students will understand that…
What is stress/stressor?
Different people deal with different stressors
in different ways.
Eustress (good stress) vs Distress (bad stress)
How can we deal with stressors?
Acquisition
Students will know…
K
○
Students will be skilled at…
S
○
-2.2.2.B.1Explain what a decision is and why it
is advantageous to think before acting.
2.2.C Character Development
-2.2.2.C.1 Explain the meaning of character
and how it is reflected in the thoughts,
feelings, and actions of oneself and others.
- Definition of stress/stressor
-Good stress (eustress) vs bad stress (distress)
-Common stressors
-Coping strategies for stressful situations
including compromising with other individuals
Identifying/Coping/Dealing with common
stressors.
Preventing and resolving conflicts.
Stage 2 - Evidence
Evaluative Criteria
Assessment Evidence
TRANSFER TASK(S):
Observation of and responses to given
scenarios and questions.
TT
○
Planned stress activity/Writing task/prompt:
Have students list three of their stressors. Then trade with a partner and have the partner write
down possible solutions to the list of stressors.
OTHER EVIDENCE:
Identify the problem, discuss possible solutions/outcomes, and compromise.
Be able to cope with everyday stressors.
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
OE
○
Mental, Emotional, Social Health (4)
Stage 1 Desired Results
ESTABLISHED GOALS/STANDARDS
Transfer
G
○
Students will be able to independently use their learning to…
2.1.E Social and Emotional Health
-2.1.4.E.1 Compare and contrast how
individuals and families attempt to address
basic human needs.
2.1.4.E.2 Distinguish among violence,
harassment, gang violence, discrimination,
and bullying and demonstrate strategies to
prevent and resolve these types of conflicts.
2.1.4.E.3 Determine ways to cope with
rejection, loss, and separation.
2.1.4.E.4 Summarize the causes of stress and
ways to deal with stressful situations.
2.2.A Interpersonal Communication
-2.2.4.A.2 Demonstrate effective interpersonal
communication when responding to
disagreements or conflicts with others.
2.2.C Character Development
2.2.6.C.1 -Explain how character and core
ethical values can be useful in addressing
challenging situations.
T
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Discuss/Explain different essential emotional and social needs that need to be addressed and
met at home in order to function as a productive member of society.
Identify various types of behavioral choices/conflict scenarios that may lead to violence as well
as ways of preventing and resolving them.
Identify different types of coping skills
Meaning
UNDERSTANDINGS
U
○
-There are multiple types of coping skills.
ESSENTIAL QUESTIONS
Q
○
Why is it important to have many different
types of coping skills?
-There are certain needs that physical, mental
and social needs that need to be met at home
in order to function well socially.
-Rejection, loss and separation are easier to
cope with when done in a healthy way.
-Understand that just because a disagreement
has occurred it is not always a bullying
situation.
What physical, emotional and social needs to
you need to be fulfilled at home in order to
feel good?
What are some healthy ways to cope with
rejection, loss, and separation?
How can someone tell the difference between
bullying and simple conflict?
Acquisition
Students will know…
- Coping strategies
-Definition of violence
-Difference between bullying and simple
K
○
Students will be skilled at…
Identifying a conflict when it occurs and
finding possible solutions to resolve it.
S
○
conflict
Being able to cope with unexpected rejection,
loss or separation in life in healthy ways.
Stage 2 - Evidence
Evaluative Criteria
Assessment Evidence
TRANSFER TASK(S):
Project Rubric
Observation of given scenarios and answers to
questions.
TT
○
Project : Students will create a pamphlet or tri-fold brochure for a weekend
bullying/violence/coping skills awareness retreat. Students can incorporate important facts
such as coping skills, violence and bullying, and rejection, loss and separation.
OTHER EVIDENCE:
- Be aware that violence does exist in many different forms.
- Observation of students when interacting with their peers
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
OE
○