District Overview
The BHASD guidance/school counseling program addresses the academic, career, personal, social, and emotional needs of students in
grades K-12. The program is committed to helping students eliminate obstacles that may inhibit their success. This is done through
individual counseling, small group counseling, classroom lessons, consultation and collaboration with school faculty/staff, parents, and
the community.
Grade 2 Description
In Second Grade, instructional time should focus on the following three critical areas:
 Developing conflict resolution strategies in order to solve problems socially and academically. Students will learn a variety of strategies
to use in order to handle bullying and harassment.
 Awareness of career and work standards, including an introduction to a variety of careers, tools, and education that is necessary for those
careers. Responsibility in the work place is an area of focus. More in depth careers will be introduced along with career clusters.
 Developing social skills in order to create positive relationships with peers and self and build confidence to handle an array of social
situations. Students will focus on qualities of a friend and building and maintaining friendships that are appropriate.
Second Grade Units:
 Careers and Work
 Social Skills
 Conflict Resolution
 Harassment/Bullying
Subject: Guidance
Grade: 2
Suggested Timeline: 36 weeks/40 minute period
Unit Title:
Careers and Work
Unit Overview/Essential Understanding:
In the careers and work unit students will learn the term career and explore different careers. They will learn what tools, education, and skills are
needed to work in different careers. Students will build upon knowledge learned in kindergarten and second grade and explore careers in more
detail. Students will be introduced to career clusters. Students will also be introduced in the tools and education that these careers require.
Unit Objectives:
At the end of this unit students will be able to independently use their learning to:
 Identify a variety of careers and what tools and education is needed in detail
 Define and give examples of career clusters
Focus Standards Addressed in this Unit:
13.1.3.A- Recognize that individuals have unique interests
13.1.3.D- Identify the range of jobs available in the community
13.3.3.C- Explain effective group interaction terms, such as, but not limited to: compliment, cooperate, encourage, and participate
Important Standards Addressed in this Unit:
13.1.3.D- Identify the range of jobs available in the community
Misconceptions:
Individuals hold the same career for a lifetime
Concepts/Content:
 Careers
 Career Clusters
 Interests
Competencies/Skills:
 Identify the term career and
necessary tools and education
relating to individual careers
 Different careers require different
skills
 Explore a variety of careers and
identify which career cluster those
careers belong
Description of Activities:
Read aloud and discussions of books that explain
careers and the tools they use.
Websites that explore different career clusters and
provide students with descriptions of skills required for
specific careers
Interest surveys

Recognize that individuals have a
variety of different interests that
make them unique.
Assessments:
Informal assessments and discussions
Interdisciplinary Connections:
N/A
Subject: Guidance
Additional Resources:
N/A
Grade: 2
Suggested Timeline: 36 weeks/40 minute period
Unit Title:
Social Skills
Unit Overview/Essential Understanding:
In the social skills unit, students will develop a variety of social skills necessary to interact with their peers, adults, and themselves. The unit will
focus on establishing and maintaining relationships, decision making and responsible behavior. Students will learn knowledge and skills for
making intelligent decisions, accepting the consequences of the choice, and engaging in positive social behavior. Lessons will focus on building
and maintaining peer relationships and express appropriate emotions.
Unit Objectives:
At the end of this unit students will be able to independently use their learning to:
 Develop a variety of social skills necessary to interact with others
 Recognize and accept consequences for actions of choice
 Engage in positive social behavior with others
 Maintain appropriate peer relationships
 Express their emotions in appropriate ways
Focus Standards Addressed in this Unit:
 16.1.5.A- Examine the impact of emotions and responses on view of self and interactions with others
 16.1.5.C- Identify adverse situations which all people encounter and healthy ways to address
 16.3.5.A- Recognize that there are consequences for every decision which are the responsibility of the decision maker

16.3.5.B- Demonstrate knowledge of how social norms affect decision making and behavior
Important Standards Addressed in this Unit:
 16.1.5.A- Examine the impact of emotions and responses on view of self and interactions with others
 16.3.5.B- Demonstrate knowledge of how social norms affect decision making and behavior
Misconceptions:
 It is unacceptable to have certain emotions
 All choices have positive consequences
Concepts/Content:
 Relationships
 Emotions
 Behaviors
 Consequences
Competencies/Skills:
 Building and maintaining
relationships
 Expressing emotions
 Understanding behaviors can
results in positive or negative
consequences
 Actions can affect others
positively or negatively.
Description of Activities:
Read aloud and discussions of books that explain
expressions of emotions and how to express emotions
appropriately
Read aloud and discussions on how actions can affect
others in a positive or negative way.
Assessments:
Informal assessments and discussions
Interdisciplinary Connections:
N/A
Subject: Guidance
Additional Resources:
N/A
Grade: 2
Suggested Timeline: 36 weeks/40 minute period
Unit Title:
Conflict Resolution
Unit Overview/Essential Understanding:
In the conflict resolution unit students will learn the term conflict resolution and recognize that conflict between peers occur and learn
appropriate and inappropriate ways to resolve conflicts. Verbal and nonverbal communication skills will also be addressed in their relation to
conflict resolution. Students will have an understanding of how to approach a conflict and learn a variety of skills in order to help them solve
these conflicts. Strategies will be taught in this unit on how to solve conflicts.
Unit Objectives:
At the end of this unit students will be able to independently use their learning to:
 Define the term conflict in relation to interpersonal skills
 Recognize that at times individuals have different unique views and approaches
 Understand how to approach a conflict and resolve a conflict using a variety of strategies to problem solve
Focus Standards Addressed in this Unit:
16.1.5.C- Identify adverse situations which all people encounter and healthy ways to address
16.2.5.A- Establish relationships that are positive and supportive of others
16.2.5.D- Identify and apply appropriate ways to resolve conflict
16.2.5.E- Determine who, when, where, or how to seek help for solving problems
Important Standards Addressed in this Unit:
16.2.5.D- Identify and apply appropriate ways to resolve conflict
Misconceptions:
Some conflicts cannot be solved
Concepts/Content:
 Conflict
 Compromise
 Resolutions
 Strategies to handle conflicts
 Interpersonal skills
Competencies/Skills:
 There are many different
strategies in order to solve
conflicts.
 Quick fix and communication
blockers will be discussed
 A resolution is when both parties
come to an agreement
 Appropriate interaction is needed
between peers in order to solve
conflicts
Assessments:
Informal assessments and whole group discussions
Description of Activities:
Read aloud and discussions of books that provide
examples of interpersonal conflicts
Variety of short video clips depicting students
interacting and solving conflicts followed by discussion
questions
Interdisciplinary Connections:
N/A
Subject: Guidance
Additional Resources:
N/A
Grade: 2
Suggested Timeline: 36 weeks/40 minute period
Unit Title:
Harassment/Bullying
Unit Overview/Essential Understanding:
In the bullying unit, students will learn and understand the term bully and explore strategies to help them overcome a bullying situation.
Harassment will be a focus on this unit. Students will learn how to stop harassment from peers and adults. Appropriate and inappropriate
physical contact will also be a focus of this unit, building on prior learning experiences from kindergarten and first grades. Students will also
distinguish between a bullying situation and an appropriate conflict.
Unit Objectives:
At the end of this unit students will be able to independently use their learning to:
 Define the term bullying
 Recognize strategies to overcome and stop bullying
 Distinguish between appropriate physical contact and inappropriate physical contact
 Distinguish between a bullying situation and appropriate conflict
Focus Standards Addressed in this Unit:
16.1.5.C- Identify adverse situations which all people encounter and healthy ways to address
16.3.5.C- Actively engage in creating an environment that encourages healthy relationships
16.2.5.E- Determine who, when, or how to seek help for solving problems
Important Standards Addressed in this Unit:
16.2.K.A- Interact with peers and adults in a socially acceptable manner
Misconceptions:
Every situation involving conflict is a bullying situation
Concepts/Content:
Competencies/Skills:
Description of Activities:



Bullying
Conflict
Interpersonal skills



Identify the term bully and how to
stop bullying
Strategies to stop bulling, ask for
help, avoid, ignore, walk away,
tell the bully to stop
Listening skills
Read aloud and discussions of books that demonstrate
bullying situations and discussions of how those
situations are handled or could be handled.
Assessments:
Informal assessments and discussions
Interdisciplinary Connections:
N/A
Additional Resources:
N/A