Content Area: Career Education and Consumer, Family, and Life Skills

 

Index: 9.2B Grade 4 CPI 1

 

Standard: 9.2 - Consumer, Family, and Life Skills

 

Strand: B - Self-Management

 

Cumulative Progress Indicator: 1 -  The student will demonstrate an understanding of the relationship between personal behavior and self-image.

 

Grade: 4

 

Sample Activities:

 

·      An individual wants to select a career pathway….in an area of interest for future employment and postsecondary and lifelong learning.

 

·      The behavior of sports stars and movie personalities has been called into question. Develop a system for identifying and promoting positive role models in the community.

 

·      Teacher discusses terms that describe an emotion.  Students find pictures in magazines or on the computer that depict each emotion.  Write one to two sentences about the emotion and how it relates to self.

 

·       WHAT I HAVE LEARNED SINCE KINDERGARTEN - Post several large sheets of newsprint around the room. On each sheet, write one grade level (Kindergarten through Grade 4). In this carousel activity, students move in small groups to each grade-level station. At each station, students list what they learned that year. Focus the groups with the following questions: What have you learned since kindergarten? What have you learned each year, not just in school, but about life? After each group has completed the rotations, discuss the results and focus on the positive health goals and behaviors learned each year.
 

·       GOAL SETTING - Each student writes a definition of the word goal. Students share their definitions and agree upon a common definition. Then each student selects three personal goals—one related to education, one related to his/her health, and one related to his/her social life—and develops a plan to achieve each. Each student identifies factors and supportive activities that influence the achievement of each goal. After sharing the goals with a partner, each student selects one goal and identifies health factors that impact the achievement of that goal. Volunteers share their goals and plans.

 

·       24 HOURS IN A DAY - Students keep a log of all activities during a 24 hour period, total the time spent in each type of activity (e.g., sleeping, attending class, eating, studying) and examine the results. Using the data collected, students write a paper addressing the following issues:

      ·       Are you getting all you want from your 24 hours? Why or why not?
·       Where are the weak spots?
·       What role do you play in deciding how your time is spent?
·       In what ways do peers influence how you spend your time? family members?
·       How do the events of this 24-hour period impact the attainment of your goals?
·       What actions can you change that will help you better achieve your goals?

 

·       LEARNING TO MANAGE - Some people never seem to able to reach their goals in spite of the fact that they are smart and capable people. The ability to manage your life greatly influences your ability to reach a goal. Brainstorm a definition of management and write on the board (e.g., using resources wisely to achieve goals). Divide the class into small groups. Give each group a situation to “manage” and a handout describing the five steps to effective management (see below). Students discuss the problem and suggest strategies to manage the situation. Afterwards, groups share their problems and solutions. Then each student selects one personal health-related goal and develops a management plan for that goal.

MANAGEMENT IN FIVE EASY STEPS
1. Set a goal.  - You have to decide what you want to do.
2. Make a plan. - What has to happen to reach the goal?
3. Act on the plan.-  Do something.
4. Control the plan. - Check on your progress and change the plan, if needed.
5. Evaluate the results. -  Did you reach the goal? What worked?