Content Area: Health and Physical Education

 

Index: 2.1F Grade 2 CPI 4

 

Standard: 2.1 - Wellness

 

Strand: F -  Social and Emotional Health 

 

Cumulative Progress Indicator: 4 - The student will identify the possible causes of conflict and discuss appropriate ways to prevent and resolve conflicts.

 

Grade: 2

 

Sample Activities:

 

·        I FEEL - Display pictures of faces showing certain emotions (e.g., happy, sad, confused). Students guess the feelings represented in the pictures and then share what makes them experience those same feelings. Give students an assortment of facial expression stickers (or circles with the expressions drawn on them) and a chart similar to the one below. Students place the feeling face sticker next to the matching statement. Discuss the student choices.

I FEEL STATEMENT

      When someone hits me, I feel...
When someone kisses me, I feel...
When I lose a game, I feel...
When I’m with my friends, I feel...

Variation: Students select a picture from a grab bag, then describe the picture and how the people in the picture might be feeling. Students must use feeling words in the description. Emphasize that different people can have different feelings even if they are in the same situation.

 

·        WHAT IS CONFLICT? - Write the term conflict on the board and ask students for a definition. List their responses and lead students to a simple explanation (e.g., disagreement, fight). Explain that conflict is normal but it is important to learn how to resolve conflict peacefully. Read aloud an example of a situation that might lead to conflict (examples below) and have students brainstorm possible outcomes for each one.

SAMPLE CONFLICT SITUATIONS
-        Your brother wants to watch a one-hour long TV show at 7 p.m. and you want to watch a different TV show at 7:30 p.m..
-        You and your friends are playing ball in the park when some older kids try to chase you off the field.
-        A student on the bus calls you names.
-        You want to be the first in line.

 

      Divide the board into two columns with the headings “Unhealthy Choices” and “Healthy Choices”. Using the examples, the class organizes the choices into the appropriate columns. Students complete a statement such as the following: “When a conflict appears, I have a choice and I choose...” Variation: Divide the class into small groups, and assign each group a potential conflict. Working with a peer educator, each group role-plays the situations and the proposed solution. After students perform for classmates, discuss possible options for each situation.

 

·        EXPRESSING FEELINGS AND HANDLING CONFLICTS -  Explain that what individuals want, feel, or need may be different from others. These differences can cause conflict. Sometimes conflict can cause individuals to have strong feelings and say or do something that might hurt someone. Pose the following question: “What things people can do to prevent a conflict from occurring?” Be sure the students’ responses include the following.

STRATEGIES TO PREVENT OR RESOLVE CONFLICT
-        Think before you speak.

      -        Consider waiting.

      -        Talk about one issue at a time.
-        Talk to someone else first.

      -        Use “I” messages.

      -        Avoid put-downs.
-        Be open to new ideas.

      -        Make sure your body language matches your words.

      -       Watch the tone of your voice.

Model some of the ideas so students can distinguish among them. Divide the class into four groups and assign each group a scenario, similar to the following examples. Each group decides what can be done to reduce or prevent a conflict from occurring and then present its ideas to the class.

 

SAMPLE SCENARIOS: CONFLICT
-        Billy’s older brother has been on the phone for 30 minutes. Billy needs to use the phone to call a friend about a homework assignment.
-        Jenny’s friend said she couldn’t play on Saturday, then Jenny found out she went to the park with Ellen.
-        Tommy always pushes everyone around at the bus stop. Your mom says to leave him alone—but that’s not the problem. He won’t leave you alone!
-        You have been invited to two birthday parties on the same day. Your friend Mandy wants you to go to the same party as her. She claims the people at the other party aren’t much fun but you really like them. Mandy is getting really bossy about this, saying she won’t be your best friend if you don’t go with her.
 

      Variation: Brainstorm “real-life” conflict situations from the class. After you have gotten four or five suggestions, divide the class into groups. Assign each group one of the student-generated scenarios. Proceed as above.

Variation: Focus on the strategies to prevent or resolve conflict. After modeling each strategy, allow students time to practice. For example, provide students with “lines” and have them practice appropriate intonation, body language, and responses. Provide feedback to improve the use of the strategies.

 

·        CONSEQUENCES - Students review classroom and school rules regarding fighting. Assist small groups to develop role-plays of situations that might lead to a fight. Role plays should demonstrate non-violent ways to handle each situation. Discuss the possible consequences of each situation. Variation: Students create posters, using words and illustrations, to define conflict and consequence.

Variation: Students create a set of classroom rules and decide on the consequences for those who break the rules. Provide students with a framework for rules regarding the following actions:
-        Fighting

      -        Stealing

      -        Bullying
-        Name-calling

      -       Touching

      -        Teasing