Content Area: Health and Physical Education

 

Index: 2.2A Grade 2 CPI 3

 

Standard: 2.2 - Integrated Skills

 

Strand: A -   Communication 

 

Cumulative Progress Indicator: 3 - The student will explain when and how to use refusal skills in health and safety situations.

 

Grade: 2

 

Sample Activities:

 

·        WAYS TO REFUSE - Ask: “How many of you have a hard time saying no to a friend? Why is it so difficult to say no when you know you should?” Explain that this a common problem for everyone and that saying no requires lots of practice. Brainstorm times when it might be hard to say no and list on the board. Divide the class into small groups, and assign each group one of the listed situations. Each group develops a role-play that demonstrates a way to say no in the situation. After each group presents their role-play, allow students to suggest other strategies. Compile a class list of strategies as the groups make their presentations. Conclude the activity by having students complete a teacher-designed letter that informs parents and guardians of the activities.

SAMPLE "NO" SITUATIONS
-        Your friends want you to play in a park too far from home.
-        Your friends want you to ride your bike in a high traffic area.
-        Your friends are playing with matches and lighters.
-      Your friends are playing on the railroad tracks.
-        Your friends want you to steal gum or candy from the store

Variation: Students practice ways to say no to touches that make them uncomfortable or hurt. Be sure students know who can help them in such situations.

 

·        STEPS TO A GREAT DECISION - Students create a poster that illustrates effective decision making steps. One easy method is the DECIDE model. Students share their posters with classmates and then hang the poster at home as a reminder of the steps.

- Determine the question.
- Examine the choices.
- Collect information and identify influences.
- Investigate consequences.
- Decide.
- Evaluate.

 

     Variation: Students create six footsteps, one for each of the six steps to an effective decision. Place the footsteps in strategic locations around the room to remind the students of the steps. Each day, have small groups of students solve a simple problem, step-by-step, and follow a decision-making path around the room.