Content Area: Health and Physical Education

 

Index: 2.2A Grade 2 CPI 4

 

Standard: 2.2 - Integrated Skills

 

Strand: A -   Communication 

 

Cumulative Progress Indicator: 4 - The student will demonstrate effective communication and listening skills.

 

Grade: 2

 

Sample Activities:

 

·       I FEEL - Outline the steps for using “I Feel” statements when dealing with conflict. Students practice the steps in a number of situations, with the teacher or peer educators offering feedback and support. Students create a poster or mural that outlines the steps and provides illustrations of their use.

"I FEEL" STEPS
- State Your Feelings: Begin your statement with “I feel _____.” Explain that the feeling you have is a result of the person’s behavior.
- Name a Cause: Continue with “When you ______”. Tell them what specific behavior upsets you.
- Ask for a Change: Ask for a change in behavior: “I would like you to ____.”

 

·       FOLLOWING DIRECTIONS - In small groups, students write and/or illustrate directions for a common health practice. Each group trades its directions with other groups. Can each new group follow the directions? Are the directions clear? Each group makes suggestions to improve the directions, then passes them on to another group. When the directions have completed the class review, groups rewrite or revise their original directions based on the feedback provided by classmates. Each group then demonstrates its activity using the directions. Sample health practices for this activity might include:
-      Washing Hands

      -       Fastening Seat Belt

      -       Wearing a Bike Helmet
-       Brushing Teeth

      -       Flossing Teeth

      -       Selecting a Balanced Breakfast

 

·       AFFIRMATIONS - Ask students: “Did you ever feel really down and then, all of a sudden, someone complimented you and your whole mood changed?” Explain that one way to show others you care about them is to offer an affirmation, a positive stroke or compliment. Explain that getting positive comments from others makes people feel better about themselves (e.g., introduce the terms positive self-esteem or self-concept). Read aloud a story, such as I Am Lovable and Capable. Supply each child with a piece of scrap paper and some tape. When the character in the story experiences a negative action or comment, students tear off a piece of the paper. When someone compliments the character, students tape a piece back on. Discuss how the course of one’s day affects the way he/she treats other people. Students list ten affirmations to share with classmates and create a class list or poster of positive sayings.

Variation: Divide the group into pairs. Give each pair a situation that describes a time when positive self-talk can be helpful. Students practice positive self-talk and affirmations.