Content Area: Health and Physical Education

 

Index: 2.2D Grade 6 CPI 1

 

Standard: 2.2 - Integrated Skills

 

Strand: D -   Character Development

 

Cumulative Progress Indicator: 1 -  The student will describe actions and situations that show evidence of good character.

 

Grade: 6

 

Sample Activities:

 

·        EVERYDAY HEROES - Brainstorm qualities that make someone a hero or role model. Discuss the differences. Ask: “Are all heroes role models? Why or why not?” Brainstorm the names of real or fictional characters that are considered heroes or role models. Compare the lists and ask: “Did anyone appear on both lists? How many of the heroes are fictional characters?” Students develop a profile of a hero or role model, listing the characteristics they think are most important and share with classmates.

Variation: Students develop a short story about a local community hero or role model. The story can be based on actual incidents or can be a fictionalized account of a situation that features a hero or role model.

Variation: Students envision a community where volunteers are treated like celebrities and write an ad or real estate profile encouraging people to move to the community.

Variation: Invite a local hero or role model to speak about his/her experiences before, during, and after the event. Students write a reaction to the presentation.

 

·        YOUR VALUES - Brainstorm a list of commonly accepted values (e.g., generosity, fairness, honesty, courage, respect, trust, responsibility, loyalty). Most people base decisions on their values. Values show in how you act, what you talk about, what you stand up and fight for, and what you are willing to sacrifice for. For the following statements, students identify the value(s) associated with each. Discuss the responses.
-        I may lose the class election but I have to say what I believe.
-        You hold the door open for an older person.
-        A person works hard to provide shelter for the homeless.
-        You and your sister like to watch different TV shows. You agree to watch each other’s shows for one week.

      -        A neighbor left for vacation and left her garden hose running. You shut it off without being asked.

Variation: Using the student-generated list of common values, students select the three values they feel are most important to them and justify their responses. Students compare their responses with their classmates. Is there agreement or do the class values differ? Why? Discuss factors that contribute to the formation of values.