Academic Domain Lessons/Activities Grade 3 - NDSCA

Academic Domain Lessons/Activities Grade 3

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North Dakota Curricular Standards for School Counseling Curriculum Guide Grade Level

3

Estimated Time: 30 minutes (first time)

Standard Addressed: 1A Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. Benchmark Addressed: 1A.3.2 Acquire Skills for Improving Learning Specific Knowledge: Identify and use study skills (e.g., checking work, asking questions, following directions). Materials: Beary Good Listeners Master Card Sheet for leader and a copy of cards mounted on Beary Bear. Activity: Discuss how to be a good listener. Pass out a card to each student. Tell students they should read their card silently and do what it says the activity progresses. Inform students you’ll time this activity. Leader says, “Begin.” The student whose card says that statement will stand up and say or do what his card tells him to do. Sequence continues until the last student says, “All done.” After finishing the activity discuss what caused the activity to slow down or speed up. Discuss why listening is important and the consequences of not being good listener in class. Try this activity at subsequent guidance sessions. Encourage students to use good listening skills to improve their time. Sources: “Beary” Good Listeners from PIC newsletter 2001 Mar-co Products, Inc. ALTERNATIVE Resources: Super Study Skills video from Teacher’s Video Company and accompanying information sheet; BAG BINGO from Mar-co Products, Inc. Suggested Assessment: Identify how to be a good listener. Continued improvement of time on listening activity. Other Curricular Integration:

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North Dakota Curricular Standards for School Counseling Curriculum Guide Grade Level: 3

Estimated Time: 30 minutes

Standard Addressed: 1A Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. Benchmark Addressed: 1A.3.3 Achieve School Success Specific Knowledge: Show responsibility for actions. Materials: Book “If You Don’t Want the Name, Don’t Play the Game” Activity sheet- “Responsibility to Learn” ALTERNATIVE MATERIALS: Michael Pritchert video “You Can Choose Being Responsible” Activity: Discuss what is meant by being responsible. Read Book: If You Don’t Want the Name, Don’t Play the Game” Discuss the importance of being responsible for our own actions when it comes to learning at school. Do the activity sheet “Responsibility to Learn”

Sources: ASCA resources Suggested Assessment: Use bottom of activity sheet. Other Curricular Integration:

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Standard Addressed: 1A Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. Benchmark Addressed: 1A.3.1 Improve Academic Self-concept Specific Knowledge: Identify personal strengths and weaknesses in subject areas. Materials: chart paper or chalkboard; writing paper; pencils; worksheet Activity: Brainstorm with students and list on a chart as many academic areas as possible. During discussion the teacher will help the student identify the relationships between academic strengths/weaknesses and their choice of careers. For example: If a student shows a strength in math he/she should consider a career in which math skills are used. Following discussion, the student will choose his/her strongest and weakest academic area. He/She will write a paragraph indicating how his or her strengths or weaknesses relate to their career choices. Eight smarts and examples for each: Art---crayons, paints Number---calculator Self---diary, mirror People---cell phone Nature---plastic bug, net and binoculars Body--- jump rope, ball Music---harmonica, recorder Word---book Sources: Suggested Assessment: Develop short-term and long-terms goals for the year. Other Curricular Integration:

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North Dakota Curricular Standards for School Counseling Curriculum Guide Grade Level 3


Standard Addressed: 1A Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. Benchmark Addressed: 1A.3.2. Acquire Skills for Improving Learning Specific Knowledge: Describe the problem solving process Materials: Pickle Packet II by Patricia Kienzle ( Mar-co Products, Inc.) Activity: What does it mean to be “in a pickle?” ( You have a problem) Complete “In a Pickle” pictures and situations as a class (pages 73-74) Number the steps to “How to Get Out of a Pickle” ( page 77) Apply steps to real life situations ex: going to a movie or staying home to do homework Hand out green laminated “In a Pickle” book marks with 4 problem solving steps (page 78)

Sources: Mar-co Products, Inc. Suggested Assessment: Group discussion and application of 4 steps to real life situations activity. Other Curricular Integration:

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Standard Addressed: 1A Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. 2A Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. Benchmark Addressed: 1A.3 Specific Knowledge: 1A.3.3 Differentiate between a short and long-term goal. 2A.3.1 Design a short-term goal. Materials: What do you Stand For? A Kids’ Guide to Building Character” by Barbara Lewis Activity: Class discussion on short and long-term goals. Define differences. Create “ My Goals for the Year”

Sources: Suggested Assessment: Develop short-term and long-terms goals for the year. Other Curricular Integration:

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Standard Addressed: 1A Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. 2A Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. Benchmark Addressed: Specific Knowledge: Differentiate between a short and long-term goal. Design a short-term goal. Materials: What do you Stand For? A Kids’ Guide to Building Character” by Barbara Lewis Activity: Class discussion on short and long-term goals. Define differences. Create “ My Goals for the Year”

Sources: Suggested Assessment: Develop short-term and long-terms goals for the year. Other Curricular Integration:

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Standard Addressed: 1A Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. Benchmark Addressed: 1A.3.1 Specific Knowledge: Identify choices and consequences that relate to learning. Materials: “Arthur in a Pickle” by Marc Brown; “Pickle Packet” by Patricia Kienzle; “Bee Tree” by Patricia Polacco; “I Can Decide . . .It’s Up to Me” (part of “Special Situations”) by Wanda S. Cook grades 3-5 Activity: Read book “Arthur in a Pickle” Discussion: What is a consequence? What are sour pickles? (Things that happen to you if/when you don’t follow school rules) Ask, “Which do you prefer a sweet pickle or a sour pickle consequence? How do I get more sweet pickle consequences? (Make good choices) Choices Wrap-up: Put green laminated pickles from Pickle Packet II (“When is a choice important?”) Students draw out a pickle and answer the question.

Sources: Mar-co Products, Inc. Suggested Assessment: pickle drawing activity Other Curricular Integration:

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Career Domain Lessons/Activities

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Estimated Time: 40-60 minutes

Standard Addressed: 1C Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Benchmark Addressed: 1C.3.1 Develop Career Awareness Specific Knowledge: Identify different activities that are done at work Materials: bulletin board, magazines, scissors, pencils, paper Activity: - Ask each student to name six occupations. - From the occupations given, have students brainstorm a list of words that are used in each particular occupation. (ex: a carpenter used a hammer, nails and wood) - Have each student choose an occupation and find a picture of a tool or process used by a worker engaged in the occupation. - Have the student assemble a visual display of collected pictures and words and discuss the various occupations. - Have students discuss their personal interests and preferences related to the above occupations.

Source: Fargo Public Schools Suggested Assessment: Students examined various aspects of occupations and developed a vocabulary and display pertaining to occupations. Other Curricular Integration:

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Standard Addressed: 1C Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Benchmark Addressed: 1C.3.2 Develop Employment Readiness Specific Knowledge: Demonstrate working as a team member Materials: board and markers Activity: Explain to the students that this unit will be on cooperation. Define cooperation. Cooperation – Working Together. The goal of this unit is that this class will do an even better job of working together. You will work with people in groups for the rest of your life. It is important that you know the keys to working in groups and to be organized. There are many adult groups that work for hours and don’t accomplish anything. 2. Ask for five or six student volunteers to who will make Magnificent Machine in front of the class. Examples: Chocolate Chip Cookie Machine – One person is a bowl, the second person pours the ingredients in, the third person stirs it up, the fourth person is the oven, the fifth person is a drying rack and the sixth person eats the cookie. Hand-Shaking Machine – One person puts a coin into the machine, the second person makes a noise like the coin rolling into the machine, the third person would make noise like the machine is moving something, the fourth person sticks their hand out shakes hands with person number one and the fifth person says ‘Thank You!’ in a robot voice. 3. Split the class into groups of five or six. Ask students to create their own machine. Have the students decide what kind of machine they want to make first. Give them about five to ten minutes to create their machine. 4. Have each group come up to the front of the class to show their Magnificent Machine. 5. Ask each group tell how well they cooperated and discuss what went well or didn’t go well. Have the group rate how well they worked together on a scale of one to ten. 6. Review the definition of cooperation and the importance of working together. Source: http://mis.spps.org/counselors/s_cooperation_less1.html Suggested Assessment: Other Curricular Integration: 11 of 53



Standard Addressed: 3C Student will understand the relationship between personal qualities, education and training and the world of work. Benchmark Addressed: 3C.3.1 Acquire Knowledge to Achieve Career Goals Specific Knowledge: Know that work is important and satisfying means of personal expression Materials: Activity: - Discuss how we feel when we do things we do not enjoy - Share how time seems to slow down - Brainstorm a list of activities students like to do in small groups - Select an activity each student enjoys - Share how doing something we enjoy makes us feel good - Think about a job you could do that is related to what you enjoy - Complete worksheet

Source: Suggested Assessment: share in small group Other Curricular Integration:

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Personal/Social Domain Lessons/Activities

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Standard Addressed: 1P/S Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respects self and others. Benchmark Addressed: 1P.3/S.1 Acquire Self-Knowledge Specific Knowledge: Predict feelings in a variety of situations. Materials: Blackboard or “Hat,” pencils, crayons or markers Activity: - Write the numbers of the situations on the board or place these numbers in a “hat” - (1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, 18) - Have a student pick a number - The leader reads the corresponding situation statement out loud. For Example: A. Leader – situation – “A friend breaks your pencil,” How would you feel? B. Student – “I would feel mad” C. Leader – “What might you do?” D. Student – I would tell the teacher” Possible discussion - Leader – “How many others in the group would have had the same feeling?” Would have reacted the same way? Or How? Would there be any consequences? (negative = lose you friend, be called a tattletale, or get into trouble for interrupting. Positive = you didn’t hit your friend so you got to go out for recess.) - Cross out that situation number and go on to the next student. For a small group - Pass out a copy of the situations and have the student fill in their own responses on paper. - Discussion of all students after each situation is read orally. Closure: Color the section “Discussion Situations” on the time monitoring sheet Handout passes for the next session. Source: South Dakota K-12 counselors’ guide Suggested Assessment: Role plays

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Other Curricular Integration:


Estimated Time: 6 - 30 minute sessions

Standard Addressed: 3P/S Students will understand safety and survival skills. Benchmark Addressed: 3P.3/S.1 Acquire Personal Safety Skills Specific Knowledge: Understand the effects of bullying Materials: Board and Markers, ‘Ways Children Bully’ sheet Activity: Tell the class that you are going to start a unit to prevent bullying. Explain that the goal of this unit is to stop bullying in the classroom, playground and school bus. What you will learn in this lesson can prevent bullying. 2. Explain what a bully is. Someone who hurts or scares other people. 3. Introduce the ‘Ways Children Bully’ sheet. Explain that each bully is different but these are the most common ways people bully. 4. Give examples for each category to explain different ways children bully. Physical: spitting, tripping, pushing, breaking things, hitting Social: gossiping, spreading rumors, leaving people out so they are alone Verbal: name calling, teasing, making fun of a person Scaring other children: saying they will beat you up, tell students not to tell on them or they will beat them up, taking things from students or eating their food at lunch 5. Ask the students to draw a picture of one the four ways of bullying that they see the most. Don’t put any names on the picture. 6. Ask if any students want to share their picture and which one of the four ways of bullying it is. 7. Review what a bully is and tell the class they will learn effective ways to deal with bullying in this unit.

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Activity #2 Materials: Board and Markers, ‘Berenstain Bears and The Bully’ book (There is a copy at 1930 Como), ‘Stop Bullying’ sheet Review what a bully is. Someone who hurts or scares other people. 2. Review the categories of bullying: Physical, Social, Verbal and Scaring other children 3. Ask the class if they saw any bullying happen in the last week without using names. If they haven’t, ask someone to tell any time they saw bullying 4. Read ‘The Berenstain Bears and the Bully’. (Don’t read the pages where sister punches the bag and Tuffy in the nose. Change the story where Sister Bear gets help from the teacher and goes to the principal office to tell what happened. The ending could be that getting adult help stops the bullying.) 5. Go through the ‘Stop Bullying’ sheet with the class. 1) Don’t Bully - If you are bullying people, you need to stop? It isn’t funny and shouldn’t be fun. 2) Help Others - It is the right thing to do and it will stop if many people stand up to the bully. Standing up to a bully can start with you. 3) Speak out Bullies usually don’t want to talk out conflicts but you should still let them know how you feel. 4) Ignore It – Bullies want a reaction from you. If you don’t give it to them, they will often find someone else who will react. Try to avoid bullies. 5) Get Adult Help – Very important. Stress this. The adults in this building are committed to stopping bullying. You are being strong when you get adult help because you are brave enough to take a stand against the bully. 6) Include Everyone – Try to include everyone in your class. If you see someone who is often by themself, ask them to do something with you. 6. Split the class into groups of four. Ask the class to rank the most important steps from the ‘Stop Bullying’ sheet. 7. Ask a reporter from each group to give their ranking form the ‘Stop Bullying’ sheet and why they ranked it that way. 8. Review what a bully is and the ‘Stop Bullying’ sheet.

Activity #3 Materials: Board and Markers, ‘Stop Bullying’ sheet, Real Kids: What We Learned about Bullying’ (a copy is at 1930 Como) Review what a bully is and the ‘Stop Bullying’ sheet. 2. Ask the class if bullying had decreased in the last week and if more people are being included. 3. Tell the class that you are going to watch a video named ’Real Kids: What We Learned about Bullying’. Tell the class that bullies will tell them why they bully. They will also learn what to do if they see bullying. The video will also show how to stop bullying.

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4. Show the video: ‘Real Kids: What We Learned about Bullying’. 5. Ask the class: What are some reasons the students said they bullied? What are some reasons that students decide to quit bullying? How did the children in the video feel when they got bullied? What are some things to do if you see bullying? How can you stop bullying? 6. Review the some of the important points of the video and the ‘Stop Bullying’ sheet.

Activity #4 Materials: Board and Markers, ‘Stop Bullying’ sheet Review the ‘Stop Bullying’ sheet. 2. Ask the students about the video you watched last week: What are some reasons the students said they bullied? What are some reasons that students decide to quit bullying? 3. Ask the class if bullying had decreased in the last week and if more people are being included. 4. Ask students to tell you the six steps to stop bullying 5. Tell the class that we are going to talk about how to help others when they are being bullied. Introduce the ‘How to Help’ sheet. Go through the each item on the sheet and give an example for each. 6. Split the class into groups of five 7. Read these five situations to the class and assign one story to each group: 1) A boy sits down next to a smaller boy on the school bus. The bigger boy asks to shake his hand at squeezes it so tight the younger boy starts crying. 2) Some students spread a rumor about a girl in the class. Most of the class is laughing at the girl and she is left alone most of the time. 3) A group of students keep pushing a girl down at recess. Every time she tries to stand up, they push her back down. 4) A boy in the class talks different than the other students. The other students tease the boy and try to talk like him. The students begin to call him names. 5) A girl is left alone by the class at recess most of the time. She decides to ask if she can jump rope with a group of students. The students laugh at her and won’t let her jump rope. 8. Ask each group to create a role-play. 9. Have the groups perform their role-play in front of the class. 10. Review the ‘How to Help’ strategies and encourage the students to use them. Activity #5 Materials: Board and Markers, ‘No More Teasing’ video, ‘Stop Teasing’ sheet Review the ‘How to Help’ strategies and encourage the students to use them. 2. Explain to the class that sometimes teasing can be bullying. You can use the "How to Help’ strategies to stop teasing, also. 3. Ask the class: What is teasing? How do you feel when you get teased? Why do you think people tease? What are some ways you can get teasing to stop? Why do you think people who are confident

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about themselves get teased less? 4. Tell the class that we are going to watch the ‘No More Teasing’ video. Ask the class to watch the strategies that are used. 5. Ask the class: Why did Regina and Jack tease Frankie? What did Frankie do at first to stop the teasing? Why does fighting usually not stop teasing and make things worse? What did Frankie eventually do stop the bullying? How did Angie tease the other students in the lunchroom? Why do you think she was doing that? How did the girls get it to stop? What did Mike do to keep Janet from doing her homework? Why was Mike doing this? How did Janet get it to stop? 6. Go through the ‘Stop Teasing’ sheet. 7. Review the why people tease and the ‘Stop Teasing’ sheet.

Activity #6 Materials: Board and Markers, ‘Bullying Review’ sheet 1. Review the why people tease and the ‘Stop Teasing’ sheet. 2. Explain to the students that this is the last bully unit lesson. Handout the ‘Bully Review Sheet’ and go through it with the students. Pick up the papers when finished. 3. Split the class up into two groups. 4. Play Jeopardy. Write the following on the board with the answer squares empty. (The questions you ask are on the ‘Bully Review Sheet’.) 5. Play Final Jeopardy. The teams can bet none, some or all their points.

Source: http://mis.spps.org/counselors/t_bully.html Suggested Assessment: Other Curricular Integration:

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Ways Children Bully 1. Physical – Hit, Kick 2. Social – Gossip, Rumors 3. Verbal – Teasing 4. Scaring – Say they will beat you up

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STOP BULLIES 1. Don’t Bully Others 2. Help Others 3. Speak Out 4. Ignore It 5. Get Adult Help 6. Include Everyone

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How To Help 1. Group Together 2. Tell Them to Stop 3. Tell an Adult 4. Don’t Join In 5. Include Everyone

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Stop Teasing 1. Ignore Teasers 2. Be Confident 3. Talk It Out 4. Get Adult Help

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Bully Review Sheet What are the ways children bully? 1. How does someone physically bully? spitting, shoving, breaking things, hitting 2. How does someone socially bully? gossiping, spreading rumors 3. How does someone verbally bully? name calling, teasing 4. How does a bully try to scare children? saying they will beat you up How can you stop bullies? 1. Don’t Bully Others 2. Help Others 3. Speak Out 4. Ignore It 5. Get Adult Help 6. Include Everyone How to help others being bullied 1. Group Together 2. Tell Them to Stop 3. Tell an Adult 4. Don’t Join In 5. Include Everyone Miscellaneous 1. What is a definition of a bully? Someone who hurts or intimidates other people. 2. Name a person in you class who is good at stopping bullies. 3. Name an adult who will help you with bullies. 4. Do you have to be big to stop bullies? No

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Standard Addressed: 1P/S Students will acquire the attitudes, knowledge and personal skills to help them understand and respect self and others. Benchmark Addressed: 1P.3/S.2 Acquire Interpersonal Skills Specific Knowledge: Demonstrate awareness that all people have needs to belong and to be accepted by others Materials: Don’t Laugh at Me by Steve Seskin & Allen Shamblin, song – Don’t Laugh at Me by Peter Yarrow Activity: Read book while playing songs Pre-copy the phrases of each song one on each sheet groups or individuals will illustrate the song and create their book.

Source: http://www.operationrespect.org Suggested Assessment: Draw pictures Other Curricular Integration: Social studies - Multicultural

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Standard Addressed: 1P/S Students will acquire the attitudes, knowledge and personal skills to help them understand and respect self and others. Benchmark Addressed: 1P.3/S.1 Acquire Self-Knowledge Specific Knowledge: Identify skills necessary for understanding and getting along with others Materials: Magnet sheets – about the size of half sheet of paper Activity: - Discuss how conflicts are natural and common - Brainstorm a list of rules that will help to resolve conflicts. - Write the list on a board or large piece of paper. - Ask the student to decide which rules/behaviors they think their families need to practice. - Then, using permanent markers on the magnet, they can write the heading “How to Fix a Conflict.” - They write down the rules and include pictures that represent the rule. For example: “Use kind words with a pair of lips or “Don’t use curse words” may include a big mouth with a line drawn through it. - Magnets are to be taken home.

Source: Suggested Assessment: completed magnets Other Curricular Integration:

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Standard Addressed: 1P/S Students will acquire the attitudes, knowledge and personal skills to help them understand and respect self and others. Benchmark Addressed: 1P.3/S.2 Acquire Interpersonal Skills Specific Knowledge: Demonstrate an understanding of individual differences (ethnic and cultural diversity, family configurations, learning differences, and socioeconomic, etc.) Materials: What It’s Like to be Different videotape and activities Activity: - Show the videotape, pausing after the vignettes to lead classroom discussion as detailed in the teacher’s guide.

Source: video may be purchased through SunBurst Visual Media (http://sunbursttvm.com) Suggested Assessment: classroom discussion Other Curricular Integration:

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Standard Addressed: 1P/S Students will acquire the attitudes, knowledge and personal skills to help them understand and respect self and others. Benchmark Addressed: 1P.3/S.1 Acquire Self-Knowledge Specific Knowledge: Identify personal strengths and challenges Materials: construction paper Activity: - Ask if students have ever watched the Olympics (winter/summer) - If your library has a book about them – hold it up - Ask which sport/event they like to watch – Olympic participants are very good at their events - Today we will try and figure out you best “life events” - Brainstorm thing that third graders are good at – list them on the board under the categories: School, Home, Friends, Clubs/Organizations - Ask – Is everyone strong in the “Life Events?” - Hand out blank light colored construction paper to each student. Ask students to make it into a windowpane - In each of the windowpanes draw/write the life evetns that you are good at – these ar called your “strengths” - Turn your paper over – draw a line down the middle - On each side draw/write about something you’d like to get better at. These are called your “challenges.” - Assessment/Homework: Think of what you would need to do to improve even a little bit on those challenges Source: West Fargo Public Schools “Me As I see Myself” Suggested Assessment: last part of lesson Other Curricular Integration:

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Standard Addressed: 1P/S Students will acquire the attitudes, knowledge and personal skills to help them understand and respect self and others. Benchmark Addressed: 1P.3/S.2 Acquire Interpersonal Skills Specific Knowledge: Describe ways to make and keep friends Materials: Activity: Ask class: Who has friends? Who can tell me something about a friend you like? Who can tell me things that people do that make you not want to be their friend? Do a puppet play or role play where someone displays bad friendship skills. Do a puppet or role play where someone displays good friendship skills. Read a book to reinforce this concept: Possible Books: Berenstain Bears In a Crowd by Stan Berenstain How to Lose All Your Friends by Nancy Carlson The Friendship Thief by Hesta Roach Closure: Friendship Boosters/ Busters, Friendship Bingo

Source: Suggested Assessment: class discussion: Friendship booster/Buster Other Curricular Integration:

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Standard Addressed: 3 P/S Students will understand safety and survival skills. Benchmark Addressed: 3P.3/S.1 Acquire Personal Safety Skills Specific Knowledge: Explain ways to care for ourselves physically, mentally, and socially Materials: Scavenger Hunt Sheet: “HOW TO RELAX WHEN STRESSED” Activity: - Explain what is meant by stress. - Point out that there is a number of ways people can reduce the amount of stress in their lives. - Tell the students that they are about to go on a “Scavenger Hunt” (you may have to explain what it is). They then have 5 minutes to complete the “How to Relax When Stressed” worksheet. Students must circulate throughout the class to find the names of students that use each of the various methods to deal with stress. Ideally, they should come up with 16 different names. - Stop the hunt after five minutes. Discuss everyone’s favorite way to relax.

Source: Old North Dakota Lessons Suggested Assessment: Other Curricular Integration:

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Standard Addressed: 3 P/S Students will understand safety and survival skills. Benchmark Addressed: 3P.3/S.1 Acquire Personal Safety Skills Specific Knowledge: Explain ways to care for ourselves physically, mentally, and socially Materials: Umbrella, tape, paper raindrops, beanbags, and book: “Don’t Pop Your Cork on Monday!” by Adolph Moser Activity: - Intro- Ask students for the meaning of stress. Demonstrate with a volunteer. Have the volunteer stand at the front of the room. Toss bean bags at them one at a time and have them try to catch the bags. - Do this a second time and throw them faster. Finally, throw all of the bags at once. Discuss how this demonstrates stress (sometimes we can handle it sometimes it starts to overwhelms you, and sometimes it comes all at once we can’t possibly handle it). Make a list on the board of home and school stresses. - Give students paper raindrops. Ask them to write one example of stress in their lives on the raindrop. (Students may refer to the list on the board if they choose). Have two volunteers sit at the front of the room. (Tell one of the students that you will be taping raindrops on his/her shirt. Give him/her a chance to decline if he/she wishes). Take their raindrops from them. One student has an umbrella and one doesn’t. - Read aloud what was written on the raindrops of the two volunteers; tape one to the umbrella and the other on the student without the umbrella. Continue by asking students to come up and read what they wrote on their raindrops, alternating putting the raindrop on the umbrella or on the person. Ask students what they notice. Talk about how one person is getting wet and the other isn’t. - Gather in circle for story and read story. Discuss ways to handle stress. - Have students return to their desks. Tell them that you will be doing a relaxation exercise with them. - Read the following: “Sit in your chair with your arms comfortably at your side, hands in your lap. You may wish to loosen your neck and shoulder muscles by rolling your head and raising your shoulders several times….Close your eyes. Begin breathing slowly and gently…inhaling through your nose and exhaling through your mouth. Put your hand on your stomach. As you breathe in you should notice your stomach expanding. Continue this slow and gentle breathing until you notice your muscles becoming heavy and your mind clearing. As you start to relax, imagine that you are engaging in your favorite relaxing activity: laying ont eh beach, sitting by a lake, listening to favorite music, taking a bath. You choose the scene; make it comfortable and very relaxing. 30 of 53

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When you are fuly relaxed and ready to return, open your eyes. Close by discussing what relaxing activity you will do today.

Source: Old North Dakota Lessons Suggested Assessment: Other Curricular Integration:

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Standard Addressed: 1 P/S Students will acquire the attitude, knowledge and interpersonal skills to help them understand and respect self and others. Benchmark Addressed: 1 P.3/S.2 Acquire Interpersonal Skills Specific Knowledge: Describe how listening and communicating helps solve problems. Materials: Book- Blabber Mouse by True Kelley, sets of envelopes with identical shapes for each set (created by counselor) Activity: - Create your shapes to use with activity. Cut identical shapes (a variety of circles, squares, triangle, different colors and sizes of each) - Make at least 12 sets of these depending on the number of students you have. - Read Blabber Mouse- Discuss - Ask students how you can tell if they are listening. Discuss being the sender or receiver of messages. - Put students in partners. Have them sit back-to-back. One is the sender and the other receiver. The sender tells the receiver how to place pieces (ex. Place the green square on the floor in front of you, place your blue triangle above it.) Use all the pieces in the envelope. Check to see if the receiver’s matched. Switch roles. Discuss how difficult it was have exact matches. Discuss why (we couldn’t look at each other- it was loud.) Then discuss how this causes problems in all areas and see how important it is to listen. Source: Suggested Assessment: Evaluate activity and their role in the activity. Other Curricular Integration:

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North Dakota Curricular Standards for School Counseling Curriculum Guide Grade Level:

3


Standard Addressed: 2 P/S Students will make decisions, set goals, and take necessary action to achieve goals. Benchmark Addressed: 2 P.3/S.1 Self-Knowledge Application Specific Knowledge: Know the connection between choices and consequences. Materials: Booklet “Healthy Bodies Don’t Need Drugs” (Free multiple copies from the ND Prevention Resource Center 1800 642 6744, Video: Smelly Smoking (Teacher’s Video Company 1800 626 8837), Marco 2002 Booklet: “I Can Decide…It’s Up to Me” by Wanda S. Cook (Special Situations). Activity: - Write this on the board Choices / Consequences - Ask- what is a choice? (a decision) What is a consequence? (the result of the decision that was made) - Give examples- I chose to go to bed late last night. What is the consequence? I’m tired today. I skipped lunch today. What is the consequence? I’m hungry now. - Today I want you to be able to identify choices we make everyday to be a good student, friend, son or daughter, healthy individual. - Ask students to raise their hands to tell about choices (good and bad) a student makes. What are the consequences? (good and bad). - Ask students to repeat- what are choices (good and bad) that friends make. What are the consequences (good and bad). - Repeat- What are choices (good and bad) that sons/daughters make- What are the consequences (good and bad). - Repeat what are choices healthy/unhealthy individuals make- what are the consequences? - Record or have students record these on the chart/board- see #1 - Third graders make a lot of choices that affect their grades, report cards, friendships, and family relationships, and health. Hopefully- you are making positive choices. Source: West Fargo Suggested Assessment: Journaling/ writing about one positive and negative consequences experienced in the last week. Other Curricular Integration:

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3


Standard Addressed: 1P/S Students will acquire the attitudes, knowledge and personal skills to help them understand and respect self and others. Benchmark Addressed: 1P.3/S.2 Acquire Interpersonal Skills Specific Knowledge: Describe ways to make and keep friends Materials: powerpoint from www.janetbender.com/slideshows/7FocusonFriendship.ppt. friendship bingo from same website Activity: Ask class: Who has friends? Who can tell me something about a friend you like? Who can tell me things that people do that make you not want to be their friend? Go through Friendship Powerpoint. Do a puppet play or role play where someone displays bad friendship skills. Do a puppet or role play where someone displays good friendship skills. Play Friendship Bingo.

Source: Suggested Assessment: Other Curricular Integration:

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3

Estimated Time: 30 minutes-

Standard Addressed: 1A Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. Benchmark Addressed: 1A.3 Achieve School Success Specific Knowledge: 1A.3.3 Differentiate between a short and long-term goal. Materials: Pickles with short and long term goals written on them and laminated, 2 pickle jars labeled “Short Term Goals” and “Long Term Goals”, 10 pennies per student, goal sheets (2 per student) Activity: Define a goal. (something you are aiming for). Where in life have you seen the word “goal” used? (goal in soccer or hockey, new year’s resolutions are goals, reading goals, etc.) Why are goals important? (to help people plan ahead, learn new things, achieve more) Explain the difference between long term and short term goals. Long term goals are those you plan to reach in the far future, within the next few months or years. Short term goals are those you want to reach in the near future, like in a day or two or the next couple of weeks. Using laminated pickles, have students draw out a pickle and decide it if goes into the longterm goal pickle jar or the short-term goal pickle jar. Why do goals need to be realistic? (reduce frustration and giving up, give more hope to achieving) Give each student 15 pennies. Tell them to set a goal for how many they will be able to set in a row on end in the next 5 minutes. Begin this activity and as the students work, watch for frustrations. After 5 minutes, discuss the goals they set. Were they realistic? What should you do if your goal was not met? (reset it more realistically) What feelings do you feel when the goal seems achievable? What feelings if the goal seems unachievable? Using goal sheets provided, give each student 2 sheets to set a short term goal related to school (one sheet will be turned in to the counselor and one will be kept by student to tape somewhere they will constantly see it). Assist students in coming up with activities needed to reach their goals. Collect sheets and use next time to see if goals were met. Source: Pickles – Marco Products, Inc. Dept. F2008, 1443 Old York Rd., Warminster, PA 18974 Suggested Assessment: Drawing of long and short-term pickles and correctly placing in piles, achievement of goals set in class 35 of 53

Other Curricular Integration:

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List of Short and Long-Term Goals to put on Pickles Short Term

Long Term

Get an A on the next spelling test

Go to college

Read 30 minutes today

Pass this year of school

Do my chores at home

Make the varsity basketball team

Practice piano 30 minutes tonight

Buy a car

Make $5 so you can go to a movie

Get a job at McDonald’s

Clean out my locker

Graduate from high school

Play a game of cards with my brother

Learn to water ski

Learn how to play 3 notes on the guitar

Learn to play guitar well

Shoot 30 free throws to improve in BB

Learn how to drive a car

Learn how to draw a camel

Become an artist

Learn 3 words in Spanish

Speak a language fluently

Visit my grandma who lives in town

Visit my uncle in California

Turn in all homework on time this week

Have perfect attendance this year

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My Goal My goal is _______________ _________________________ _________________________ To reach my goal, I will: 1. _____________________ 2. _____________________ 3. _____________________ Signed _________________ Date ___________________

My Goal My goal is _____________ _______________________ _______________________ To reach my goal, I will: 1. _____________________ 2. _____________________ 3. _____________________ Signed_________________ Date __________________

My Goal My goal is _______________ _________________________ _________________________ To reach my goal, I will: 1. _____________________ 2. _____________________ 3. _____________________ Signed _________________ Date ___________________

My Goal My goal is _____________ _______________________ _______________________ To reach my goal, I will: 1. _____________________ 2. _____________________ 3. _____________________ Signed_________________ Date __________________

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3


Standard Addressed: 1C. Students will acquire the skills to investigate the world of work in relation to knowledge of self and to make informed career decisions. Benchmark Addressed: 1C.3.1 Develop Career Awareness Specific Knowledge: 1C.3.1 Identify different activities that are done at work. Materials: Backpack with disposable camera, sample job report and list of dates and assigned students; booklet with job reports and pictures, NEC projector, computer and powerpoint presentation (opt.) Activity: Early in the school year, develop a schedule for the students to take home the backpack for one week. The objective during that week is to have a picture taken with the disposable camera of a parent at their job and fill in the job report found in the backpack. When the entire class has completed this activity, develop pictures and put together a booklet of the jobs parents have in that class. Using this booklet, have each student present their parent’s job to the class by reading the report and showing the picture. Projecting each parent’s picture in a powerpoint presentation as the reports are read would be helpful. When all presentations have been completed, leave the booklet in the classroom for the students to enjoy and reread.


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Backpack Job Reports…… My name is

_______________________________________________________. (your name, first and last)

I am ______________________________________________’s (your second-grade child’s name) ___________________________________________________________________. (your relationship, ie. mom, dad, step-mom, step-dad, aunt, uncle, etc.) I work at ___________________________________________________________. (the name of your employer, ie. Wal-Mart, Goodrich, Hardee’s) where the name of my job is _________________________________________. (ie. sales clerk, welder, truck driver) One important skill I need for my job is to be able to _____________________ ___________________________________________________________________. (ie. read because I have to read manuals, communicate because I have to give orders and explain things to other people) One thing I like about my job is _______________________________________ __________________________________________________________________. One thing I don’t really like about my job is _____________________________ __________________________________________________________________.

Thank you for sharing information about your job with us. It will help us to learn about careers and help to make a connection between what we learn at school and the job we may choose…………………….....Donette Rasmussen, Counselor

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“My Backpack Goes to Work” Dear Third-grade Parents: I am really excited to begin “My Backpack Goes to Work”, a program designed to help our third-grade students learn about careers. Your student will bring a backpack home for a week that I want to enlist your help with. Inside the backpack you will find a disposable camera and a journal page. I would like you to take the backpack to work with you, take a picture of yourself at work, and write a little about your work. I will have a sample journal page included in the backpack. Remember that simple comments will be easier for second-grade children to understand. The children will need to bring the backpack back to school within one week of the day they take the backpack home to insure that all students have the opportunity to share about their parent’s work. When we study careers in April, I will have a book put together for each child with pictures of the parents of their classmates and a little description of their jobs. Because of the amount of time it takes to create the books, I ask that only one parent write about his/her job. Some children tell me their moms don’t work. I always tell them that they may not work outside the home, but that they have a very important job of taking care of them and their houses. So, if you are a parent who doesn’t work outside the home, please don’t hesitate to photograph yourself doing something in your home and write about the work you do during the day and/or night. If you have any questions about this program, please don’t hesitate to call me. I look forward to hearing about you and your work and hope you will have fun when the backpack comes home with your child. Thanks for helping us learn about careers… Donette Rasmussen Gussner School Counselor

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3

Estimated Time: 2 – 30 minutes

Standard Addressed: 3P/S Students will understand safety and survival skills. Benchmark Addressed: 3P.2/S.1 Acquire Personal Safety Skills Specific Knowledge: 3P.2/S.1 Describe the differences between appropriate and inappropriate physical contact. Materials: Parent letter and handout, video “What Todo”, student handouts – “Safety Rules”, “Who are some adults you can trust?”, Swimsuit picture; role play cards, puppets, Hidden Word Game Activity: Prior to beginning these two lessons, send home parent letter with handout printed on back. Day One Using puppets, demonstrate comfortable (good) and uncomfortable (bad) touches 1. Getting a hug from someone they love 2. Getting a hug from a stranger 3. Getting a back rub for a loved one they trust 4. Getting a back rub from someone they don’t know very well. 1. Discuss gut feelings, belly button warnings, and/or a confused feeling. Give examples: If someone tries to get you to steal something what would your gut feeling tell you to do? Is this a good thing or bad thing to do? You don’t feel safe when talking to a stranger. What does your gut feeling tell you to do? 2. The counselor asks students if there are touches people give them that make them feel good (comfortable), bad (uncomfortable), or confused. Students share different kinds of touches that make them feel comfortable, uncomfortable, or confused: *Good(comfortable) – nice hugs, nice kiss from someone they care about or love, pat on the back, etc. *Bad (uncomfortable) – hit, kick, pinch, slap, private touch – where your swim suit covers *Confusing – tickle, a hug that is too tight, etc. Lead a brief discussion on what a person can do when they receive an uncomfortable touch. Tell students there is also a touch call “private touches.” This is a touch that someone might get in the private part of their body where their swimsuit covers. Show picture of a boy and girl in their swimsuits. Discuss healthy reasons a person might need to touch the private parts of your body (doctor, parents checking a sore or rash, parents bathing, dressing or changing younger

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children, rashes, putting medicine in a private area of the body). NOTE: Private touches are usually quick touches and always have a purpose. Remind students that most adults want them to grow up to be happy and healthy, but once in a while there may be someone (adult, teenager, someone their own age) who might do something to make them feel uncomfortable and they need to know what to do. Also, it’s not always a stranger who makes children feel uncomfortable. Sometimes it could be someone the child knows or even loves. Show Video “What Todo”. Discuss the video. End with the three problem-solving steps: *Say “No” in a Big Voice! *Get away To a Safe Place. *Tell someone you trust Day Two Review the 3 steps and hand out worksheet listing the steps. Why is it important to tell another adult about bad touching? (So it will stop and so the person won’t do it to another child.) If the person threatens you or someone else in your family, you still should tell, then the other adult can stop that person. Is it tattling to tell about bad touching? If the problem doesn’t stop when you tell one person, tell another. Who are some people you could tell? Hand out worksheet listing adults you can go to for help if you feel uncomfortable. Students could also draw in their own person they can trust on the sheet. Bad touching is not your fault. The adult is responsible. Use the role-playing cards to practice the safety rules when in uncomfortable or dangerous situations. Hand out the Hidden Word Game and color.


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Safety Rules

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Role Play Cards A person you don’t know very well puts his or her arm around you and it feels uncomfortable.

A classmate pushes you down on the playground.

A person you know puts his or her hand on your leg and it feels uncomfortable.

A family member gives you a hug and it feels comfortable.

Someone is standing too close to you and

A student at school hits you.

is talking right in your face.

You are at the bowling alley with your friends. You knock down some pins and one of your friends shakes your hand for doing a good job.

You are walking in the school playground. Someone you recognize comes over and wants to take your picture.

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An uncle, who you like always wants to wrestle. When you wrestle with him he touches your private parts. You are at home with your brother and one of his friends. They ask you to watch TV with them.

You just got out of school. A teacher at your school drives up and says to you, “Your mom told me to pick you up. Hop in the car.”

You are in the bathroom at school. Someone you know comes in and asks if she can see your private parts.

Your grandfather is visiting you for the weekend. One day while he is there, you read a story together. You sit together on the couch and read the book.

You and some friends are out shopping. You walk by a restaurant and a friend says she will buy you a can of pop.

You are outside the store waiting for your mom to finish shopping. A neighbor walks up and says, “Hi. I can give you a ride home so you don’t have to wait.”

You’re home with your brother and sister. One of your brother’s friends is over and wants you to play doctor with him. He says if you don’t, he will hurt you.

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Who are some adults you can trust? Grandparents

Doctor or Nurse

Teacher

Mom

Principal

Dad

Girl/Boy Scout Leader

Your ideas…

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The private parts of your body are where your swimsuit covers.

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Handout for Parents

Keeping Your Child Safe 1) Teach children they have the right to say “No,” their body is their own. 2) Teach children to recognize different types of comfortable and uncomfortable touches. 3) Teach children to tell someone they trust. Help children identify those people. 4) Teach children to trust their own feelings about what is comfortable & uncomfortable. 5) Help children discover where their resources are: family, teachers, principals, counselors, trusted friends … 6) Review the three problem solving safety rules: a. Say “NO” in a big voice. b. Get away to a safe place. c. Tell an adult you trust.

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Dear Parent, This fall the counselor will present two classroom presentations and discussions about safe and unsafe situations. During these lessons we talk about comfortable (good) and uncomfortable (bad) feelings, situations and touches. We also talk about what children can do if someone tried to touch them in an uncomfortable way. Children are encouraged to remember three main safety rules: 1. SAY NO IN A LOUD VOICE. 2. GET AWAY TO A SAFE PLACE. 3. TELL A GROWN-UP WHO CAN HELP. To reinforce these lessons, you might ask your child to tell you the meaning of comfortable (good) and uncomfortable (bad) feelings, situations and touches. Encourage your child to identify the adults that she/he could talk with about a problem. Besides you and your immediate family, these people may include a baby-sitter, aunt, grandparent, teacher, adult friend, or neighbor. Attached you will find a sheet that will give you ideas of how to help your child feel safe. Please contact me if you have questions or concerns about the presentation. Sincerely,

School Counselor

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3


Standard Addressed: 1P/S Students will acquire the attitudes, knowledge and interpersonal skills to help them understand and respect self and others. Benchmark Addressed: 1P.3/S.1 Acquire Self-Knowledge 1P.3/S.2 Acquire Interpersonal Skills Specific Knowledge: 1P.3/S.1 Identify personal strengths and challenges. 1P.3/S.2 Demonstrate awareness that all people have needs to belong and to be accepted by others. Materials: Pickle letter to families, student letters returned by parents, Proud Pickle Activity: Everyone has value and worth. Sometimes we don’t hear why we are important often enough – even from those who love us. I asked a parent or grandparent of yours to write a letter describing why you are special. Read the individual letters to the class, without reading the name of the student it’s about. Have students try to guess which of their classmates is being described. Give letter to student and encourage him/her to keep it n a special place so they can read it when they’re feeling down or had an argument with a parent or need to feel loved. As letters are read, proud pickle can be filled in describing positive traits of each student. Students can fill in the remaining traits so that 8 positive traits are listed. Pickles can be colored and pages displayed in the classroom. Source: Pickle clip art: Marco Products, Inc., Dept. F2008, 1443 Old York Rd., Warminster, PA 18974 Suggested Assessment: Other Curricular Integration:

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September Dear Families: In our guidance lessons this month we will be learning about how each one of us is “SPECIAL” and the value of self-respect. I would like to ask for your cooperation in helping your child to learn how special and unique he/she is. I would appreciate it if you or a grandparent would write a paragraph entitled “Why My Child (Grandchild) is Special to Me”. Send it to school with your child in a sealed envelope with your child’s name on it. During the guidance lesson on __________________, I will read each letter out loud to the class to let your child and the other children know just how “special” each child is to his/her family. I appreciate you taking the time to do this. Please send your paragraph back to school sometime prior to the guidance lesson date. Thank you!!! Guidance Counselor (P.S. Ask your child to explain the meaning of the pickles on this letter. We will be having fun with pickles all year long!)

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