4-5.SeA.1.1: Develop more complex vocabulary to communicate their emotions and feelings.

• Create a word wall in your classroom specifically dedicated to emotions and feelings. Introduce and discuss new vocabulary words related to emotions during science lessons, and encourage students to use these words when expressing their thoughts and reactions to scientific concepts or experiments.

• Incorporate a game of emotion charades to reinforce vocabulary development. Create a list of science-related scenarios or concepts (e.g., seeing a solar eclipse, discovering a new species, etc.), and have students act out the emotions associated with each situation without speaking. After each charade, ask students to describe the specific emotions they portrayed and encourage them to use more complex vocabulary.

• Assign writing tasks where students can explore their emotions and feelings in response to specific science topics. For example, ask them to write a persuasive essay on why they feel strongly about conserving endangered species or write a creative narrative describing the emotional journey of a water droplet through the water cycle. Provide vocabulary resources and encourage students to incorporate new and sophisticated emotion-related terms in their writing.

• Assign individual or group projects where students can research a scientific topic of interest. As part of their presentations, have students discuss their emotional responses and connections to the topic. Encourage the use of complex emotional vocabulary to articulate how the subject matter evokes various feelings.

4-5.SeA.1.2: Distinguish degrees of their own emotional intensity.

• Provide students with a set of emotion bar graph templates or create them together as a class. Assign different science-related activities or experiments and ask students to rate their emotional intensity after each activity using a scale from 1 to 5 or using emoticons. Have students record their ratings on the bar graph templates, creating visual representations of their emotional intensity levels. This will help them compare and contrast their emotional responses to different science experiences.

• Develop self-reflection worksheets or graphic organizers for students to complete after science activities. Include prompts that encourage them to describe and differentiate the degrees of their emotional intensity during the activity. For example, ask them to write about a time when they felt mildly excited, moderately excited, and intensely excited during a specific science investigation. This exercise will help students identify and articulate the varying levels of emotional intensity they experience.

• Assign students regular journal entries where they reflect on their emotional responses to different science topics. Provide guiding questions such as "Describe a time when you felt a mild curiosity about a science concept" or "Write about an instance when you experienced an intense sense of wonder during a science experiment." Encourage students to use precise language and vivid descriptions to express the varying degrees of their emotional intensity.

4-5.SeA.1.3: Recognize the connection between their thoughts, emotions, and behaviors.

• Introduce the concept of mapping the connections between thoughts, emotions, and behaviors to students. Provide them with a template or create one together as a class that has three sections: "Thoughts," "Emotions," and "Behaviors." During science lessons or experiments, ask students to reflect on their thoughts, identify the corresponding emotions they experienced, and then describe the behaviors that resulted from those emotions. Encourage them to share their maps with classmates and discuss how their thoughts influenced their emotions and behaviors.

• Provide students with real-life examples, such as scientific discoveries or environmental issues, and ask them to analyze the connections between the thoughts, emotions, and behaviors of the individuals involved. Encourage them to consider how the scientists' thoughts and emotions influenced their actions and contributions to scientific knowledge or how individuals' thoughts and emotions shaped their behaviors towards environmental conservation.

4-5.SeA.1.4: Describe how they physically respond to emotion.

• Begin by introducing students to the concept of emotion mapping, which involves identifying and describing physical responses to different emotions. Provide students with a chart or graphic organizer that includes emotions such as happiness, sadness, excitement, fear, etc. Ask students to fill in the chart by describing how their body physically responds to each emotion. For example, they may describe a racing heart or increased energy for excitement, or slumped shoulders and a low energy level for sadness.

• Incorporate body awareness exercises into science lessons to help students identify and describe physical responses to emotions. Lead students through activities such as deep breathing exercises or guided relaxation techniques. After each exercise, ask students to reflect on how their body felt before, during, and after the activity, and connect those physical sensations to specific emotions.

• Design experiments that elicit different emotions in students and ask them to observe and document their physical responses. For instance, you could show students a series of images or videos related to different emotions and ask them to record how their body responds (e.g., changes in heart rate, breathing patterns, muscle tension, facial expressions). This hands-on approach allows students to directly observe and describe their physical responses to emotions.

4-5.SeA.2.1: Describe the personal strengths and assets they possess that make them successful members of their school and community.

• Guide students through a reflection activity focused on identifying their personal strengths and assets. Provide them with a list of qualities and skills (e.g., creativity, curiosity, problem-solving, teamwork) and ask them to choose and describe the strengths they believe they possess. Encourage students to think about how these strengths contribute to their success as members of their school and community.

• Introduce students to real-life role models who exemplify the personal strengths and assets valued in science and community participation. Share stories of scientists, inventors, or community leaders who have made significant contributions by utilizing their unique strengths. Discuss how these role models' personal strengths have made them successful members of both the scientific community and society at large.

  • 🧰 Award Winning Values Worksheet

4-5.SeA.2.2: Identify and explore opportunities to develop skills and talents.

• Begin by guiding students through an inventory or self-assessment to identify their skills and talents related to science. Provide a list of science-related skills and ask students to reflect on their proficiency or interest in each area. Encourage students to identify areas where they excel or have a natural talent. This inventory can help students recognize their existing skills and talents and lay the foundation for further exploration.

• Set up different skill stations in the classroom where students can explore and develop various science-related skills. Each station can focus on a different skill, such as observation, data collection, experimentation, or communication. Allow students to rotate through the stations, providing opportunities for hands-on practice and skill development. Encourage students to reflect on their experiences and identify which skills they enjoyed or showed particular aptitude for.

• Promote peer collaborations and cooperative learning activities that allow students to share their skills and talents with one another. Encourage students to work in pairs or small groups where they can contribute their unique skills to complete science-related tasks or projects. This collaborative environment fosters skill development, encourages learning from one another, and provides opportunities for students to recognize and appreciate their own and others' talents.

4-5.SeA.2.3: Determine ways to use family, school, and community resources to accomplish tasks.

• Assign students to research local community resources related to science. This can include science museums, nature reserves, local universities or research institutions, or professionals working in scientific fields. Students can identify specific resources that can support their learning and accomplish science tasks. For example, they might learn about a local nature center where they can conduct field observations or a scientist in the community who can provide expert guidance.

• Organize field trips to local science-related facilities, such as science museums or research centers. Students can learn from these experts and utilize the resources available to accomplish specific tasks or projects.

• Engage students in exploring the resources available within the school environment to accomplish science tasks. This can include utilizing the school library for research, accessing science equipment or materials in the science lab, or collaborating with other teachers or students who possess relevant knowledge or skills. Students can identify and make use of these resources to accomplish specific science tasks or projects.

4-5.SeA.3.1: Define their role in ensuring safety and respect for others.

• Have students work in pairs or small groups to create safety contracts for science activities. These contracts can outline specific safety measures, expectations, and responsibilities. Encourage students to consider how their actions can impact the safety and well-being of their classmates. After creating the contracts, have students sign and display them in the classroom as a reminder of their commitment to safety and respect.

• Present students with different safety scenarios related to science activities and ask them to discuss and determine the appropriate course of action. For example, you can describe a situation where a student sees a classmate not wearing safety goggles during a chemistry experiment. Ask students to identify potential risks and suggest how they can address the situation while ensuring safety and respect for others. Encourage discussions about responsibility, empathy, and problem-solving.

• Assign students to create safety presentations or posters to educate their peers on important safety measures in science. Encourage students to be creative in their presentations while ensuring that key safety concepts are effectively communicated. This activity allows students to take ownership of their role in ensuring safety and respect for others by actively engaging in the dissemination of safety information.

4-5.SeA.3.2: Accepting positive or negative consequences of their own choices and actions.

• Engage students in cause and effect experiments where they can observe and analyze the consequences of their choices and actions. Provide students with different variables to manipulate and ask them to predict the outcomes before conducting the experiments. After the experiments, facilitate discussions where students reflect on the positive or negative consequences of their choices and actions. Encourage them to accept and take responsibility for the outcomes.

• Present students with decision-making scenarios related to science topics and ask them to discuss the potential positive and negative consequences of different choices. For example, you can describe a scenario where students have to decide whether to dispose of chemicals properly or pour them down the drain. Encourage students to consider the environmental impact, safety risks, and ethical implications of their choices. Guide discussions that promote reflection on the consequences of their decisions.

• Help students make connections between their science learning and real-world examples where choices and actions lead to positive or negative consequences. Explore case studies or news articles related to scientific discoveries, environmental issues, or technological advancements. Discuss the choices and actions that led to these outcomes and encourage students to reflect on the consequences. This approach helps students understand the broader implications of their choices and actions beyond the classroom.

4-5.SeA.3.3: Identify areas of personal responsibility.

• Engage students in a brainstorming session to identify different areas of personal responsibility related to science. Provide prompts such as caring for the environment, following safety procedures, conducting fair experiments, or respecting the contributions of others. Encourage students to share their ideas and create a class list of personal responsibilities in the context of science education.

• Introduce students to role models who exemplify personal responsibility in the field of science. Share stories or biographies of scientists, engineers, or environmentalists who have demonstrated a strong sense of personal responsibility in their work. Discuss how these individuals have taken ownership of their actions and made a positive impact. Encourage students to reflect on how they can apply similar principles of personal responsibility in their own scientific endeavors.

  • 🧰 Award Winning Values Worksheet

• Engage students in environmental stewardship projects where they take personal responsibility for the care and preservation of the natural environment. Examples include organizing a recycling campaign, creating a school garden, or participating in a community clean-up event. These projects provide concrete opportunities for students to identify their responsibilities towards the environment and take active steps to fulfill them.

4-5.SeA.3.4: Explain the benefits of being responsible to self and others.

• Engage students in class discussions focused on the benefits of being responsible to oneself and others in the context of science. Begin by asking open-ended questions such as, "What are some examples of responsible behaviors in science?" and "How does being responsible benefit you and your classmates?" Encourage students to share their thoughts and perspectives, and guide the discussion towards understanding the positive impact responsible actions have on personal growth, learning, and collaboration.

• Assign students to prepare short presentations where they explain the benefits of being responsible to oneself and others in science. Encourage them to use examples and anecdotes from their own experiences to support their arguments. This activity allows students to develop their presentation skills while reinforcing their understanding of the positive outcomes that result from responsible actions and behaviors.

• Help students make connections between responsible behavior in science and its impact beyond the classroom. Discuss real-world examples where responsible actions in scientific fields have led to positive outcomes, such as environmental conservation efforts or the development of life-saving inventions. Explore how responsible behavior can contribute to solving societal challenges and making a difference in the world.

4-5.SM.1.1: Use coping skills such as calming down, walking away, self-talk, seeking help or mediation to manage their emotions and behaviors.

• Incorporate mindful observation activities into science lessons to help students develop focus, self-awareness, and emotional regulation. For example, during a nature walk or when observing a scientific phenomenon, guide students to engage their senses, notice their thoughts and emotions, and practice calming techniques like deep breathing. Encourage students to share their observations and reflections afterward, discussing how the mindful observation exercise affected their emotions and behaviors.

• Incorporate mindfulness exercises into your science lessons to help students develop coping skills for managing their emotions and behaviors. Before or after engaging in a science activity, guide students through brief mindfulness exercises that focus on deep breathing, body awareness, or guided imagery. These exercises can help students calm down, regulate their emotions, and refocus their attention.

4-5.SM.1.2: Use constructive ways of expressing their emotions, thoughts, impulses, and stress such as through using I-statements.

• Introduce a range of emotion vocabulary to students and discuss how to express emotions effectively. Provide lists of emotion words related to science activities or experiments, such as excited, curious, frustrated, or proud. Encourage students to use these words to express their feelings during class discussions, group activities, or when reflecting on their experiences. Model the use of I-statements when discussing your own emotions related to science topics.

• Incorporate science journaling activities where students can express their emotions, thoughts, and reflections using I-statements. Provide writing prompts related to science concepts, experiments, or challenges. Encourage students to use I-statements to express their personal experiences, thoughts, or reactions. For example, "I feel curious because..." or "I think that...". Allow students to share their journal entries in small groups or as a whole class to foster understanding and empathy.

4-5.SM.1.3: Understand causes and effects of their emotions, thoughts, impulses, stress, and distress.

• Help students understand the causes and effects of emotions by exploring the relationship between emotions and the brain. Students could learn about the different parts of the brain that control emotions and how these parts work together. They could also be taught about the physical effects of stress on the body and ways to manage stress.

• Engage students in activities that involve mapping the causes and effects of their emotions, thoughts, impulses, stress, and distress. Provide visual organizers or templates where students can identify and categorize different factors that contribute to their emotions and stress levels. Encourage them to explore the connection between specific science-related activities, such as challenging experiments or complex concepts, and their emotional responses. Discuss the impact these emotions can have on their learning and overall well-being.

• Present case studies or scenarios to students that involve different science-related situations and ask them to analyze the causes and effects of the emotions, thoughts, impulses, stress, and distress experienced by the characters. For example, present a scenario where a student is feeling stressed about an upcoming science fair project. Have students discuss and identify the specific causes of stress, such as time constraints, complexity of the project, or fear of failure. Guide students to explore the effects of these emotions on the student's motivation, problem-solving abilities, and overall well-being.

4-5.SM.1.4: Adapt for and overcome obstacles by demonstrating perseverance.

• Assign engineering challenges that require students to overcome obstacles and demonstrate perseverance. Provide students with materials and a problem to solve, such as building a bridge or designing a simple machine. Encourage them to work in teams, brainstorm solutions, and persist even when faced with setbacks or difficulties. Emphasize the importance of perseverance in the face of challenges and celebrate students' efforts and problem-solving strategies.

• Introduce students to stories and biographies of famous scientists who faced obstacles and persevered in their work. Discuss the challenges these scientists encountered, how they overcame them, and the impact of their perseverance on their scientific achievements. Help students make connections between the struggles faced by these role models and their own experiences in science. Encourage students to identify qualities and strategies they can emulate when faced with obstacles.

  • 🧰 Award Winning Values Worksheet

4-5.SM.1.5: Analyze the relationship between your own ethical values – such as honesty, respect and integrity – and behavior.

• Engage students in discussions about ethical dilemmas related to science and ask them to analyze the relationship between their own ethical values and behavior. Present scenarios that involve decisions students might face in scientific investigations, such as the temptation to falsify data or the responsibility to handle living organisms with care. Encourage students to reflect on their personal ethical values and discuss how those values influence their behavior in such situations.

4-5.SM.2.1: Identify goals across multiple domains (e.g., academic, personal, and social).

• Assign students to create vision boards that depict their goals across multiple domains. Provide magazines, art supplies, and other materials for students to create visual representations of their goals. Encourage them to include science-related goals, such as conducting an experiment, participating in a science fair, or improving scientific inquiry skills. Display the vision boards in the classroom as a visual reminder of students' aspirations.

4-5.SM.2.2: Monitor progress toward goals across multiple domains.

• Provide students with goal-tracking charts where they can monitor their progress toward goals in different domains. Create a visual representation of the goals and provide a section for students to track their progress over time. Encourage students to update their charts regularly, reflect on their progress, and celebrate milestones achieved. Discuss progress updates as a class, allowing students to share their accomplishments and challenges.

• Conduct one-on-one or small group goal reflection conferences with students. During these conferences, review students' goals across multiple domains and their progress toward those goals. Discuss the strategies they have used, challenges they have encountered, and adjustments they may need to make. Offer guidance, support, and encouragement based on individual needs. These conferences provide an opportunity for students to reflect on their progress and receive personalized feedback.

• Pair students up as peer accountability partners to support each other in monitoring their progress toward goals. Encourage students to meet regularly to discuss their goals, share updates, and offer support and encouragement. Students can provide feedback to each other, brainstorm solutions to challenges, and celebrate successes together. This collaborative approach fosters a sense of responsibility and accountability for monitoring progress.

4-5.SM.2.3: Implement steps necessary to achieve their goals.

• Provide students with goal planning worksheets where they can break down their goals into actionable steps. Encourage students to identify specific tasks, resources needed, and timelines for each step. Guide them in creating a clear and organized plan to achieve their goals. Discuss the importance of setting realistic and attainable steps that align with their overall goals.

• Integrate goal implementation into science projects by having students create project roadmaps. Students can break down their project goals into smaller milestones and outline the steps they will take to reach each milestone. Encourage them to identify the necessary materials, research, experiments, and data collection methods required. This roadmap serves as a visual guide to help students implement the necessary steps to achieve their project goals.

• Introduce task management tools, such as checklists or digital apps, to help students organize and track their progress. Provide students with templates or guide them in creating their own task lists. Students can prioritize tasks, set deadlines, and mark off completed steps as they work towards their goals. Discuss the benefits of using task management tools for staying organized and focused.

4-5.SM.2.4: Identify internal and external resources necessary to overcome obstacles in meeting goals.

• Organize a resource scavenger hunt where students explore various internal and external resources that can help them overcome obstacles in meeting their goals. Provide a list of resources related to science, such as books, websites, scientific tools, or community organizations. Assign students to research and identify how each resource can support their goal achievement. Encourage students to think critically about the resources they need and how they can access them.

• Guide students in creating personal resource inventories where they identify their internal and external resources. Internal resources can include skills, knowledge, strengths, and personal qualities that can help them overcome obstacles. External resources can include people, tools, materials, or support systems. Encourage students to reflect on how these resources can be utilized in their science learning and goal attainment. Discuss the importance of recognizing and leveraging available resources.

4-5.SM.2.5: Demonstrate the ability to actively engage in a feedback loop.

• Organize peer feedback sessions where students provide constructive feedback to their classmates on their science projects, experiments, or presentations. Teach students how to give specific, helpful feedback using criteria related to the learning objectives. Encourage students to actively engage in the feedback loop by providing suggestions for improvement and highlighting areas of strength. Emphasize the importance of receiving feedback openly and using it to make revisions or adjustments.

• Incorporate regular self-reflection and evaluation activities where students assess their own work and progress in science. Provide reflection prompts or rubrics for students to analyze their strengths and areas for improvement. Encourage students to set goals based on their self-reflection and identify specific actions they will take to enhance their learning. This self-feedback loop promotes metacognition, self-regulation, and growth mindset.

• Use formative assessments, such as quizzes, exit tickets, or concept maps, to gauge student understanding and provide immediate feedback. Engage students in reviewing their assessments and discussing common misconceptions or areas of difficulty. Guide students in analyzing their performance, identifying patterns, and planning next steps for improvement. This ongoing feedback loop helps students monitor their learning progress and make necessary adjustments.

4-5.SoA.1.1: Identify how their behavior affects the emotions of others.

• Select science-related stories or articles that highlight characters' behaviors and the emotional impact on others. Read the literature together as a class, and facilitate discussions on how different characters' actions affected the emotions of those around them. Encourage students to analyze the cause-and-effect relationship between behavior and emotions, and draw connections to their own lives and interactions with others.

• Assign group projects where students work together to achieve a common goal in a science-related context. Throughout the project, encourage students to reflect on their interactions, consider the emotions of their group members, and discuss how their behavior can impact the overall emotional climate of the group. Facilitate regular check-ins and discussions where students can openly express their feelings and address any conflicts or challenges.

4-5.SoA.1.2: Demonstrate respect for others’ perspectives and point of views.

• Implement jigsaw activities where students work in small groups to research and present different perspectives on a science concept or issue. Assign each group a specific perspective or point of view to investigate. After individual group members become experts on their assigned perspective, reshuffle the groups to form new groups with representatives from each original group. Students then share their findings and engage in a respectful exchange of perspectives.

• Select science-themed literature, such as books or articles, that present diverse perspectives or conflicting viewpoints. Read the literature as a class, and guide discussions on the different perspectives portrayed. Encourage students to analyze the reasons behind each character's viewpoint and discuss the importance of respecting and considering alternative perspectives. This activity promotes critical thinking and empathy towards diverse viewpoints.

• Organize debates or Socratic seminars on science-related topics where students can express and defend different perspectives. Divide the class into two or more groups representing different viewpoints, and provide them with supporting evidence for their positions. Facilitate respectful and structured discussions where students listen to opposing viewpoints, ask clarifying questions, and respond with well-reasoned arguments. Emphasize the importance of active listening, acknowledging different viewpoints, and maintaining respectful discourse.

4-5.SoA.1.3: Identify verbal, physical, or situational cues that indicate how others may feel.

• Show video clips or short films depicting various social interactions or scientific scenarios. After watching the videos, facilitate a discussion where students identify and analyze the verbal and non-verbal cues that indicate the emotions of the characters. Guide students in recognizing facial expressions, body language, tone of voice, and situational cues that convey emotions. This activity enhances students' ability to interpret and respond to emotional cues in others.

4-5.SoA.2.1: Describe benefits of personal qualities of others and why everyone shouldn’t be the same.

• Assign students to research and present on the personal qualities or characteristics of famous scientists or inventors. Each student can choose a different scientist or inventor and create a presentation highlighting their unique qualities and contributions to science. After each presentation, facilitate a discussion where students discuss the benefits of these personal qualities and why it is important for individuals to have diverse strengths and characteristics in the scientific community.

• Provide students with biographies or profiles of scientists or inventors with different personal qualities and backgrounds. In small groups, students analyze and discuss the unique qualities and contributions of each individual. They can create posters or presentations highlighting the benefits of these personal qualities and why it is important for scientists and inventors to have diverse characteristics. This activity helps students understand the significance of diversity and how it enhances scientific progress.

4-5.SoA.2.2: Offer alternative ways for addressing conflict or differences of opinions with peers.

• Organize a structured scientific debate where students present arguments and counter-arguments related to a science topic. Emphasize the importance of respectful communication and offering alternative viewpoints. Assign students to take on different positions and encourage them to propose alternative ways to address conflicts or differences that may arise during the debate. Facilitate a post-debate discussion where students reflect on the effectiveness of the strategies used and propose additional alternative approaches.

4-5.SoA.2.3: Identify contributions of various social and cultural groups.

• Introduce students to inventors and innovators from different social and cultural backgrounds who have made significant contributions to science and technology. Explore inventions or scientific discoveries made by individuals from diverse groups and discuss their impact on society. Encourage students to reflect on how these contributions have shaped the scientific field and our understanding of the world.

• Explore the connections between science and various cultural traditions or practices. For example, students can investigate traditional ecological knowledge held by Indigenous peoples and how it contributes to environmental conservation. They can explore how cultural practices and beliefs have influenced scientific developments in fields such as medicine, agriculture, or astronomy. Students can present their findings and discuss the importance of integrating diverse knowledge systems in scientific research and understanding.

• Organize a multicultural science fair where students showcase science projects related to the contributions of different social and cultural groups. Encourage students to choose topics that highlight the achievements, inventions, or discoveries made by individuals from diverse backgrounds. Provide opportunities for students to present their projects to their peers and engage in discussions about the contributions and perspectives of these social and cultural groups.

4-5.SoA.2.4: Define and recognize examples of stereotyping, discrimination and prejudice.

• Engage students in analyzing media representations of scientists and scientific concepts. Show examples of media portrayals that perpetuate stereotypes, reinforce discrimination, or promote prejudice. Encourage students to critically evaluate these representations and discuss the potential consequences of such portrayals. Help students develop media literacy skills by encouraging them to question biases and challenge stereotypes they encounter in scientific media.

• Incorporate literature that addresses issues of stereotyping, discrimination, or prejudice in science or scientific fields. Choose books that highlight diverse perspectives, challenge stereotypes, and promote inclusivity. Read these books aloud to the class and facilitate discussions about the themes and messages conveyed. Encourage students to make connections between the stories and real-life examples they have encountered.

4-5.SoA.3.1: Work collaboratively with peers to identify, understand and respond to a social need. This work could be a community or school service project.

• Work with students to identify an environmental issue in their school or community that they want to address, such as littering or water pollution. They could work in groups to research the issue and come up with a plan for a school or community service project to address it, such as organizing a cleanup event or creating educational materials to raise awareness.

4-5.SoA.3.2: Describe what they learned about themselves in helping others.

• After completing the service project, students could reflect on what they learned about themselves and how helping others made them feel. They could discuss how working together as a team and making a positive impact on their community can boost self-confidence and foster a sense of responsibility.

4-5.SoA.3.3: Identify and perform tasks that contribute to their school and community.

• Engage students in a project focused on sustainability within the classroom or school. Students can identify tasks that contribute to environmental conservation, such as turning off lights when not in use, reducing paper waste, or implementing a composting system. Assign specific responsibilities to students and create a system to track their progress. Discuss the scientific principles behind sustainability and how individual actions can contribute to a larger environmental impact.

• Collaborate with the local community to create a school or community garden. Students can be involved in various tasks, such as planning the garden layout, preparing the soil, planting and caring for the plants, and harvesting produce. This project provides an opportunity to explore scientific concepts related to plant growth, soil health, and the benefits of sustainable agriculture. Additionally, students can contribute to their community by donating the produce to local food banks or organizing a farmer's market.

• Develop a recycling and waste management program within the school. Students can take on responsibilities such as creating recycling stations, organizing recycling campaigns, and educating their peers about the importance of waste reduction. Incorporate scientific discussions about the impact of waste on the environment, the importance of recycling, and the concept of a circular economy. Encourage students to research and share information about the recycling process and how it contributes to sustainability.

4-5.SoA.4.1: Recognize qualities of positive peer and adult role models.

• Introduce students to a variety of scientists from different fields and backgrounds who have made significant contributions to their respective fields. Discuss their achievements, perseverance, and impact on society. Encourage students to identify and discuss the qualities and traits that make these scientists positive role models. This activity helps students recognize the importance of curiosity, critical thinking, and dedication in scientific endeavors.

  • 🧰 Award Winning Values Worksheet

4-5.SoA.4.2: Distinguish situations when students need support versus when they don’t.

• Engage students in self-assessment activities where they reflect on their own strengths, weaknesses, and learning preferences. Provide them with a checklist or rubric to evaluate their understanding of a specific scientific concept or skill. Encourage students to identify areas where they feel confident and independent, as well as areas where they may need additional support or guidance.

4-5.SoA.4.3: Explain how family members, peers, school personnel, and community members can support school success and responsible behavior.

• Assign group projects or collaborative activities that require students to work together to achieve a common goal. During and after completing the project, facilitate discussions on the importance of peer support and how it contributes to school success and responsible behavior. Encourage students to share examples of how their peers have supported and influenced their learning.

4-5.RS.1.1: Recognize how groups behave differently than individuals and affect an individual’s emotions, attitudes and behaviors.

• Assign group experiments or investigations where students work collaboratively to conduct scientific inquiries. During and after the activity, facilitate discussions on how group dynamics influenced individual emotions, attitudes, and behaviors. Prompt students to reflect on how their own actions and feelings were influenced by being part of a group, and how the group's behavior differed from what individuals might have done on their own.

• Present case studies or scenarios that highlight group dynamics in scientific contexts. For example, discuss how scientific research teams work together to conduct experiments or how scientists collaborate to solve complex problems. Guide students in analyzing how group behavior can impact individual motivation, engagement, and decision-making. Encourage students to consider how group dynamics can either enhance or hinder scientific progress.

4-5.RS.1.2: Recognize how facial expressions, body language, and tone impact interactions.

• Show video clips or short movie scenes that depict different social interactions. Ask students to pay attention to the facial expressions, body language, and tone used by the characters. After watching the clips, facilitate a discussion on how these nonverbal cues impacted the interactions and how they influenced the emotions and attitudes of the characters involved. Relate the analysis to real-life situations, such as working in a scientific team or conducting experiments collaboratively.

4-5.RS.1.3: Demonstrate different ways to provide feedback to peers.

• Divide students into pairs or small groups and provide them with sample science projects or presentations. Assign each student a role: one as the presenter and the other as the feedback provider. Students take turns presenting their projects, while the feedback provider practices giving constructive feedback using different approaches (e.g., praise, specific suggestions, asking clarifying questions). After the role-play, facilitate a discussion on the different feedback styles used and their impact on the presenter's emotions and attitudes.

• Assign students to create posters that illustrate different ways to provide feedback effectively. Each poster can focus on a specific approach, such as using positive language, offering specific suggestions, or giving constructive criticism. Display the posters in the classroom and encourage students to refer to them when giving feedback to their peers during science activities or projects.

• Create feedback reflection cards with different prompts or questions related to giving feedback. Distribute the cards to students during science activities and ask them to reflect on their feedback approach using the prompts provided. For example, prompts could include "What positive aspects did you highlight in your feedback?" or "How did you support your suggestions with evidence?" Afterward, students can share their reflections in small groups or as a class.

4-5.RS.1.4: Use attentive listening skills to foster better communication.

• Pair students up and provide them with a science-related question or topic to discuss. Instruct one student to share their thoughts while the other practices active listening skills. Encourage the listener to maintain eye contact, nod in agreement, ask clarifying questions, and summarize the speaker's points. After a designated time, have the students switch roles and repeat the process. Facilitate a class discussion on the importance of active listening in effective communication.

4-5.RS.2.1: Recognize the difference between positive and negative relationships and identify behaviors that contribute to each.

• Create a visual representation in the classroom, such as a Friendship Tree or Wall. Provide students with cut-out leaves or sticky notes and ask them to write down positive behaviors that contribute to healthy relationships. They can include acts of kindness, supportive actions, and respectful communication. Encourage students to add their leaves or sticky notes to the Friendship Tree or Wall, creating a visual reminder of the behaviors that contribute to positive relationships.

• Assign students to work in pairs or small groups on science projects or experiments. Prioritize creating a positive and inclusive group dynamic. Facilitate discussions on effective teamwork and the behaviors that contribute to a positive collaborative experience. Encourage students to reflect on their own contributions and the impact of their actions on the overall group dynamics.

4-5.RS.2.2: Recognize the value of friendships with a variety of individuals.

• Assign cooperative learning groups for science projects or activities that intentionally mix students with different backgrounds, interests, or strengths. Emphasize the importance of collaboration and encourage students to value and appreciate the unique perspectives and contributions of their group members. After completing the project, facilitate a class discussion on the benefits of working with a diverse group and how it enhances their learning experience.

4-5.RS.2.3: Identify a problem in a relationship and know how to seek appropriate assistance such as asking for peer mediation or adult assistance, etc.)

• Create role-play scenarios that involve common relationship problems or conflicts that may arise during science activities or group work. Assign students different roles and have them act out the scenarios. Encourage students to identify the problem, brainstorm possible solutions, and practice seeking appropriate assistance, such as peer mediation or seeking help from an adult. After each role-play, facilitate a class discussion where students reflect on the strategies used and discuss the effectiveness of seeking assistance in resolving the conflict.

4-5.RS.2.4: Demonstrate capacity to engage in cooperative learning and working toward group learning goals with peers.

• Assign group investigations or experiments where students work together to explore a scientific concept or solve a problem. Provide clear learning goals for the group and assign specific roles or responsibilities to each student. Encourage students to actively engage in cooperative learning, share ideas, communicate effectively, and work toward achieving the group's learning goals. Facilitate discussions and reflections after the activity, highlighting the importance of teamwork and the contributions of each group member.

• Implement jigsaw activities where students become experts in different aspects of a scientific topic and then share their knowledge with their peers. Divide the class into small groups and assign each group a specific subtopic or area of study. Within each group, students research and become knowledgeable about their assigned area. Then, rearrange the groups, so each new group includes one student from each initial group. In their new groups, students share their expertise, exchange information, and collaboratively construct a comprehensive understanding of the topic. This activity promotes collaboration, active engagement, and shared responsibility in the learning process.

• Organize team challenges or games related to science concepts. Divide the class into teams and present them with a science-related challenge or problem-solving activity. Each team must work together to analyze the challenge, develop a strategy, and collaborate to find a solution. The emphasis is on effective communication, cooperation, and leveraging each team member's strengths. After the activity, facilitate a debriefing session where students reflect on their teamwork, discuss the strategies employed, and identify areas for improvement.

4-5.RS.2.5: Distinguish between positive and negative peer pressure.

• Use examples from media, such as advertisements or television shows, to analyze messages related to peer pressure. Guide students in identifying instances of positive and negative peer pressure within the media. Encourage students to critically evaluate the messages conveyed and discuss how they might influence behavior and decision-making. This activity promotes media literacy and empowers students to be more discerning consumers of media while recognizing the impact of peer pressure in various contexts.

4-5.RS.3.1: Identify conflicts as a natural part of life.

• Initiate discussions about conflicts and their role in daily life, including within the context of science. Start by defining conflicts and providing examples that students can relate to, such as conflicts in group work, conflicting hypotheses, or disagreements about experimental results. Guide students to understand that conflicts are a normal and natural part of life and that they can arise due to differences in opinions, interests, or values. Encourage students to share their own experiences and perspectives on conflicts.

4-5.RS.3.2: Demonstrate the ability to state the problem from multiple perspectives.

• Organize debates or discussions around scientific topics where students can practice stating the problem from multiple perspectives. Assign different roles or viewpoints to individual students or groups, and ask them to research and prepare arguments based on those perspectives. Encourage students to consider different factors, evidence, and viewpoints relevant to the topic. During the debate, students should demonstrate their ability to present the problem accurately from various perspectives, even if they may personally hold a different viewpoint.

• Present case studies or real-world scenarios that involve scientific problems or ethical dilemmas. Divide students into small groups and ask them to analyze the problem from multiple perspectives. Provide resources for research and encourage students to consider different stakeholders, values, and interests involved in the situation. Students can then present their findings and perspectives, highlighting the diverse viewpoints and how they shape the understanding of the problem.

• Use visual representations, such as concept maps or graphic organizers, to help students explore and understand problems from multiple perspectives. Provide a central problem or question and ask students to brainstorm different aspects, viewpoints, or factors related to the problem. Encourage students to consider various scientific disciplines, societal implications, and personal experiences that may contribute to different perspectives. Students can then visually organize and connect these different perspectives to gain a comprehensive understanding of the problem.

4-5.RS.3.3: Identify solutions to interpersonal conflict that meet needs of self and others.

• Create role-playing scenarios that involve interpersonal conflicts related to science topics. For example, students can act out a scenario where two group members have different ideas on how to conduct a science experiment. Ask students to identify and role-play potential solutions that address the needs and concerns of both individuals involved. Encourage students to consider compromise, active listening, and effective communication to find mutually agreeable solutions.

• Facilitate group discussions on conflict resolution strategies in the context of science. Present students with various conflict scenarios and ask them to generate possible solutions that prioritize the needs of both themselves and others. Encourage students to listen actively, respect diverse perspectives, and find common ground to resolve conflicts effectively. As a class, discuss the proposed solutions and evaluate their effectiveness in meeting the needs of all parties involved.

4-5.RS.3.4: Demonstrate ability to state the problem using I-statements.

• Present students with science-related scenarios where conflicts may arise, such as disagreements during group experiments or misunderstandings during data collection. Discuss the importance of using "I-statements" to express thoughts and feelings without blaming others. Model and practice examples of "I-statements" that focus on personal experiences, thoughts, and emotions rather than pointing fingers.

• Divide students into pairs and provide them with various conflict scenarios related to science. Ask each student to take turns expressing their concerns and viewpoints using "I-statements." Encourage them to use phrases like "I feel," "I think," and "I need" to clearly state their perspective on the issue. After the role-play, have a class discussion to reflect on the effectiveness of using "I-statements" in expressing feelings and promoting understanding.

4-5.RS.3.5: Understand differences between our intent and the impact of our actions/words.

• Present students with case studies or real-life examples of situations where the intent and impact of actions or words differ. These can be science-related scenarios, such as a student unintentionally excluding a peer during a group experiment or a teacher's feedback affecting a student's confidence in scientific inquiry. Guide students in analyzing the situations and discussing the differences between intent and impact. Encourage them to propose alternative actions or words that could have a more positive impact.

4-5.RDM.1.1: Contribute to school safety by supporting classroom, lunchroom, and playground shared norms and rules.

• Begin the science class by collaboratively establishing classroom norms and rules related to safety. Discuss the importance of following safety procedures during science experiments and handling scientific equipment. Encourage students to contribute their ideas and suggestions for creating a safe learning environment. Regularly remind students of the established norms and reinforce the importance of adhering to them.

• After conducting science experiments or engaging in hands-on activities, facilitate reflective discussions on safety practices. Ask students to share their observations and experiences related to safety during the activity. Discuss how their adherence to shared norms and rules contributed to maintaining a safe environment. Encourage students to consider any improvements or adjustments that could enhance safety in future activities.

4-5.RDM.1.2: Identify ways certain decisions or choices affect short- and long- term goals.

• Present students with various decision-making scenarios related to science topics. Ask them to consider the possible short-term and long-term consequences of each decision. For instance, you could present a scenario where a student has to decide whether to conduct a science experiment without proper safety precautions. Discuss the potential immediate risks as well as the long-term impact on their understanding of scientific concepts and their overall safety.

4-5.RDM.1.3: Identify positive and negative consequences of decisions for oneself and others.

• Engage students in consequence mapping activities to help them visualize the potential effects of their decisions. Provide a decision-making situation and ask students to brainstorm and map out the positive and negative consequences for themselves and others. This visual representation can help students understand the ripple effect of their decisions. For instance, if students decide to litter during a field trip, they can identify the negative consequences for the environment and the community.

• Assign students reflective writing tasks where they analyze the consequences of their own decisions in science learning. Encourage them to reflect on both the positive and negative outcomes of their choices and how those outcomes affect themselves and others. For example, students can write about the consequences of conducting experiments safely versus engaging in unsafe practices and the impact on their own learning and the safety of their classmates.

4-5.RDM.2.1: Identify a variety of decisions/problems that students have at school.

• Conduct a class brainstorming session where students identify and list various decisions and problems they commonly encounter at school. Encourage them to think about situations related to science learning and inquiry. Examples could include deciding on a topic for a science project, choosing a group for a collaborative experiment, or solving a conflict during a science lab activity. Create a visual representation of the brainstormed ideas that students can refer to throughout the unit.

• Set up decision-making stations in the classroom, each representing a different scenario or problem that students commonly face at school. Students can rotate through the stations, read the scenario, and discuss the decisions they would make in those situations. For example, one station could focus on choosing appropriate safety measures during a science experiment, while another could involve selecting the most effective method for organizing scientific data.

• Create a classroom decision-making board where students can contribute anonymous sticky notes or index cards with the decisions or problems they are currently facing at school. Students can then take turns selecting a note from the board and discussing possible solutions or decision-making strategies as a class. Encourage students to offer different perspectives and consider the potential consequences of each solution.

4-5.RDM.2.2: Generate alternative solutions to their identified problems.

• Present students with a specific problem or challenge related to a science concept or activity. Give them a few minutes to individually brainstorm alternative solutions. Then, have students pair up and share their ideas with a partner. Students can provide feedback, refine their solutions, and generate additional ideas based on their discussions. Finally, invite some pairs to share their most innovative or unique solutions with the whole class.

• Create a game-like activity where students compete or collaborate to generate alternative solutions. Divide the class into teams and provide them with a science-related problem or challenge. Each team has a designated amount of time to generate as many different solutions as possible. Encourage them to think outside the box and be creative. After the time is up, teams can share their solutions, and the class can discuss the feasibility and effectiveness of each idea.

• Display a variety of identified problems or challenges around the classroom. Assign small groups of students to each problem and provide them with chart paper or sticky notes. In their groups, students generate and record alternative solutions for the problem they are assigned. Once the groups have finished, organize a gallery walk where students visit each problem station to read the alternative solutions generated by other groups. This activity promotes collaboration, exposes students to different perspectives, and encourages them to think critically about the range of possible solutions.

• Assign students the task of becoming inventors and creating innovative solutions for a specific science-related problem. Students can use various materials and resources to design and build prototypes or models of their solutions. Once completed, organize an "Inventor's Showcase" where students present and explain their alternative solutions to their classmates. This allows for peer feedback, constructive discussions, and the opportunity to appreciate the diversity of ideas generated.

4-5.RDM.2.3: Assess consequences of possible solutions for the identified problems and demonstrate methods for reaching consensus or a decision.

• Provide students with a science-related problem or challenge and ask them to brainstorm possible solutions. Once they have generated several solutions, have them create a consequence map for each solution. In the consequence map, students identify and analyze the potential positive and negative consequences of each solution. They can use a graphic organizer or draw a flowchart to visually represent the cause-and-effect relationships. After evaluating the consequences, students can discuss and reach a consensus on the most appropriate solution based on their analysis.

• Divide the class into small groups and assign each group a science-related problem. Within each group, students take on different roles, such as scientists, community members, or stakeholders, and represent different perspectives. Students discuss and evaluate the consequences of possible solutions from their assigned roles. Encourage them to consider the short-term and long-term effects of each solution on various individuals or groups. After the role-play, facilitate a whole-class discussion where groups present their perspectives and work towards reaching a consensus or making a collective decision.

• Divide the class into two groups and assign each group a different solution for a science-related problem. One group represents the pros or advantages of the solution, while the other represents the cons or disadvantages. Students conduct research and gather evidence to support their assigned perspective. They present their arguments in a structured debate format, considering the consequences of the proposed solutions. After the debate, students engage in a reflection and discussion session to identify common ground, evaluate the consequences, and work towards a consensus.

4-5.RDM.2.4: Evaluate the results of their actions after making a decision.

• Assign students a science project or a problem-solving task that requires decision-making. Once the project is complete, have students evaluate the outcomes and assess the effectiveness of their decisions. They can create a project evaluation rubric or checklist to assess the success of their actions based on predetermined criteria. Students reflect on their decision-making process, discuss any challenges faced, and identify areas for improvement. They can also present their findings and recommendations to the class.

• Assign students a project or task where they develop an action plan to address a science-related problem or challenge. Once the project is implemented, students reflect on the results of their actions and evaluate the effectiveness of their decision-making. They consider the outcomes achieved, the impact on the intended audience or target group, and any unintended consequences. Students can create a reflection journal, write a reflection essay, or participate in a group discussion to share their insights and lessons learned.

• Present students with a case study or scenario that involves a science-related decision-making process. After analyzing the case study and discussing potential solutions, students evaluate the results of the decision made by the individuals involved. They assess the consequences of the decision, reflect on the outcomes, and consider whether alternative choices could have led to different results. Students can discuss their evaluations in small groups or through a whole-class discussion.