Indicator: B-LS 1. Demonstrate critical-thinking skills to make informed decisions.
B-LS 9. Gather evidence and consider multiple perspectives to make informed decisions.
Grade: 11-12
Title: “College Ready: Where should I go?”
Summary: Each student will participate in collecting information about colleges in which they are thinking of attending. Students will identify key characteristics of each of their choices such as cost, scholarship availability, housing, etc. Each student will also identify specific personal reasons for considering each college in the first place. Once all the information is gathered, students will group up to discuss and weigh their choices. Through this discussion, students will hear about other colleges they had not considered at first. Using the information gathered, students will decide on their three top choices for attending college. (This may be applied to trades as well.)
Indicator: B-LS 3. Use time-management, organizational and study skills.
Grade: 9
Title: “How do I study?!”
Summary: Students will evaluate personal study skills using provided information and surveys. Each student will then determine their study skills strengths and weaknesses and brainstorm ways of improving those skills that are the weakest by answering the questions such as, “How do your personal habits influence your study skills?”. After students have explored their personal habits, small-group and whole-group discussions can take place so that ideas can be gathered from different perspectives.
Indicator: B-LS 10. Participate in enrichment and extracurricular activities.
Grade: 8-9
Title: “Fun at school? It is possible!”
Summary: Students will be presented with their SMART Core plans during registration for classes. Each student will look through the registration catalog and write down their possible choices for classes/activities that are not considered core. During this time, presentations will be scheduled and booths will be set up representing the different extracurricular activities offered. Students will be able to explore each booth and find at least one extracurricular activity that interests them.
Indicator: B-SMS 9. Demonstrate personal safety skills.
Grade: 7-12
Title: “Personal Safety”
Summary: Students will identify personal dangers and determine how to avoid those dangers. After instruction and discussions about personal safety, students will develop their own personal safety plans applying to both home and school life. This lesson can be adapted to discuss drug safety and sex education for high school students.
Indicator: B-SMS 1. Demonstrate ability to assume responsibility.
Grade: 7-9
Title: “Responsibility Matters”
Summary: Students will develop an understanding of the concept of responsibility. Through this lessons students will identify people, organizations, tasks and ideals for which they feel responsible. They will identify people they believe to be responsible and discuss characteristics that these people have in common (i.e. What makes them responsible?). Small-group and whole-group discussions will take place about the concept of responsibility and students will determine how they can be more responsible in each part of their lives.
Indicator: B-SMS 7. Demonstrate effective coping skills when faced with a problem.
Grade: 9-12
Title: “Stressed Out!”
Summary: Students will analyze their lives and describe sources of stress in their lives. These stressors may be academic, work related, personal or hormonal. After analyzing their sources for stress, they will brainstorm ideas about how to decrease that stress and cope with the consequences. Students will explore different ways that other people cope with stress and determine ways they can utilize those strategies without feeling too overwhelmed in certain situations.
Indicator: B-SS 1. Use effective oral and written communication skills and listening skills.
Grade: 9-12
Title: “What did you say?”
Summary: Students will determine what it takes to be a good communicator and team member. This requires collaboration, oral communication skills, and good listening skills. During a whole-group discussion students will talk about what qualities and good communicator should possess and how effective team members behave. Once the discussion is complete, students will be put into groups to complete several activities involving the skills discussed during whole-group instruction. These activities will reveal just how important it is to possess good communication skills.
Indicator: B-SS 3. Create relationships with adults that support success.
Grade: 9-12
Title: “Lean on Me”
Summary: Students will begin to develop relationships with adults that could aid in their success. Students will come up with a list of adults that already influence their lives and why. Once they have created the list, they will then be asked which ones they can count on for assistance when it means the most. Small group discussions will occur among students to decide how to determine which adults they should create relationships with in order to succeed and be positively influenced. Finally, a whole-group discussion will occur and each small group will be asked to present their findings.
Indicator: B-SS 9. Demonstrate social maturity and behaviors appropriate to the situation and environment.
Grade: 9-12
Title: “Etiquette”
Summary: Students will display proper etiquette given scenarios of certain situations. Groups of students will be given scenarios to act out. After each scenario, there will be discussions about whether or not the students displayed appropriate behaviors for the scenario. Once a discussion has taken place about what happened in the scenario, students will talk about how you should and should not act if each situation were to actually occur. By the end of the lesson, students will know there is a time and place for each action and there is always a reaction.
Indicator: B-SS 8. Demonstrate advocacy skills and ability to assert self when necessary.
Grade: 9-12
Title: “What’s Right is Right.”
Summary: Students will differentiate between advocating and arguing. They will discuss who can be an advocate and when it is appropriate to advocate for themselves. Groups will be given scenarios to act out while the rest of the group determines whether the scenario represents proper self-advocating or if it is simply argument. Students will have to explain why and the group will have debates when they disagree.