Extension Activities

Relationship Skills | Grades 4-5

Learning Goal 2: Cultivates constructive relationships with others.

Go back: Core Ed.

Go back: Intervention Ed.

Benchmark 1: Recognize the difference between positive and negative relationships and identify behaviors that contribute to each.

Take it further — integrate!

  • Talk about the impact of social media on relationships.

  • Ask students to respond to a journal prompt and then share in pairs or in small group about the difference between positive and negative relationships.

  • Lead a group discussion that asks students to identify behaviors that contribute to positive and negative relationships.

Benchmark 2: Recognize the value of friendships with a variety of individuals.

  • Big Nate Lives it Up (Buy)

  • Janna and the Kings (Buy)

  • The One and Only Ivan (Buy)

  • Wish (Buy)

Take it further — integrate!

  • Understand the difference between safe and unsafe behaviors in a relationship.

  • Ask students to interview family members and develop a report on their friendships.

Benchmark 3: Identify a problem in a relationship and know how to seek appropriate assistance such as asking for peer mediation or adult assistance, etc.).

Take it further — integrate!

  • Teach a lesson on a conflict resolution strategy: stop and calm down, take turns stating the problem using I- statements, consider options and together choose one and try it out.

  • Encourage students to use the conflict resolution strategy any time there is a conflict. Assist them in working through the process.

Benchmark 4: Demonstrate capacity to engage in cooperative learning and working toward group learning goals with peers.

Take it further — integrate!

Play a group game that has a common goal that students work toward together as a team.

Benchmark 5: Distinguish between positive and negative peer pressure.

Take it further — integrate!

  • Teach a lesson on peer pressure – negative and positive. Brainstorm examples of peer pressure with students.

  • Ask students to respond to a journal prompt about a time they experienced positive or negative peer pressure.

  • Routinely provide authentic feedback when you notice students exerting negative or positive peer pressure.

  • Routinely encourage students to encourage their peers in positive ways.

  • Routinely discourage students from urging their peers to engage in risky or negative behaviors.