What Can I Change?
HEALTH EDUCATION - Lesson 11 - Week 7/10
Mental, Social & Emotional Health (5)
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HPE Lesson Plans - Health - KHE, 1HE, 2HE, 3HE, 4HE, 5HE
Safety | Mental, Social & Emotional Health | Substance Abuse & Disease Prevention | Growing Up Healthy
L5: Your Self-Concept | L6: Setting Goals | L7: Friends & Feelings | L8: Actions, Reactions & Stress | L9: A Guide to Dealing with Uncomfortable Feelings | L10: Resolving Conflicts | L11: What Can I Change? - 9 SEL| L12: Community Solutions - 14 SEL| L13: When? Where? Who? - 17 SEL | L14: BrainPOP: Bullying & Cyberbullying
Mental, Social & emotional Health
Mental, Social & emotional Health
What Can I Change? - Unit 2, SEL 9
What Can I Change? - Unit 2, SEL 9
See below for the following:
Standard(s), Essential Question(s), Big Idea(s)
LEARNING TARGET / SUCCESS CRITERIA
I will be able to identify things I can change to manage strong emotions in recurring situations.
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PRE-INSTRUCTIONAL ACTIVITY
Brain Builder (2-3 min)
Let's warm up our brains with a Brain Builder: Level 2 of Letter Lift!
Vocabulary
manage - to work upon or try to alter for a purpose
emotions - conscious mental reactions (such as anger or fear) subjectively experienced as strong feeling usually directed toward a specific object and typically accompanied by physiological and behavioral changes in the body
recurring - occurring repeatedly; happening or appearing multiple times
situations - position with respect to conditions and circumstances
change - to make a shift or adjustment from one to another
OPENING (Engage)
Main Idea
With adult guidance, you will be able to identify things you can change to manage strong emotions in recurring situations.
Why Learn This?
What you learn can help you manage strong emotions in recurring situations more easily.
Getting Started
We've talked about strong emotions and how they can be easier to handle if we plan ahead and make some changes.
Remember Min?
What was she feeling?
Why was she feeling that way?
What were some of the specific things Min felt sad about?
Today we'll learn how to figure what Min can change in this situation--and what you can change in any situation.
WORK PERIOD (Explore/Explain/Extend/Elaborate)
READ: What Can I Change? - Unit 2, SEL 9
READ: What Can I Change? - Unit 2, SEL 9
Clever --> Heading To (H2) --> 5th Grade SEL --> Unit 2: Lesson 9 - What Can I Change?
Practice
Pair students. Here are things Min felt sad about. For each, let's ask if there's anything she can think or do to change it? Have a student read the first item.
Is there anything Min can think or do to change this?
No, Min can't change her dad's job or schedule. Let's put it under "Can't change." Select and drag the tile.
What about the next one? Call on a student to read the next item.
Last time we talked about ways Min could change her thoughts so she worries less.
What were some of our ideas? Call on 1-2 volunteers.
So this is something Min can change. Move tile to the "Can Change" column.
Now work with your partner to decide where the rest go. Give work time.
What did you decide about the date of the play? Call on 1-2 volunteers.
Right, Min can't change the schedule. Move tile.
How about the next one? Have a student read the next item.
Is there anything Min can think or do to change this? Call on 1-2 volunteers.
Min could ask someone else to help instead of her dad. If she does that before he leaves, she might feel better because she has a plan. This is something Min can change. Move tile and call on a student to read the next item.
Is there anything Min can think or do to change this? Call on 2-3 volunteers.
Min also can't change that her dad won't be there. But instead of thinking how much she'll miss his jokes, she could focus on how great it is he makes her laugh.
Can you think of other ways Min could change her thoughts about this? Call on 2-3 volunteers. Suggestions for reasonable actions are acceptable.
Right, this is something Min can change. Move tile.
Making even one change could help Min feel less sad. She still might miss her do But she might also feel that she can handle it better.
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Now let's think about a different strong feeling. Imagine that every time you have to give a presentation you feel really stressed. Talk with your partner about what you think makes this situation stressful.
Create a T-chart with columns "Can Change" and "Can't Change."
Let's do what we did for Min. For each thing you say, let's ask if we can think or do something to help change it.
What can make giving a presentation feel stressful? Call on a volunteer.
Is there anything you could think or do to change that? Help students decide where items go on the chart. Can Change: Waiting till the last minute. Thinking of what to say. Fearing embarrassment. Can't Change: It's graded. The due date. Seeing everyone is looking at you.
What else can make this feel stressful? Call on volunteers and guide students until the chart has 1-3 items in each column.
Check (5 min)
Arrange students in groups of 3-4.
Look at the "Can Change" column and think about yourself. Pick one thing and think of a change you could make. For instance, what could you change so you're not doing all the work at the last minute?
Give think-time.
Take turns in your group describing the change you would make and how you think it could help.
Give groups time to discuss.
Call on volunteers to share their answers.
You thought of lots of ways to make a stressful situation feel easier to handle. Thumbs up if you think you could do this next time you give a presentation.
REMEMBER...With adult guidance, you will be able to identify things you can change to manage strong emotions in recurring situations. What you learn can help you manage strong emotions in recurring situations more easily.
CLOSING (Evaluate)
Complete Lesson Checkup (Clever --> Heading To (H2) --> 5th Grade SEL --> Unit 2 --> Lesson 9: What Can I Change?)
Finished Early? (sign into BrainPOP using Clever)
Watch BrainPOP Jr. - Anger
Watch BrainPOP - Behavior
Watch BrainPOP Jr. - Emotions
Watch BrainPOP - Friendship
Watch BrainPOP - Genetics
Watch BrainPOP - Getting Help
Watch BrainPOP - Heredity
Watch BrainPOP - Peer Pressure
Watch BrainPOP - Self-Esteem
Watch BrainPOP - Setting Goals
Watch BrainPOP - Stress
Standard(s)
Standard(s)
HE5.3a - identify characteristics of valid health information, products, and services
HE5.3b - access resources from home, school, and community that provide valid health information
HE5.3c - assess the characteristics of valid health information, products, and services
HE5.4a - apply effective verbal and nonverbal communication skills to enhance health
HE5.4c - demonstrate how to ask for assistance to enhance personal health and the health of others
HE5.5a - identify health-related situations that might require a thoughtful decision
HE5.5b - list healthy options and possible consequences to a health-related issue or problem
HE5.5c - predict the potential outcomes of each option when making a health-related decision
HE5.5d - analyze when assistance is needed in making a health-related decision
HE5.5e - choose a healthy option when making a decision
HE5.5f - describe the outcomes of a health-related decision
HE5.7a - practice responsible personal health choices
HE5.7b - demonstrate a variety of healthy practices and behaviors to preserve or enhance personal health
HE5.7c - model a variety of behaviors that prevent or decrease health risks to self and/or others
Essential Question(s)
Essential Question(s)
Where should I focus my energy when there is something I am worried or stressed about?
Big Idea(s)
Big Idea(s)
In dealing with something that you are worried or stressed about, focus on the things in your control to change and don't waste energy on the things you are not in control of to change.
RESOURCES / INSTRUCTIONAL MATERIALS
see below
DCSD Board-Approved Instruction Materials
Your Health: Teacher's Edition - Grade 5. Harcourt Brace & Company. 1999.
Technology
digital device
large video screens for whole-class viewing
sound system for sharing of audio
Google Sites
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