When? Where? Who?
HEALTH EDUCATION - Lesson 13 - Week 9/10
Mental, Social & Emotional Health (5)
Embedded Files
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
When? Where? Who? - Unit 4, SEL 17
When? Where? Who? - Unit 4, SEL 17
See below for the following:
Standard(s), Essential Question(s), Big Idea(s)
LEARNING TARGET / SUCCESS CRITERIA
I will be able to identify when, where, and with whom it makes sense to work on with different problems.
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PRE-INSTRUCTIONAL ACTIVITY
Brain Builder (2-3 min)
Let's warm up our brains with a Brain Builder: Level 1 of Match or MIrror!
Vocabulary
solution - an action or process of solving a problem
consider - to think about carefully
OPENING (Engage)
Main Idea
It is important to be able to identify when, where, and with whom it makes sense to work on with different problems.
Why Learn This?
What you learn can help you wisely choose time, place, and person/people with whom to solve different problems.
Getting Started (7-9 mins)
Last time, we talked about how to begin the STEP process with S: Say the problem. Today, we'll practice the T in STEP: Think of solutions. Let's watch a fifth-grader with an interpersonal problem.
Play video, then call on 1-2 volunteers:
What does Rosie do to begin solving her problem?
Breathes slowly. Says the problem. Thinks of solutions.
First, Rosie checks on her emotions and finds a way to help herself feel calm. She says the problem respectfully and decides she can solve it on her own. Then, she thinks of a few solutions. So far, so good!
Let’s see what happens next.
Play video, then call on 1-2 volunteers to answer each question.
Why doesn't Rosie's solution work? Everyone sees the post. Naomi is upset before the talent show.
Talking to Naomi is a good idea, but Rosie doesn't think through all of the details
When does she talk about the problem? Before the talent show.
Where does she talk about the problem? On social media.
Who does she include? Anyone who sees the post.
Even the best solutions can go wrong if you don't stop to think about when and where to work on the problem, and who should be included.
Let's see what happens when Rosie thinks about these details.
Play video, then call on 1-2 volunteers:
Does Rosie's solution work this time? Why or why not?
Yes. She only includes Naomi. She goes to Naomi's apartment. She waits until after the talent show.
Considering when and where to work on the problem, and who to include, helped Rosie think of a better solution. We'll practice this when we come up with solutions.
WORK PERIOD (Explore/Explain/Extend/Elaborate)
READ: When? Where? Who? - Unit 4, SEL 17
READ: When? Where? Who? - Unit 4, SEL 17
Clever --> Heading To (H2) --> 5th Grade SEL --> Unit 4: Lesson 17 - When? Where? Who?
Practice (5-6 mins)
Let's take a look at the problem we worked on in the last lesson.
Show "Problem 1" chart paper from Lesson 16.
We talked about ways to feel calm. Then we worked together to say the problem.
Have a volunteer read the problem aloud.
We also decided that because nobody was hurt or in danger, this problem could be solved without an adult's help.
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Now we're ready for the T in STEP: Think of solutions.
Have students quickly list 3-5 possible solutions to Problem 1. Add them to the chart paper.
Let's practice thinking about the details of our solutions, just like Rosie.
Read onscreen questions aloud and call on 1-2 volunteers to discuss generally when, where, and with whom it might be best to work on this problem.
Guide students to revise the solutions to make them better. As students become more skilled, they may use these questions as they create their list.
This is a great list of solutions!
Check (6-7 mins)
Now it's your turn to think of solutions to another problem on our list.
Show the list of interpersonal problems from Lesson 16.
Let's vote on a problem to work on for the next few lessons.
Have students vote. Write "Problem 2" on a new piece of chart paper.
Add details if needed.
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Pair students. Each pair needs paper and pencil. Read Problem 2 aloud.
Work with your partner on the S and T in STEP. First, write the problem, then list 3-5 possible solutions.
Give work time.
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Let's see if you can improve your solutions by thinking about when and where to work on the problem, and who to include.
Give work time.
Have a few pairs read the solutions aloud and share their ideas about when, where, and who.
Guide a whole-class discussion, calling on 1-2 volunteers for each question.
Why is it important to think about when to work on a problem? So everyone is ready and has time to think about it.
Why is it important to think about where to work on a problem? So people have space to think about it.
Why is it important to think about who to include? Including too many people can make things worse. The people involved can work together on a solution.
Thinking about when and where to work on a problem and who to include can make good solutions even better. Next lesson, we'll work on E: Explore possible outcomes.
REMEMBER...It is important to be able to identify when, where, and with whom it makes sense to work on with different problems. What you learn can help you wisely choose time, place, and person/people with whom to solve different problems.
CLOSING (Evaluate)
Complete Lesson Checkup (Clever --> Heading To (H2) --> 5th Grade SEL --> Unit 4 --> Lesson 17: When? Where? Who?)
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)
Why is it important to think about when to work on a problem?
Why is it important to think about where to work on a problem?
Why is it important to think about who to include?
Big Idea(s)
Big Idea(s)
It is important to think about when to work on a problem so everyone is ready and has time to think about it.
It is important to think about where to work on a problem so people have space to think about it.
It is important to think about who to include when working on a problem because too many people can make things worse. The people involved can work together on a solution.
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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