Family Life K-2 Shelby County Schools Mr. John S. Aitken, Superintendent 2009

1. Family Life K-2Shelby County SchoolsMr. John S. Aitken, Superintendent 2009 Family Life Curriculum

2. Notice • This curriculum will be taught on the dates determined by the Department of Curriculum & Accountability. These dates will be determined annually. • Only teachers who have attended Family Life Workshops or training conducted or sponsored by the Shelby County Department of Curriculum & Accountability may teach this curriculum. Family Life Curriculum Adopted 1991 Revised Summer, 1997 Updated Fall, 2001 Revised Summer, 2009

3. Kindergarten, Lesson 1 • Standard 1: Emotional/Social/Mental Health • The student will understand the importance of a positive self-concept, interpersonal relationships, and the relationships of sound social, emotional, and mental health practices to wellness. To achieve this standard, the learner will: • Identify feelings and methods of expressing feelings. • Recognize the need for rules and fair treatment of others. • Describe ways to deal with pleasant and unpleasant situations. • Materials: Happy Face; Sad Face • Set: Display happy (smile) face and sad (frown) face. Ask students to name things that make them happy or sad. Teacher then names family situations that make students happy such as going on a family outing, learning a new game, or sharing a treat with a friend. • Instruction: Tell students, “Today we will discuss different feelings that people experience in the family and talk about ways these feelings can be expressed.” • Closure: “Today we have discussed various feelings that people feel in families. Name one good feeling. Tell how you show this feeling.”

4. Happy Sad

5. FEELINGS

6. Kindergarten, Lesson 2 • Standard 1: Family Life The student will understand roles, values, responsibilities, and contributions of family members. To achieve this standard, the learner will: • Identify ways to contribute to a healthy family. • Review the rights and privileges of every family member. • Recognize the various types of family structure. • Materials: Pictures of various families in a variety of situations. • Set: Display pictures of several different family groups (single parent with child or children, two parents with child or children, extended family groups). Without using the word family, briefly describe each group as including an adult or adults and children. Describe the activities that the people are engaged in. Ask students to give reasons why these people might be together. • Instruction: Tell students, “Today you will learn about families and how they work together to help each other.” Define a family as a group of people to whom you are related. Special care should be taken to ensure that children from single parent families and blended families have their families included. Extend the definition to include families consisting of other relatives or guardians who take care of the children. Next, have the children identify some jobs they perform to help the family. • Closure: “Today we have talked about family members, the jobs they have, and ways in which they help each other. Whisper to a friend at least one way you have helped in your family.”

7. My Family Tree

8. Kindergarten, Lesson 3 • Standard 1: Disease Prevention The student will understand attitudes and behaviors for preventing and controlling disease. To achieve this standard, the learner will: - Identify common communicable diseases. - Know and understand the importance of universal precautions and be able to use as necessary. • Materials: Paper, crayons • Set: Ask students if they have ever had a cold. Tell students, “When we don’t feel well, we are sick. Today we are going to discuss ways to keep from getting sick, and also talk about what we should do if we get sick or hurt.” • Instruction: Discuss with the children some feelings, or symptoms they might have when they are sick. Symptoms may include runny nose, sneezing, coughing, fever, or a rash.

9. Lesson 3Activities IT IS DEVELOPMENTALLY INAPPROPRIATE TO DEVELOP AND IMPLEMENT AN EXTENSIVE LESSON DESCRIBING AIDS/HIV FOR KINDERGARTEN STUDENTS. • Activity One: Have students draw a picture of a sick person and a well person. Display these pictures. • Activity Two: Hand washing lesson. How to properly wash your hands: • Turn on the faucet and wet your hands. • Use soap and work up a good lather. • Scrub your palms, the backs of your hands, in between your fingers and underneath your fingernails. • You need to scrub for at least 15 second to kill all the germs… That’s about how long takes you to sing the “Happy Birthday” song. You can sing while you scrub to make sure you’re doing it right. • Then rinse the soap off your hands and dry them with a paper towel. • It’s a good idea to turn the faucet off using the towel so that you don’t get any germs from touching the faucet.

10. Kindergarten, Lesson 4 Standard 1: Disease Prevention Ask the children to discuss ways to prevent spreading germs. Students may suggest washing hands, using tissues for sneezes, covering your mouth when you cough or sneeze. Watch and listen to Henry the Hand. Students also need to be instructed on what to do if they or another student is bleeding. If a child witnesses or is involved in a body fluid spill, they should do the following: 1) Do not touch the spill. 2) Get an adult to clean up the spill. Students should also be instructed on what to do if they are injured: 1) Tell an adult. 2) Be sure to wash your hands with soap and water before and after a bandage is applied. 3) Cover a wound with a clean gauze or bandage.

11. Kindergarten, Lesson 4 Standard 1: Disease Prevention Tell students when you should wash your hands. • After sneezing or coughing to prevent spreading germs. • After touching things outside. • After going to the bathroom. • After petting or playing with an animal. • Before you eat. • Before you prepare food. • It takes at least 15 seconds to wash your hands properly. How to properly wash your hands: • Turn on the faucet and wet your hands. • Use soap and work up a good lather. • Scrub your palms, the backs of your hands, in between your fingers and underneath your fingernails. • You need to scrub for at least 15 second to kill all the germs… That’s about how long takes you to sing the “Happy Birthday” song. You can sing while you scrub to make sure you’re doing it right. • Then rinse the soap off your hands and dry them with a paper towel. • It’s a good idea to turn the faucet off using the towel so that you don’t get any germs from touching the faucet. So remember, wash your hands for at least 15 seconds before you eat, after using the bathroom, coughing or sneezing, going outside, playing with a pet and before preparing food. Washing your hands can help you, your family and your friends from getting sick.

12. Closure: “Today we have talked about ways you can tell if you are sick or well. We have also talked about what you can do to keep from getting sick, and what you are to do if you find a body fluid spill. Tell us one disease you can catch from another person, and how you can keep from getting it. Name one thing you should do if you come across a body fluid spill.

13. Kindergarten, Lesson 5 National Science Standard: - Student understandings include following safety rules for home and school, preventing abuse and neglect, avoiding injury, knowing whom to ask for help, and when and how to say no. - The student will understand “NO GO TELL” and be able to apply those concepts to any dangerous situation. - The student will identify what a stranger is, where strangers are found, and what to do when encountering a stranger. Set: • Teacher asks students what a stranger is. • (Answer: Anyone you do not know.) • ·        Teacher: Can a stranger be • 1.     Man or woman? 2.     Someone walking on the street? • 3.     Someone in a restroom? 4.     Someone in a store? • 5.     Someone on a sidewalk? 6.     Someone on a playground? • 7.     Someone on the telephone? 8.     Someone you never met before? • 9.     A police officer? (NO!) • Teacher Modeling: Students are split into groups and given a scenario to practice.  A correct response to any scenario is NO GO TELL rule.       I’m here to pick you up because your mom is sick, come get in the car with me.       Hey!  Come here, I have some candy and money for you.      Come here, have you ever had drugs before?   I lost my dog; can you help me look for it?      Hey, come over here; let’s play a game. Hey!  My kitty just had kittens, would you like to come pick one out for your very own.

14. Closure: Remember to NO GO TELL every time you meet someone you do not know or someone who makes you uncomfortable or unsafe. Teacher gives students 3 scenarios and observes to make sure students respond safely. 1.     You are home alone and a stranger comes to the door.  What do you do? -       NO, do not answer the door. -        GO to the telephone -        TELL a friend or 911 if appropriate 2.     A stranger comes to the door and says, “My car has a flat tire, can I come in to use your telephone?” -        NO, do not open the door for anyone -        Say, I will GO and call 911 for you -        TELL the police 3.     A stranger calls and asks who lives with you and if anyone else is home. What do you say? -     NO, I will not answer your questions -        I have to GO -        TELL your parents what was said

15. First Grade Lesson 1 • STANDARD 2: FAMILY LIFE The student will understand human growth and development. To achieve this standard, the learner will: - Assess differences in growth and development between themselves and adults. • Materials: Student photographs, pictures of baby and adult animals, copies of matching activity. • Set: Prior to this lesson, have students bring in photographs of themselves as infants and now. Display photos on a bulletin board. Discuss them and note changes in the students’ appearance. • Instruction: Discuss with students how many adults and babies of the same species are alike. Name changes that occur in humans as they grow and develop. Tell students that some babies are born alive and others hatch from eggs. Show pictures of animals that hatch such as frogs, snakes, turtles, fish, and insects and review the developmental stages. • Closure: “Today we have talked about ways animals grow and change. Name one animal and its baby.”

16. First Grade Lesson 2 • STANDARD 1: DISEASE PREVENTION The student will understand attitudes and behaviors for preventing and controlling disease. To achieve this standard, the learner will: - Discuss ways to prevent communicable diseases. • MATERIALS: Paper, pencil, crayons • SET: Ask students, “How many of you have had a cold or chicken pox? We say we are sick when we don’t feel well. Today, we will learn about some ways we can tell if we are sick or healthy, and ways to keep from getting sick.” • INSTRUCTION: Discuss possible symptoms with the class. List on the chalkboard the indicators of good health and illness. Signs of illness include runny nose, sneezing, coughing, having a rash, and fever. Symptoms of good health are alertness, feeling energetic, having a good appetite, clear eyes, and no fever.

17. Next list diseases that are non-communicable such as heart disease, kidney disease, muscular dystrophy, sickle cell anemia, and cancer. Remind students to wash hands for at least 15 seconds before eating, after using the bathroom, coughing or sneezing, going outside, playing with a pet and before preparing food. Washing your hands can help you, your family and your friends from getting sick. Finally, have children discuss ways to prevent spreading germs and communicable diseases. Students may suggest washing hands, using tissues for sneezes, or covering the mouth with a hand when coughing. • CLOSURE: “Today we have learned about two kinds of diseases – communicable and non-communicable. What is a communicable disease? What is a non- communicable disease? Tell your neighbor one communicable disease and one non- communicable disease.”

18. First GradeLesson 3 STANDARD 1: DISEASE PREVENTION - The students will understand that germs are everywhere. - The students will learn that germs make you sick. - The students will learn that washing your hands help to remove germs and decrease the spread of sickness and disease. • Materials Needed: Small Playground Ball, Vaseline, Glitter • Set: Pass around a ball that is coated with Vaseline and glitter. Tell your students that the gunk on the ball represents germs that they pick up when they touch things like balls or other playground equipment. Afterwards they will definitely want to wash their hands! • Instruction: Hand Washing Lesson--How to properly wash your hands: • Turn on the faucet and wet your hands. • Use soap and work up a good lather. • Scrub your palms, the backs of your hands, in between your fingers and underneath your fingernails. • You need to scrub for at least 15 second to kill all the germs… That’s about how long takes you to sing the “Happy Birthday” song. You can sing while you scrub to make sure you’re doing it right. • Then rinse the soap off your hands and dry them with a paper towel. • It’s a good idea to turn the faucet off using the towel so that you don’t get any germs from touching the faucet.

19. First GradeLesson 4 • STANDARD 1: EMOTIONAL/SOCIAL/MENTAL HEALTH The student will understand the importance of positive self-concept, interpersonal relationships, and the relationships of sound social, emotional, and mental health practices to wellness. To achieve this standard, the learner will: - Discuss a variety of emotions experienced daily. • MATERIALS: None • SET: Relate a happy family event such as, “I was so excited when I woke up Saturday morning. Saturday was my mother’s birthday. My brother and I had planned a wonderful surprise for her. We served her breakfast in bed. We prepared cereal and orange juice.” (Be careful not to suggest that children cook without adult supervision.) • INSTRUCTION: Tell students, Today we are going to learn about ways family members help each other. For example, no one made my mother smile when we surprised her with breakfast, but what we did influenced her feelings of happiness. Let’s think about some of the things that happen in the family that make us fell happy or sad. When I describe a situation, show me using your facial expressions whether you think this would make you feel happy (smile) or sad (frown).”

20. 1. Your brother showed you how to play a new game. 2. You got a good report card. 3. You broke your newest toy. “Within the family, you do many things that influence your parents’ feelings. Listen to these situations and try to decide how your parents would feel.” 1. You brought home a conduct report stating that you had been courteous and well-behaved all week. 2. You were late coming to the dinner table because you ignored the family rule about coming in by 5:30. 3. You volunteered to make a salad for dinner to help your parents. 4. You told your parents that you did no have any homework after the teacher had assigned studying spelling words. • CLOSURE: Review the lesson. “Tell your neighbor one way children make their parents feel happy or sad and one way parents make their children feel happy or sad.

21. First GradeLesson 5 • STANDARD 1: EMOTIONAL/SOCIAL/MENTAL HEALTH - In order for students to build self esteem they need to know who they are and what is important and unique to themselves personally. Students also need to have a concrete way in which to express this. Students can become resident 'experts' in the classroom and this is one way of finding out what the range of knowledge is among a group of students. - Students will use an appropriate way to share facts about themselves. - Students will become aware of the uniqueness of themselves and of others. - Students will describe orally to a group of peers who they are. - Students will find pictures or phrases to symbolize concepts of their personalities. • Materials: Magazines, glue, construction paper, and scissors • Set: Display a collage of yourself (teacher). The collage should consist of pictures of your favorite things, hobbies, or talents. Tell a two-minute using the collage without revealing yourself until the end using the question...”Who Am I?”. - Instruction: Individually students will cut pictures or word phrases out of magazines that represent their personal interests and abilities. The pictures and words will be glued onto an 8x11 sheet of construction paper to form a collage. The completed collages will be displayed and numbered. Without discussion students will be given time to write down who they think each collage belongs to.

22. Second Grade Lesson 1 • STANDARD 1: FAMILY LIFE The student will understand roles, values, responsibilities, and contributions of family members. To achieve this standard, the learner will: - Compare the consequences of individual choices. • MATERIALS: Owl pattern, pencil • SET: Tell students, “Today we are going to talk about choices. Think of one choice you have made today. Many people refer to the owl as a wise animal. You will be a member of the Wise Owl Club today.” Distribute individual copies of the owl to be used as name tags (See Sample). • INSTRUCTION: Discuss wise choices and saying no to things that cause harm. Emphasize the family influence on choices we make. Help students by reviewing rules for making wise choices. 1. Wise choices are healthful. 2. Wise choices are safe. 3. Wise choices follow rules and laws. 4. Wise choices show you care about others. 5. Wise choices follow family rules.

23. Say to students, “Now let’s think about choices adults make. In addition to choosing fun or leisure activities, adults must choose careers or jobs. We begin thinking of these jobs when we are children. Most of you have thought about what you would like to do when you grow up. Write the name of the job you would like to do.” Allow children to chare their job choices and discuss why these choices have been made. • CLOSURE: Say, “Today we have talked about choices. Tell your neighbor one fun activity you chose to do with your friend. Let your neighbor tell you two possible reasons why you may have made that choice. What are the five rules for making wise choices?”

24. Second Grade Lesson 2 • STANDARD 1: DISEASE PREVENTION The students will understand attitudes and behaviors for preventing and controlling disease. To achieve this standard, the learner will: - Be aware of ways to prevent and control diseases. - Understand the importance of good health habits and disease control. - Know and understand the importance of universal precaution and be able to use as necessary. • Materials: Paper, pencil, poster board, crayons • Set: While introducing the lesson, pantomime feeling ill by sneezing, coughing, and acting like you are in pain. Tell students. “Today we will learn how to tell the difference between being ill and well. We will also discuss the difference between the two kinds of diseases.” • Instruction: Ask students, “Were you able to guess how I was pretending to feel today? People who are sick usually show signs or symptoms of illness. Sometimes people who are sick also have a fever. Have you ever had your temperature taken when you complained of not feeling well?”

25. Communicable diseases are passed from a sick person to a healthy person. Explain that childhood diseases such as chicken pox, colds, and pink eye are communicable diseases. Ask how a healthy child could develop this illness. Children will recall that they caught it from someone. Non-communicable diseases cannot be passed from one person to another. Examples include cancer, heart disease, and sickle cell anemia. Students are to be instructed on the universal precautions. This includes not touching a fluid body spill and washing hands after using the restroom. • CLOSURE: “Today we have learned about signs of being ill. Name two signs an ill person might display. We have also learned about communicable and non-communicable diseases. Tell your neighbor the difference between the two.”

26. Second GradeLesson 3 • STANDARD 1: FAMILY LIFE The student will understand roles, values, responsibilities, and contributions of family members. To achieve this standard, the learner will: - Discuss ways children can contribute to healthy family life. - Recognize the rights and privileges of every family member. • STANDARD 3: The student will understand the need and process of personal standard setting and effect on future outcomes. To achieve this standard, the learner will: - Identify appropriate/inappropriate behaviors that directly affect the family. • MATERIALS: None • SET: Ask students, “Have you ever been upset because someone in your family wanted to watch a different television show that the one you wanted to watch? Have you wanted to eat at McDonald’s and you parents wanted vegetables at Piccadilly? Most of us have had a time when we disagreed with someone else. We call these disagreements conflict. Today we are going to discuss ways to resolve these differences.”

27. INSTRUCTION: “Let’s talk about some differences which happen in families, and discuss ways of resolving these differences.” Discuss the two examples listed above, and how these conflicts could be resolved. Help students verbalize the stress they feel when they are unable to resolve differences with the people they love. Remind them of the importance of healthy relationships. Explain to students that part of being healthy is learning to work out problems. Students need to realize that they do not have to be alone with their problems. Suggest talking to someone they trust such as a parent or another family member, teacher, counselor, or other responsible adult. • CLOSURE: “Today we have discussed several reasons for resolving differences. Why do you feel it is important to resolve differences? Tell your neighbor one way to resolve differences.”

28. Lessons for Lizzie This is a story about a girl named Lizzie. Lizzie has problems handling her anger and expressing her feelings. She tends to keep her feelings to herself and then all of a sudden responds in anger. Well, one particular school day, Lizzie had an unusually bad day. As you listen to this story, I want you to think about how Lizzie might feel about the things that happen during the day and how she probably felt at the end of the day. Lizzie gets up and starts to get ready for school. She goes to her closet to find her favorite shirt, but it isn’t there. She looks all over and can’t find it. Then her sister walks in the room wearing Lizzie’s favorite shirt. Lizzie is really angry, but she doesn’t do anything. She just stuffs her anger inside. Lizzie puts on a different shirt and goes downstairs for breakfast. Right in the middle of her breakfast, the cat jumps on the table and spills Lizzie’s orange juice all over her, but Lizzie doesn’t do anything. Even though Lizzie is angry, she says nothing as she goes upstairs to change her clothes. When Lizzie arrives at school, she sees two of her friends. She yells for them to wait for her, but they keep walking. Although Lizzie is angry with her friends for ignoring her, she says nothing and just keeps walking. Finally, it’s recess time and Lizzie goes outside to play with her friends. Just as the class is coming in, someone grabs Lizzie’s hat and throws it in a mud puddle. Lizzie reaches down and picks up her hat without saying anything, even though she is feeling very angry!

29. Lizzie manages to survive the rest of the day without another incident and is looking forward to listening to her brand new CD’s when she gets home. As she walks in the den, she sees her little brother playing her new CD’s. By this time, she has stuffed so much anger, she is full. She explodes, by yelling and punching her brother in the arm. Then Lizzie picks up her CD’s, stomps up the stairs, and slams her bedroom door. Well, Lizzie had quite a day! Have any of you ever had a day when everything seemed to go wrong?

30. Second GradeLesson 4 Standard 1: Emotional/Social/Mental Health - The student will understand that there are things that can be done to change the way they are feeling. • Set: As a warm up, have the group think of synonyms for each of the feelings in this list.   a) I am feeling bored. I would like to feel enthusiastic.   b) I am feeling fidgety and anxious. I would like to feel calmer.   c) I am feeling afraid. I would like to feel secure.   d) I am feeling sad. I would like to feel happier. • Materials: Poster board, markers • Instruction:  Together with the students, design a "Dealing with Feelings" poster that illustrates the four-step method at the top of this column. Keep it displayed on a wall. Say, “Sometimes we feel good, and sometimes we feel bad. Both kinds of feelings are normal. Of course, we all enjoy good feelings. But when we don't like the way we are feeling, sometimes we don't know what to do about it. Here is a plan that will help you help yourself when your feelings are bothering you.”

31. “Dealing With Feelings” 4-Step Method 1. ACCEPT your feelings. Say to yourself: "I am sad." "I am frightened." "I am angry." "I am embarrassed." It's all right to have feelings. 2. RELAX and take "time out" before you act. Take slow deep breaths and relax all the muscles of your body. Pretend you are in a safe place. 3. THINK about ways to help yourself. Thinking helps you do something smart instead of harming yourself or making things worse. 4. DO something to help yourself. Maybe it would help to talk to someone, or to do something you enjoy. If it doesn't work, go back to step 3.