Fourth Grade Curriculum Resources

Standard of Learning

4.2 The student will develop the skills necessary for coping with difficult relationships. Key concepts/skills include:

development of refusal skills;
identification and reporting of bullying and aggressive behaviors;
development of coping skills;
recognition of harmful or abusive relationships;
exhibiting self-control.

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Understanding the Standard

The student will understand the importance of practicing self-control.

Essential Knowledge and Skills

The student will:

define self-control. (stopping before you do something you should not do – such as fighting, yelling, etc.)
explain the importance of self-control:
- keeps one from doing things he/she might regret; (do not yell or shove someone if they do something you do not like)
- keeps you from doing too much of something; (eating the whole bag of chips, watching television all night, etc.) and
- helps individuals manage their emotions. (allows you to stop and think before you blow up at someone)
define and explain anger. (feeling mad or upset – everyone gets angry at times and it is OK to be angry – however, it is not OK if you are angry and harm someone, destroy property, etc.)
demonstrate how to control angry feelings:
- take time out and do not respond right away; (count to 10 slowly, walk away from the situation, etc.) and
- take a deep breath and accept a situation you cannot change. (if something bad happens and you could not have kept it from happening – accept it and try not to feel angry)

Sample Lessons

It's My Life: "The Dangers of Drug Abuse"
Grade(s) 4-7
This lesson teaches students that they will be faced with a variety of decisions regarding their health, and that some of them might involve substances of abuse. Experimentation with drugs often begins in early adolescence.
http://pbskids.org/itsmylife/parents/lesson_plans/dangers_of_drug_abuse.html
Free

LifeSkills Training
Grades: K-5
Model substance abuse prevention and competency enhancement program focusing on the major social and psychological factors causing substance use and abuse. Teaches drug resistance skills, personal management skills, and general social skills. Focuses on self-esteem, decision-making, influence of media, stress, communication, and assertiveness issues.
Contact: http://www.lifeskillstraining.com
Cost

"Making Decisions"
Grade(s) 4-6
In this lesson students will learn to make decisions other than by default, by whim or chance, on the basis of emotions, or because of influence from others. This lesson helps children develop tools that they can use in a variety of situations requiring decisions. When this approach is practiced and becomes familiar, it can provide a way for children to decide not to use drugs and or make other harmful choices in life.
http://www.sodat.org/Lesson%20Plan%204-6.htm
Free

Promoting Alternative THinking Strategies (PATHS)
Grades K-6
Model program to promote emotional & social competencies and reduce aggression and acting out. Includes emotional literacy, self-control, social competence, positive peer relations, and interpersonal problem-solving skills. Sponsor: Pennsylvania State University and Channing Bete Company
Contact: http://www.preventionscience.com
Cost

Social Emotional Learning Lesson
Grade(s) 2-4 In this lesson students will brainstorm ways to deal with being teased and still maintain self control. This will be taught to them by them comprehending the story and making connections to personal life experiences.
http://www.dist102.k12.il.us/internal/SELWebPg/COP6CharlotteWeb.htm
Free
Grade(s) 3-6 After reading a story, students will figure out a situation when someone has accepted “no” and dealt with the anger. From this students will learn to solve problems and deal with anger.
http://www.dist102.k12.il.us/internal/SELWebPg/COPArtIWantaDog.htm
Free

Teachers.net Lesson Bank: "#285. Stepping Out"
Grade(s) 4-12
Lesson designated for students who have already have gotten into trouble, but helps them learn new skills of respect and coping so that they will not get into the same situation again.
http://www.teachers.net/lessons/posts/285.html
Cost

We're All Different Alike
Grade(s) K-5
This lesson is designed to provide students the opportunity to feel united with their peers by both their similarities and their differences. It will create a forum in which students can talk about why name-calling often occurs when an individual or group is deemed different, and how this targeting can be reframed into something positive.
http://www.nonamecallingweek.org/binary-data/NoNameCalling_ATTACHMENTS/file/87-1.pdf
Free

Additional Instructional Resources

Blueprints for Violence Prevention, the Center for the Study and Prevention of Violence - http://www.colorado.edu/cspv/blueprints/
Bullying Prevention in The School -- Research-Based Strategies for Educators, Safe Schools/Healthy Students - http://safeschools.astate.edu/news/bullyingprevention.htm
Bullying Resources compiled by the California Department of Education - http://www.cde.ca.gov/ls/ss/se/bullyres.asp
Center for the Study and Prevention of Violence - http://www.colorado.edu/cspv
Centers for Disease Control and Prevention, National Center for Injury Prevention and Control - http://www.cdc.gov/ncipc
Children's Safety Network - National Injury and Violence Prevention Resource - http://www.childrensafetynetwork.org
HealthTeacher.com - http://www.healthteacher.com
Kansas Bullying Prevention Program, Statewide Bullying Campaign - http://www.kbpp.org/
National Bullying Prevention Campaign Webcast - http://www.mchcom.com/archivedWebcastDetail.asp?aeid=250
National Crime Prevention Council - http://www.ncpc.org
National Youth Gang Center - http://www.iir.com/nygc/maininfo.htm
National Youth Violence Prevention Resource Center (NYVPRC) - http://www.safeyouth.org
Office of Juvenile Justice and Delinquency Prevention - http://ojjdp.ncjrs.org
Olweus Bullying Prevention Program - nationally recognized model program to reduce opportunities and rewards for bullying - http://www.clemson.edu/olweus/
Partnership Against Violence Network - http://www.pavnet.org
Prevention Pathways Online Courses, Center for Substance Abuse Prevention - http://pathwayscourses.samhsa.gov/bully/bully_intro_pg1.htm
PREVENT, Preventing Violence Through Education Network and Technical Assistance, University of North Carolina - http://www.prevent.unc.edu/
Social & Emotional Health – http://www.pbs.org/teachersource/health.htm (health & fitness 3-5)
Stop Bullying Now! Campaign, Human Resources And Services Administration - http://www.stopbullyingnow.hrsa.gov
Students Against Destructive Decisions (SADD) - http://www.saddonline.com
U.S. Department of Education, Safe & Drug-Free Schools Program - http://www.ed.gov/offices/OESE/SDFS/
U.S. Department of Justice, Office of Justice Programs, National Criminal Justice Reference Service - http://www.ncjrs.org
U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention - http://www.ojjdp.ncjrs.org
Youth Violence Fact Sheet, Center for Disease Control and Prevention - http://www.cdc.gov/ncipc/factsheets/yvfacts.htm
Virginia Best Practices in School-Based Violence Prevention, Virginia Department of Health - http://www.preventviolenceva.org
Virginia Center for School Safety - http://www.virginiaschoolsafety.com
Virginia Department of Education, Safe & Drug-Free Schools Program - http://www.safeanddrugfreeva.org
Virginia Youth Violence Project, University of Virginia - http://youthviolence.edschool.virginia.edu/
What New Zealand Police are doing about bullying - http://www.police.govt.nz/service/yes/nobully/whats_bullying.html

Assessment Ideas

The student will:

exhibit self-control in the classroom, lunchroom, during recess, on the bus, etc.
explain why they need self-control.
role-play scenarios in which it is necessary to exhibit self-control.

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