Tools for Change: An Educator's Resource Site

Author(s): Coordination Lynda Laushway

Publisher: SWOVA

Type of Resource: Classroom activities

Target Grades: 1-3

Canadian Resource? Yes

Resource formally evaluated? No

What is the source, internet link, or article title for viewing the formal evaluation of this resource? (none supplied)

Subject Areas:language, the arts, health and physical education, family life

GRADE THREE

Language: Reading

Express clear responses to written materials, relating the ideas in them to their own knowledge and experience and to ideas in other material they have read

Begin to develop their own opinions by considering some ideas from various written materials

Language: Oral and Visual Communication

Apply the rules for working with others

Rephrase to clarify their ideas (e.g., what I meant was, when I think about)

Speak on a variety of topics in classroom discussions using some specialized language (e.g., metres in measurement), and select words carefully to convey their intended meaning

Use appropriate volume, tone of voice, gestures, and stance when speaking, making a presentation, or reading aloud

Contribute ideas appropriate to the topic in group discussion and listen to the ideas of others

The Arts: Drama and Dance

Communicate, through movement, their thoughts and feelings about topics studied in other subject areas (e.g., create a movement sequence to express their fear of an environmental event such as a storm)

Solve artistic problems in drama and dance in cooperative work groups

Health and Physical Education: Healthy Living

List safety procedures and practices in the home, school, and community

Use a problem-solving process to identify ways of obtaining support for personal safety in the home, school, and community

Identify examples of real and fictional violence (e.g., schoolyard fights, cartoons, movies)

Health and Physical Education: Active Participation

Demonstrate respect for the abilities and feelings of others (e.g., accepting everyone into the group)

Follow the rules of fair play in games and activities (e.g., giving everyone a chance to play)

Communicate positively to help and encourage others

Catholic Education Religion and Family Life

Family Life:

• exploring our own physical, mental, and emotional growth
• roles within relationships
• promises, choices and process of decision-making
• interdependence of people in society

(where noted: Consistently (C)   Often (O))

Exploring Well-Being Through Relationships

Knowledge

• Personal growth in and through relationships
• How healthy relationships support a healthy sense of well-being
• Differentiate between healthy/equal relationships and relationships that are negative/unequal
• Increase awareness of how actions/choices of others impact personal well-being

Skills

• Define values of healthy, supportive and caring relationships
• Develop personal self-awareness and understanding of well-being

Exploring Social Relations of Violence, Oppression and Equality

Knowledge

• Develop understanding of multiple forms and contexts of violence (O)
• Recognize and make connections of varied forms of violence in different contexts (i.e., home, school, community, media etc.) (C)
• Critical understanding of the concept of power by exploring relations of violence and relations of empowerment (C)
• Develop understanding of the difference between “power over” and “power with” (C)

Skills

• Explore multiple and different forms of violence/vulnerability and experiences of exclusion in their lives (C)

Developing Connections, Creative Thinking and Participation

Knowledge

• Validation of students’ perspective and knowledge in understanding violence and healthy relationships (O)
• Strategies for personal and/or social change are offered to students for the promotion of healthy and equal relationships. (C)
• Engagement in learning conflict resolution and anti-violence strategies (C)
• Gain in knowledge about choices and actions that promote mutual empowerment and respect (C)
• Knowledge is shared with students about where and how to seek out help and support (O)

Skills

• Opportunity for the development of supportive connections between students and teachers/adults (C)

Structure and Format:

• Ready to use scripted format
• Sequential guide or lessons that are user friendly

Activities/Lessons Include:

• Multiple opportunities for practice and feedback.
• Role Playing Activities

Other:

• Parent involvement - information session
• Parent involvement – strategies to transfer learning at home

This resource is designed to be used with children in grades 1-3. Its main focus is to teach children how to be safe in various situations. The activities attempt to involve both the child and parent/caregiver, and the program is visually appealing for children with includes interactive games and activities, as well as information. An example of this would be the exercise where a parent/caregiver calls the child pretending to be a stranger, and listens to how the child responds on the telephone. The resource has a place for the child to record emergency numbers, and it also provides the Kids Help Phone number. The activities makes learning about staying safe fun for the children, particularly because of the interactive role playing situations presented. This resource would be best used by a parent/caregiver, or a teacher, for teaching their children to stay safe. The print for the children to read is large and easy to read, whereas the writing for the parent/caregiver, or teacher, is smaller and more complex. This resource is a useful tool for teaching young children about basic safety in emergency situations.