• Fitness & Health
• Sport & Exercise Science
• Physical Education
• Strength & Conditioning
• Sports Medicine
• Sport Management
• Dance

Unit outline for using interpersonal communication for health and wellness (Grades K-2)

This is an excerpt from Lesson Planning for Skills-Based Elementary Health Education 2nd Edition With Web Resource by Holly Alperin,Sarah Benes.

This section includes a unit outline for Standard 4 in grades K-2; table 5.2 shows this outline, including lesson titles, lesson objectives, the step(s) of the skill development model that are addressed in each lesson, and the titles of the main activities in each lesson. Each lesson assumes a duration of approximately 30 to 40 minutes and may need to be modified for your specific situation. The summative performance-based assessment measures students’ ability to demonstrate the skill objectives (i.e., performance indicators of the National HE Standards) and includes an evaluation of their acquisition of information related to the unit topic. Remember that all skill practice activities are an opportunity to formatively assess the skill.

This unit teaches and creates boundaries and safe and unsafe touch. Reach out to your school mental health staff before teaching the unit because they may be able to offer useful suggestions or support that students may need during or after the unit, so alerting staff ahead of time helps everyone. We focus on helping students understand that their bodies are their own, as well as how they can set and maintain boundaries and when and where to get help as needed. You might have state policies or guidelines related to this topic that you integrate into this unit.

Skill Objectives

By the end of this unit, students will be able to do the following:

• 4.2.1 Express thoughts, feelings, wants, and needs to support the health and well-being of self and others.
• 4.2.3 Demonstrate communication skills and strategies to use if uncomfortable, unsafe, or harmed.
• 4.2.4 Recognize ways to communicate and respect the boundaries of self and others.

Functional Knowledge Objectives

By the end of this unit, students will be able to do the following:

• 1.2.1 Identify strengths and assets that support health and well-being.
• Define personal boundaries.
• Distinguish between safe and unsafe or confusing touch.
• Demonstrate I-statements.
• Use affirmations to support health and well-being.
• Distinguish between safe and unsafe secrets.

Enduring Understandings

• My body is my own.
• Sometimes it is important to get help from trusted adults.
• I know how to get help when I need it.

Essential Questions

• How do I know when to get help?
• How do I ask for help when I need it?
• What are my boundaries?

More Excerpts From Lesson Planning for Skills-Based Elementary Health Education 2nd Edition With Web Resource

---