Sixth Grade Curriculum Resources
Standard of Learning
6.7 The student will evaluate the benefits of becoming a positive role model within the family and the community. Key concepts/skills include:
- involvement in community and family projects;
- development of increased leadership-role participation;
- development of conflict resolution skills;
- demonstrate respect for the opinions and beliefs of other individuals;
- respect for rules and regulations.
Understanding the Standard
The student will identify how involvement and volunteering with family or community projects is an asset to personal as well as community health and understand that participation in family or community projects provides an opportunity to practice and develop leadership skills.
Essential Knowledge and Skills
The student will:
- describe common identity. (having similar interests and goals)
- define volunteerism. (to provide a service without getting paid)
- define leadership. (the ability to combine knowledge of self and others to achieve a common goal - leaders model responsible behavior, take risks, and are tolerant of other's opinions)
- identify reasons that community health is important to personal health.
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describe how to get involved with a project or service activity:
- consider ways you can contribute as a volunteer;
- get permission and make a plan; and
- evaluate your project when it is complete.
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identify components of leadership skills:
- develop a vision; (having an idea)
- motivate others; (getting others involved)
- take initiative; (organizing the group)
- communicate effectively; (ability to explain the project and its goal)
- set goals, make decisions; (being realistic about what can be accomplished) and
- manage resources. (making use of community or school resources, estimating how long a project will take, etc.).
- list examples of tasks that can be better accomplished by a group.
- identify and develop a work plan for a project that will contribute to his or her family, school, or community.
Sample Lessons
EnviroMysteries
Grades 5-9
Students investigate the connection between where they live and how they feel.
“Breaking the Mold” http://enviromysteries.thinkport.org/breakingthemold/
“Water + ? = Trouble” http://enviromysteries.thinkport.org/watertrouble.html
Sponsor: National Institute of Environmental Health Sciences
Contact: http://enviromysteries.thinkport.org
Lions-Quest Skills for Adolescence
Grades 6-8
Positive youth development program focusing on social and emotional competencies; good citizenship skills; strong, positive character; drug-free lifestyle; and service to others.
Sponsor: Lions Quest
Contact: http://www.lions-quest.org
Cost
Tox RAP
Grades K-9
Students understand basic environmental health sciences concepts and make informed decisions to reduce their health risks associated with potential environmental pollutants. Lessons use a risk assessment framework.
‘The Case of the Green Feathers’ (air pollution) Grade 3
‘What is Wrong with the Johnson Family?’ (investigate unexplained health problems) Grades 3-6
‘Mystery Illness Strikes the Sanchez Household’ (simulated health hazard) Grades 6-9
Sponsor: National Institute of Environmental Health Sciences
Contact: http://www.eohsi.rutgers.edu/rc/toxrap/index.htm
Additional Instructional Resources
- Discover Health
- Health Promotion Wave
- http://www.healthteacher.com
- Linking Leadership to Instruction, Department of Education
- Service Learning - http://www.servicelearning.org
- Totally Awesome Health
- World Health – http://www.pbs.org/teachersource(health & fitness 6-8)
Assessment Ideas
The student will:
- keep a log of family/community service activities in which they volunteered that contribute to the health and well-being of the group.
- create situations in which students will have to demonstrate leadership skills.
- demonstrates leadership by taking responsibility for improving the community in which they live.
