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  • Unit Four Hana

    Teacher Materials

    The Teacher Materials for Unit Four Include:

    Unit Four Timeline

    Activity 1: The Decision Tree

    Activity 2: The Body Connection

    Activity 3: Understanding Aggression

    Synthesis Activity: Choose Wisely

  • Hooikaika Kino Unit 4 Timeline

    Unit Four Timeline Hana: What are you doing?

    Randys Story and the supporting activities for Unit Four emphasize the importance of evaluating situations and considering consequences when making choices. The unit contains information on choices related to physical and emotional health. One activity focuses on the harmful effects of alcohol and drugs on youth, and another activity focuses on appropriate responses in different situations.

    Core Component

    Description Time Required*

    Randys Story Teachers Guide

    Randy is quick to react in anger, both physically and verbally. With the help of his neighbor, he learns that he has the ability to choose his actions and responses. Other themes include decision making, teasing, mixed families, and parental involvement. The Hui Kamailio questions at the end of Randys StoryTeachers Guide, facilitate deeper understanding of presented content.

    Time required to complete depends on student reading levels and the extent to which SMART Tips (literacy strategies) are incorporated. 2045 minutes (use best judgment; if the conversation is rich and flowing, allow an extension of time)

    Activity 1 The Decision Tree

    Prevention Emphasis: Decision making, impulsivity, sensation seeking, self control

    Core Activity: 12 class periods Extension Activities: Variable, (teachers can choose to spend as much time as relevant)

    Activity 2 The Body Connection

    Prevention Emphasis: Physical health and the effects of alcohol, tobacco, and other drugs

    Core Activity: 12 class periods Extension Activities: Variable, (teachers can choose to spend as much time as relevant)

    Activity 3 Understanding Aggression

    Prevention Emphasis: Communication, conflict resolution

    Core Activity: 12 class periods Extension Activities: Variable, (teachers can choose to spend as much time as relevant)

    Synthesis Activity Choose Wisely

    Students write poem or perform a song/rap about making healthy choices.

    Three class periods at minimum; can take longer if teacher wants to extend concepts

    * Time required varies by grade levels and teacher discretion. The times listed are a minimum. Students may need additional time depending on age and skill levels. Teachers can also choose to spend more time on the concepts relevant to their students. The Randys Story Teachers Guide includes several SMART tips that can be used

    while reading the story. Each activity in this unit has core and extension suggestions. The core activity is the

    basic activity that is recommended for students to get an understanding of the concept being taught. The extension activities are optional and provide opportunities to develop deeper understanding of concepts presented.

    The Synthesis Activity brings together the concepts in this unit with performance-based tasks.

    2007 by PREL 4-2

  • Hooikaika Kino Unit 4 Activity 1

    Unit 4 Activity 1 The Decision Tree

    Essential Question/Statement: How can we evaluate a situation and make sound choices? How can we resolve dilemmas? Learning Objectives: Students will be able to identify the elements of decision making and consequences. Students will demonstrate knowledge of making thoughtful decisions. Students will understand that they can use resources to make decisions.

    Key Vocabulary: Choicemaking a decision when faced with two or more possibilities Consequenceresult or effect of an action Decisiona choice or judgment Dilemmasituation when one has to choose between things; a difficult choice Evaluateto decide the value or worth of after study Situationan event or a particular moment in time

    Curriculum Areas: Health Prevention Emphasis: Decision making, impulsivity, sensation seeking, self control

    Hawaii Content and Performance Standards (HCPS III) Health Standard 6: DECISION MAKING AND GOAL SETTING Use decision making and goal setting skills to enhance health Topic: Decision Making Across Topic Areas Please see the Addressing Standards with Hooikaika Kino materials in the Hooikaika Kino Background Information section of the curriculum for detailed information on alignment to HCPS III. The Health Scope and Sequence for Grades 46 are provided in that section.

    2007 by PREL 4-3

  • Hooikaika Kino Unit 4 Activity 1

    Unit 4 Activity 1 Overview

    Core Activity

    The Decision Tree Step 1: Group Discussion Step 2: Pair or Small Group Activity

    Materials (Student Workbook): Decision Tree Worksheets

    Extension Activities Making Informed Decisions

    Step 1: Group Discussion Step 2: Pair Activity

    Materials (Student Workbook): Informed Decision Making Worksheet Good or Bad Choices?

    Step 1: Whole Group Activity Materials (Teacher Materials): Good or Bad Choices Cards

    2007 by PREL 4-4

  • Hooikaika Kino Unit 4 Activity 1

    Core Activity The Decision Tree

    Step 1: Group Discussion

    Ask students to think about Randys Story. Discuss what happened in the story. Ask the class to tell you some key events in the beginning of the story. Target responses: Randy wanted his father to come to the May Day show; Randy blew the p and it made a fut sound; Jesse teased Randy; Randy hit Jesse; Randy got in trouble with the principal.

    Ask students: 1. When Randy made a choice to hit Jesse in the story, what was the consequence of

    his choice? Target responses: He got in trouble with the principal; the principal called his father; his father was unhappy.

    2. What do you think it means to be prepared to face the consequences of your decision? Target response: Thinking ahead about what could happen when you choose to do something and being ready for that

    Draw the diagram below on the board or on chart paper. Discuss with students that in many situations we can make several different choices. We can evaluate the situation to think about the choices. Each choice will have some consequence. Some choices will have more than one consequence. Some consequences may be good and some may be bad. Sometimes we find ourselves in a dilemma. A dilemma is a situation where someone has to make a difficult choice. Sometimes we have a dilemma when more than one choice appeals to us.

    SITUATION

    CHOICE

    CHOICE CHOICE

    Consequences

    Consequences Consequences

    2007 by PREL 4-5

  • Hooikaika Kino Unit 4 Activity 1

    Step 2: Pair or Small Group Activity

    Students use the Decision Tree Worksheet (Student Workbook). Go over the sample decision on page 1 of the Decision Tree Worksheet. Talk with students about the choices Kaipo can make in this situation and how each choice has a consequence. Discuss how Kaipo can evaluate the consequences before making a decision. Ask each pair to fill in the blank saying what they think Kaipo should do. Ask each pair to answer the questions on all three pages of the worksheet. Assist student pairs as they make their decision trees on pages 2 and 3 of the worksheet. After students have finished the worksheet, discuss the choices, consequences, and decisions they listed for each scenario. Ask groups to volunteer their answers, and ask students if they came up with similar or different factors and consequences.

    Extension Activity Making Informed Decisions

    Step 1: Group Discussion

    Discuss with students:

    Sometimes we may not have all the information to make a good decision. We may need to do some research and find some resources to help us figure out the factors and consequences. For instance, when we evaluate situations that affect our health or safety, we may need to find out things from adults. Lets think about the resources we have when we need to find information. Mention the fact that it is okay to ask for help if you dont know about a topic but need to make a decision about it.

    Ask students:

    Who can help you to make a good decision? What additional information might you need before making a decision?

    1. Name some people that can help when you need additional information to make a decision. Target responses: family members, teachers, friends, doctors

    2. Name some places you can look up information. Target responses: books, the Internet, magazines

    2007 by PREL 4-6

  • Hooikaika Kino Unit 4 Activity 1

    Step 2: Pair Activity

    Students use Informed Decisions Worksheet (Student Workbook)

    Discuss the types of resources we can use if we need help making a decision. The worksheet lists Human Resources (teachers, family members, kupuna, counselors, friends), Print Resources (books, pamphlets, magazines, yellow pages) and Non-Print Resources (Internet, telephone help lines, videos)

    Ask each pair to follow directions and fill out the worksheet. Clarify directions on the worksheet if necessary. After each pair has completed the activity, ask students to discuss their answers.

    Extension Activity Good or Bad Choices?

    Step 1: Whole Group Activity

    Cut the Good or Bad Choice Strips along the perforated lines. Give each student one strip and ask if their strip has good or bad choices. 1. On the board, write the word HEALTH. Ask the student with strips that say HEALTH to come up. If they have a BAD HEALTH CHOICE, they should go to one side of the board. If they have a GOOD HEALTH choice they should

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