Standard/Goal Four

STANDARD/GOAL FOUR:

Students will use interpersonal communication skills to enhance personal health.

INDICATOR 1: Students will evaluate how communication affects relationships with family, peers, and community.

1. describe ways to communicate care, consideration, and respect for self and others.
2. explain various communication techniques used when interacting with family, peers, and community.
3. develop effective interpersonal communication skills.

Third Grade	Fourth Grade	Fifth Grade
identify the characteristics of a responsible friend or family member. identify meaningful interpersonal relationships. recognize appropriate verbal and nonverbal communication, e.g., facial expressions, gestures. explore ways to communicate with peers.	recognize differences in how family and friends communicate. examine characteristics of meaningful interpersonal relationships. explore the use of appropriate verbal and nonverbal communication. describe ways to establish and maintain open lines of communication, e.g., being honest and trustworthy.	describe how communication varies with family, friends, and others, e.g., salespersons, and health providers. describe the correlation between meaningful interpersonal relationships and communication. model effective verbal and nonverbal communication. model open communication with others, e.g., distinguishes between secrets that are okay to keep and those that should be told to a trusted adult.

Students will use interpersonal communication skills to enhance personal health.

INDICATOR 2: Students will evaluate and select effective communication skills which enhance personal health.

1. describe healthy ways to express needs, wants, and feelings.
2. describe behaviors which create bridges and barriers to effective communication.
3. define age-appropriate health-related vocabulary.

Third Grade	Fourth Grade	Fifth Grade
examine appropriate ways to express feelings, wants, and needs, e.g., anger, sadness, excitement. list qualities of someone displaying a positive self-image that promotes effective communication. identify various terms used to accurately convey health information, e.g., immunization.	express emotions comfortably and appropriately. identify ways a positive self-image affects communication. describe a variety of terms used to communicate accurate health information, e.g., bacteria, virus, communicable.	describe why one must convey personal concerns and needs to others. describe self-image/self confidence factors that strengthen or weaken communication. explain a variety of terms used to accurately communicate health information, e.g., toxic, benign.

Students will use interpersonal communication skills to enhance personal health.

INDICATOR 3: Students will analyze conflict and engage in healthy communication and resolution strategies.

1. differentiate between negative and positive behaviors in conflict situations.
2. describe appropriate conflict resolution strategies.
3. apply refusal and negotiation skills to avoid potentially harmful situations.

Third Grade	Fourth Grade	Fifth Grade
understand that conflict is part of many human interactions. explain the connection between conflict and resolution. explore strategies for resolving interpersonal conflict, e.g., sibling rivalry. define cooperation and compromise. demonstrate saying "no" in an assertive manner.	recognize the nature of conflict with peers. explain alternative resolution techniques for various conflict situations. identify strategies for solving interpersonal conflict. define collaboration, negotiation, and refusal skills. compare assertive and aggressive behaviors.	explain ways that peer conflict can be positive. investigate conflict situations and model appropriate resolution techniques. practice strategies for solving interpersonal conflict. explain collaboration, negotiation, and/or refusal skills. apply refusal/negotiation skills in various situations, e.g., direct no, being a broken record, explaining why not.