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Objective: Students will identify solutions for problems.  

Estimated Duration: 20 minutes  

Description: Whether it is in school, on the playground, or at home, ʯ����Ƶ��ɫ�� of all ages will face problems daily.  

Most of the time, the problems are complex, not well defined, and lack a clear solution or approach. Therefore, it is important for ʯ����Ƶ��ɫ�� to identify and apply strategies to solve these problems.  

This way ʯ����Ƶ��ɫ�� can become confident and independent in their problem-solving abilities. Students with problem-solving skills manage their emotions and persist until they find a solution instead of giving up or getting frustrated when they encounter a challenge.   

This activity will have ʯ����Ƶ��ɫ�� think of a problem that they currently have or have had in the past. They are asked to follow a path of steps to a solution. They will be able to use these steps when future problems arise to find a solution.   

Teachable Moments: To help ʯ����Ƶ��ɫ�� with problem solving:  

• Look for chances to share problems and highlight ways that ʯ����Ƶ��ɫ�� worked through the problems to a solution.   
• Ask open-ended questions, such as ʯ����Ƶ��ɫ��What would you do next?ʯ����Ƶ��ɫ��, ʯ����Ƶ��ɫ��What can you do differently?ʯ����Ƶ��ɫ�� and ʯ����Ƶ��ɫ��How can you fix this?ʯ����Ƶ��ɫ��  
• Provide time during class so ʯ����Ƶ��ɫ�� can practice using their problem-solving skills and strategies.  
• Help ʯ����Ƶ��ɫ�� accept challenge and failure as a chance to grow and do better.  
• Donʯ����Ƶ��ɫ��t solve the problems that arise in the classroom; be there to support and facilitate the path to a solution.  

Objective: Students will be able to understand how to make responsible decisions.  

Estimated Duration: 20 minutes  

Description: Decision-making is not always easy, especially when tough choices need to be made. One way to help ʯ����Ƶ��ɫ�� make choices that are good for themselves as well as good for others, is to have them weigh their options.  

Asking ʯ����Ƶ��ɫ�� to take the time to evaluate and think critically about their options can help them to make responsible decisions they can feel good about.   

This activity will have ʯ����Ƶ��ɫ�� think of a tough choice they have to make. They will complete a pro and con list to help them make a final decision.   

Teachable Moments: There are many ways you can help ʯ����Ƶ��ɫ�� make good decisions:  

• Introduce social and ethical dilemmas to ʯ����Ƶ��ɫ�� in a game of ʯ����Ƶ��ɫ��Would you rather?ʯ����Ƶ��ɫ��  Have ʯ����Ƶ��ɫ�� share their choice and why they made it. Allow ʯ����Ƶ��ɫ�� to change their decisions, switch sides, and provide their rationale.  
• Use decision trees (graphic organizer) to have teams of ʯ����Ƶ��ɫ�� work through real-life challenging scenarios.   
• Try to avoid rescuing ʯ����Ƶ��ɫ��. Let them make mistakes. Help them work through new choices and lessons learned.  
• Encourage open-mindedness. Give ʯ����Ƶ��ɫ�� time to ask questions and talk to others about their opinions. Making fully educated decisions means being open to hearing and exploring all sides before making a final determination.  
• Promote mindfulness by reminding ʯ����Ƶ��ɫ�� to slow down and take time to think. Filtering out the noise and reflecting on the situation is sometimes helpful when trying to make a decision.   

Objective: Students will be able to demonstrate ways to be a good citizen at home, at school, and in their community. 

Estimated Duration: 20 minutes 

Description: Being a citizen means being a member of and supporting oneʯ����Ƶ��ɫ��s community. For ʯ����Ƶ��ɫ�� at this age, it means working together, helping, and speaking up at home, at school, and in their community. Citizenship is important for developing a strong moral code in individuals, but it is also important for creating a safe, supportive society.  

Being a citizen does not automatically make you a good citizen, which is why teaching citizenship to ʯ����Ƶ��ɫ�� is so important. By teaching children about citizenship, you can help them learn how to positively contribute at home, at school, and in their community. 

This activity will allow ʯ����Ƶ��ɫ�� to play a game where they record good acts of citizenship. They will move spaces on a board and complete tasks to become a good citizen.  

Teachable Moments: There are many ways you can help ʯ����Ƶ��ɫ�� to be a good citizen: 

• Read books about good citizenship that promote conversations about honesty, making change, and doing oneʯ����Ƶ��ɫ��s part. 
• Give ʯ����Ƶ��ɫ�� responsibilities. 
• Encourage ʯ����Ƶ��ɫ�� to join the student council or participate in classroom meetings.  
• Create classroom rules together. Discuss the importance of each one and have ʯ����Ƶ��ɫ�� define consequences if they are broken. 
• Remind ʯ����Ƶ��ɫ�� about the importance of being respectful, honest, compassionate, and responsible.  
• Organize volunteer activities at school and in the community. 

1. Cut along the outside solid black lines of the square Responsible Decision Making Foldable.  
   
   
2. Fold along the four dotted lines in the middle of the Foldable. Always fold so the dots are visible along the fold line. Students might help each other fold. Folding will form a square with four triangular tabs. 
   
   
3. Glue the back of the Envelope Foldable onto the large gray square in the student book. Look at the gray section to see how to glue the square. Section #1 should be at the top of the page. 
   
   
4. Students will demonstrate how they use the Problem-Solving process under the tabs. Tabs make student writing private. They will identify a problem and work through the process. This may take course over varying periods of time. When they have finished the process, have ʯ����Ƶ��ɫ�� evaluate their results. Would they change anything? Remind ʯ����Ƶ��ɫ�� that improving decision making skills is a life-long process.