My Best Me | Teacher Guide | Grade 5

Contents

Why My Best Me?

Summary: Discover why hope is important and how to increase my hope level.

Materials: Journal and/or paper for writing, pencil, red nail polish

Resources: Hope Rising How the Science of HOPE Can Change Your Life by Casey Gwinn, J.D. and Chan Hellman, PH.D.

The Cycle of Life ................................................................................................................

Summary: Discover joy in the different stages of life.

Materials: Journal and/or paper for writing, pencil

Resources: Book - The Human Life Cycle by Jennifer Prior.

The Way I Feel ...................................................................................................................

Summary: Discover different emotions and the inner power to control those emotions.

Materials: Journal and/or paper for writing, pencil

Resources: Book - Anh’s Anger by Gail

I Am Special, I Am Unique

Summary: Discover the uniqueness and value of personal traits.

Materials: Journal and/or paper for writing, pencil

Resources: Book - Calvin Can’t Fly: The Story of a Bookworm Birdie by Jennifer Berne

Quote - “We would worry less about what others think of us if we realized how seldom they do.” - Ethel Barrett

I Belong

Summary: Discover who is family and the powerful influence they have.

Materials: Journal and/or paper for writing, pencil

Humans: Moral Creatures? ..............................................................................................

Summary: Discover the distinct traits that set people apart from other creatures.

Materials: Journal and paper for writing a letter, pencil

My Purpose

Summary: Discover how destiny is tied to design and how both create reason for existence

Materials: Journal and/or paper for writing, pencil

Resources: Book - Kali’s Song by Jeanette Winter.

Destiny Dreams .................................................................................................................

Summary: Discover the force dreams have

Materials: Journal and/or paper for writing, pencil, equipment for video display

Resources: Video - Dream Interpretation: What Do Dreams Mean? - Link: flives.us/?i=95072

Video - The Value of Dreams - Link: flives.us/?i=95073

Video - Something straight from the heart - Link: flives.us/?i=95074

Video - How Brandon Kelman’s dream became real - Link: flives.us/?i=95071

Lesson 9: Lesson 10:

Health

The Privilege of Caring for Myself

Summary: Discover that well-being is closely linked to the personal decisions of an individual.

Materials: Journal and/or paper for writing, pencil, colored pencils for sketching

Resources: Book - Why Should I Eat Well? by Claire Llewellyn

Life Balance ......................................................................................................................

Summary: Discover how balance in life brings order and enhances overall well-being

Materials: Journal and/or paper for writing, pencil, ingredients to make a sponge cake (mixing bowl 9 inch baking pans (2), oven, sift, mixer, measuring spoons, parchement paper, eggs, sugar, flour, baking powder

Resources: Book - Amanda and the Lost Time by Shelley Admont.

Lesson 11:

Growing My Brain

Summary: Discover how learning, growth and development will happen with a correct mind set

Materials: Journal and/or paper for writing, pencil, equipment for video display

Resources: Video - Growth mind set - Link:https://onedublin.org/2012/06/19/stanford-universi tys-caroldweck-on-the-growth-mindset-and-education/

Video - Learn how to soar - Link: flives.us/?i=95101

Video - Michael Jordan on overcoming failure - Link: flives.us/?!=95102

Lesson 12:

Clean Inside and Out ......................................................................................................

Summary: Discover why it is important to be careful with what we hear and see.

Materials: Journal and/or paper for writing, pencil, glass of clean water, glass of dirty water, glue, construction paper, markers, color pencils, scissors, newspapers, old magazines, personal foto of each student, etc

Resources:: Book - Making Up Your Own Mind by Joy Wilt Berry

Lesson 13:

Live Strong, Live Long! ...................................................................................................

Summary: Discover why and how to deal with challenging and dangerous (peer) interactions.

Materials: ournal and/or paper for writing, pencil, markers, posters, and materials to make posters or other work of arts like molding clay, wood, crepe paper, etc.

Resources: Book - Smoking Stinks by Kim Gosselin.

Lesson 14:

Discipline and Structure Every Day

Summary: Discover how a responsible daily routine of excercise enhances and individual’s health.

Materials: Journal and/or paper for writing, pencil, sound equipment to play music

Resources:: Book - Murphy Meets the Treadmill by Harriet Ziefert.

Video - Stress management strategies - Link: flives.us/?i=95131

My Best Friendships

Summary: Discover what friendship is and who has the characteristics of a friend

Materials: Journal and/or paper for writing, pencil, coloring materials, equipment for video display

Resources:: Book - Jar by Yangsook Choi

Video - How to make friends - Link: flives.us/?i=95141

My Parents and Me ..........................................................................................................

Summary: Discover what authority is and why parents and caregivers have authority.

Materials: Journal and/or paper for writing, pencil

Resources:: Video - Treating people with respect - Link: flives.us/?i=95151

Helping Others .................................................................................................................

Summary: Discover how helping others is intertwined with attentively observing what is going on.

Materials: Journal and/or paper for writing, pencil

Resources:: Book - A Castle on Viola Street by Dyanne DiSalvo

Keys to Self-Control

Summary: Discover that one distinction between animals and humans is the abilit to self-control

Materials: Journal and/or paper for writing, pencil, equipment for video display

Resources:: Book - What Were You Thinking? Learning to Control Your Impulses by Bryan Smith and Lisa M. Griffen

My Screen World ..............................................................................................................

Summary: Discover that the use of social media requires great wisdom and integrity from the user

Materials: Journal and/or paper for writing, pencil, computer or tablet for students

Resources:: Book - Social Media: Like It or Leave It by Rebecca Rowell

A Place to Fit In ...............................................................................................................

Summary: Discover why and how individuals find a place to belong in their different communities.

Materials: Journal and/or paper for writing, pencil

Resources:: Books from the Little People, Big Dreams series (for positive female influences), and the Ordinary People Change the World series (for both male and female influences).

The Treasures of Nature

Summary: Discover how to appreciate nature and its resources and avoid taking for granted.

Materials: Journal and/or paper for writing, pencil, scissors, markers, poster board, glue, access to a printer and or used magazines, celery or lettuce stalks, empy plastic bottles or containers

Resources:: Book - The Earth’s Resources: Renewable and Non-Renewable Resources by Rebecca Harman

Where My Responsibility Starts

.......................................................................................

Summary: Discover how caring for nature and its resources is far more extensive than personal use.

Materials: Journal and/or paper for writing, pencil, equipment for video display

Resources:: Video on peer pressure - Link: flives.us/?i=95211

Book - Power Up to Fight Pollution by Lisa Bullard, one of the books from the “Planet Protector” series.

Summary: Discover how re-processing resources is a creative and life changing way of thinking.

Materials: Journal and/or paper for writing, pencil, equipment for video display

Resources:: Video - The 3R’ - Link: flives.us/?i=95221

I Am Surrounded, Now What?

Summary: Discover the unique role only individuals have in managing nature and all it gives us.

Materials: Journal and/or paper for writing, pencil

Resources:: Book - Be the Change, Make It Happen: Big and Small Ways Kids Can Make a Difference by Bernadette Russell.

Lesson 25:

I

Will Persevere

.................................................................................................................

Summary: Discover the skills and qualities needed to bring change and fulfill dreams.

Materials: Journal and/or paper for writing, pencil, access to library and/or Internet, equipment for video display

Resources:: Book - Rosie Revere, Engineer by Andrea Beaty

Definition for persevere - Link: flives.us/?i=95242

Video - How Ezra Frech persevered - Link: flives.us/?i=95241

Lesson 26:

Gratitude ...........................................................................................................................

Summary: Discover that gratefulness is a skill that can and should be developed.

Materials: Journal and/or paper for writing, pencil, access to the Internet

Lesson 27:

Resources:: Book - Community Needs: Meeting Needs and Wants in Communities by Jake Miller. Time Is on My Side ...........................................................................................................

Summary: Discover the value of managing time effectively and efficiently, a skill to develop.

Materials: Journal and/or paper for writing, pencil

Lesson 28:

Resources:: Book - See You Later, Procrastinator (Get it Done) by Pamela Espeland. Money, Money, Money! ..................................................................................................

Summary: Discover how hard earned money is so easily spent.

Materials: Journal and/or paper for writing, pencil, access to the Internet, equipment for video display

Resources:: Video - “A Penny Saved is a Penny Earned,” in the Schiel Wealth Management seriesLink: flives.us/?i=95271

Website - How the average American spends their pay check - Link: flives.us/?i=95272

Lesson 29:

Our Country’s Riches .......................................................................................................

Summary: Discover how the value of a country’s resources are determined by people.

Materials: Journal and/or paper for writing, pencil, computer for research, dictionary, large poster paper or poster board, scissors, glue, access to a printer or old magazines

Lesson 30:

Resources:: Book - Explore Natural Resources by Anita Yasuda. Go for the Gold! ...............................................................................................................

Summary: Discover that the determing factor to sucess is discipline, not talent and skills.

Materials: Journal and/or paper for writing, pencil, computer for research and class work

Resources:: Book - Salt in His Shoes by Deloris and Roslyn Jordan.

Understanding the Icons

READ

A story, a poem, a saying or a script that adds to the subject

UNDERSTAND

To obtain knowledge, insight, and understanding through information

OBSERVE

To look, see, find, watch, and discover more

CREATE

To paint, color or make in a personal manner

GAME

Engage in an experience and discovery together

WRITE

To write, mark, or sketch personal ideas or discoveries

APPLY

To bring into action, put to use, and demonstrate understanding

SHARE

A contribution, present or suprise to share with others

ACTIVITY

A task that involves direct experience and action

COMMENT

Discuss, consider, or examine certain subjects

REFLECT

Think, ponder, meditate or wonder about important issues

MUSIC

To learn, write, sing or listen to a song; enjoy a harmony of sounds

CONCLUSION

A closing statement on the lesson subject with a final thought

VIDEO

Watch a clip or film section and analyze the information

Materials

Journal and/or paper for writing, pencil, equipment for video display

Resources

Printable Student Page: flives.us/?i=98511

Videos:

• Growth mind set - Link: flives. us/?i=96511

• Learn how to soar - Link: flives. us/?i=95101

• Michael Jordan on overcoming failureLink: flives.us/?!=95102

Glossary

discouraged, adapt, let-down, encountered, grit, determination

Motivations

We’ve all heard the quote that we only use about 10% of our brain’s capacity. Did you know that this is actually a myth? But the problem remains: how do we learn how to use more of our brain, and do so more effectively? For years there weren’t many clear answers, but recent neuroscience reveals that there are actions we can take to grow our brain’s potential. What great news—not only for us, but for our students! The purpose of this lesson is to expose your students to the radical idea that your brain power is not “locked” or fixed, but rather, you can activate your brain to do things you didn’t think you could do.

Our society is very good at telling us what we cannot do. Children are surrounded by limiting messages, such as, “Some people just aren’t good in math or science,” or, “Just focus on the things you do well, because you will never be strong in other areas.” One of your roles as teacher is to open a new window for your students’ understanding regarding the virtually unlimited potential of their brains.

Goal

Your students will learn that a Growth Mindset (or mental outlook) will help them “own” their learning process in every area of their lives, and that they are capable of doing whatever they set their mind to.

Pathways

Video: Have your students watch the video called “Soar” and then have them describe the difference between Growth Mindset and Fixed Mindset. Encourage your students to name some people they know or have read about who exemplify a Growth Mindset. Why do they think this person had a Growth Mindset? What did they do that was different from a person with a Fixed Mindset? Then have them share moments in their life when they had a Growth Mindset and achieved something that they previously thought they could not do.

Understand: Read this quote from Dr. Carol Dweck, who says this about a Fixed Mindset: “In a fixed mindset, students believe their basic abilities, their intelligence, their talents, are just fixed traits. They have a certain amount and that’s that, and then their goal becomes to look smart all the time and never look dumb. In a growth mindset, students understand that their talents and abilities can be developed through effort, good teaching, and persistence. They don’t necessarily think everyone’s the same or anyone can be Einstein, but they believe everyone can get smarter if they work at it.” (source: flives.us/?i=95102)

Video: After reading about Michael Jordan and watching the video, ask your students what would have happened to Jordan if he had given up the sport of basketball after he failed to make his varsity team as a sophomore in high school. (In other words, if he had given up on pushing himself further than he had ever gone before.)

As the students answer the questions, they will also take part in one of the miniworkshops in class to help them grow in one or more areas. Have them consider one aspect of their life where they think they are weak or “stuck.” It could be a school subject (e.g., math, reading, science), or perhaps a challenge at home (e.g., forgetfulness about chores, irritation with siblings, etc.). As well as participating in a mini-workshop, have each student choose a partner to share this with. Now have the students write down 3 practical things they can do in the next 21 days on a daily basis to improve their way of thinking, and to change from a Fixed Mindset to a Growth Mindset. Neuroscience has shown that it takes 21 days for a new concept to move from short-term memory to long-term memory. At the end of this “21-Day Challenge,” have them discuss their results with their partner.

Write/Activity:

Reflect: As the students reflect on their new-found understanding of Growth vs. Fixed Mindset, challenge them on how their perceived “weakness(es)” (as explored above) could be turned into a strength. Why do they—or why don’t they—think this is possible?

Willpower

Students will understand that the brain works much like a muscle , in that, the more you work it, the more it grows! Repeating new words and new actions allows the brain to make new neuron pathways, strengthening the brain’s abilities. This is why the 21-Day Challenge is so helpful.

Materials

Journal and/or paper for writing, pencil, access to library and/or Internet, equipment for video display

Resources

Printable Student Page: flives.us/?i=98525

Book: Rosie Revere, Engineer by Andrea Beaty

Definition for persevere and perseverate: Link: flives.us/?i=95242

Video: How Ezra Frech persevered - Link: flives.us/?i=95241

Glossary

persistent, persevere, civil rights activist, revise, processes, transformation, orators, boycott, tension, prevailed, segregation, obstacles, biography, devout, humble, drive, strive, adversity, justice, righteousness, pursue, criticism, resistance, inspiration

Motivations

All of us have gifts and talents that are unique to us and no one else. Over time, and with more life experience, we discover our talents and decide how we can best use them to help ourselves and others. However, our skills and talents will not bring us success or allow us to make an impact unless we consistently develop and practice them. This is critical, particularly in times of adversity when we might be tempted to give up. Another factor is that these abilities need to be tied to a personal conviction so that when we encounter “naysayers” and critics, we steadily keep our course. This is called perseverance. Perseverance is a very important character trait for success in life. Perseverance is a mindset that says, “I will work on this until I reach my goal no matter what it takes. I will not give up.” Another word for perseverance is grit. We should explicitly and implicitly teach students that they can achieve their goals by staying focused. As they learn how not to waver when confronted by difficulty, they will be able to overcome distracting forces that would otherwise throw them off track.

Goal

The students will be able to identify their skills and talents and come to a personal conviction about their individual potential. They will also discover how their gifts can best be used and developed through persistent application, and against all odds.

Pathways

Comment: Students will consider the meaning of the word persevere. Have the description of the origin of the word ready to explain to share with the students. The verb persevere comes from the Latin root persevereus, which means to “continue steadfastly, persist.” Moreover, persevereus comes from two other words: per for “very” and severus for “strict.” So today, the connotation of the word is to persist in a methodical way despite obstacles or distractions. You can see the relationship between persevere and perseverate, which means “to

persistently repeat something” This analysis can be done as a class discussion once students have spent some time doing their own research.

Read: Students will read a short passage about Martin Luther King, Jr. to remind them of his story and that his drive and perseverance eventually did bring change into all of society. Furthermore, the students will be able to see that he used his talent as a speaker and his convictions to stand up for what was right in the face of adversity. In doing so, Dr. King was able to positively change the thinking patterns of both whites and blacks. The students will see that one voice had a powerful impact that still reverberates today, and is celebrated throughout our society.

Comment: Students will use the workbook questions to guide them in thinking about what it takes to refine their gifts and talents and use them for good. Feel free to use the questions as a guide for a student-led discussion.

Understand: Please read this section with

the students and discuss what success means to them and what they think is required to obtain it. The conversation will probably be wide-ranging but nonetheless helpful for students to see that success looks different for each of us. The students should discover that each person’s talent will also change their view of success.

Video: Have the students watch the video about Ezra, who had to overcome great obstacles. Ask students to give examples of how Ezra persevered.

Activity: The activity can be done individually or in small groups, depending upon their preference. Students will research an inspiring person whose skills or talents brought forth change. It could be an artist, sports player, etc. The students will write a brief report (you may want to require one page) about how the person developed their skills, the challenges they faced in the process, and why they are an inspiration. Encourage the students to include a picture of the person so the class can create a bulletin board of the inspiring people that everyone has chosen.

Reflect: Students will use these questions to evaluate their own level of motivation to accomplish their goals and to consider what type of influence they have on others. Students may feel more comfortable responding to them privately in their journals.

Willpower

An important part of self-realization is the discovery of our unique gifts and talents and the persistent practice and application of those skills to make life better for others.

Glossary

Accountable: subject to giving an answer (#30)

Achieve: to carry out successfully; to accomplish (#30)

Adapt: to make fit by modifying (#11)

Addiction: a strong impulse to do, use or indulge in something repeatedly (#13)

Adopted: legally made a son or daughter (#5)

Adversity: a state of serious continued difficulty (#25)

Allowance: an amount of money that is given to someone regularly or for a specific purpose (#28)

Altered: made different in some way (#3)

Alternate: one that substitutes for another (#6)

Analyzing: to study and determine the relationship of the parts of something (#10)

Ancient: having an existence of many years (#8)

Anxiety: abnormal and overwhelming sense of fear (#10)

Appreciate: to value highly or recognize with gratitude (#26)

Apathy: lack of interest or concern for something (#1)

Architect: a person who designs and guides a plan (#18)

Assets: an owned item of value (#28)

Assigned: to transfer to or appoint duty to someone (#24)

Assume: to believe to be true (#22)

Astute: having the ability to understand things

clearly (#28)

Attentive: mindful of the comfort of others (#17)

Attitude: a feeling or emotion toward a fact (#3)

Attractive: appealing or having power to attract (#4)

Attribute: a quality or characteristic belonging to a specific person (#4)

Authority: power to influence or command thought and behavior (#16)

Awareness: knowledge and understanding that something is happening or exists (#19)

Baboon: a large primate of Africa and Southwest Asia (#4)

Balance: stability; evenly weighted (#10)

Biodegrade: to break down by the action of living things (#23)

Biography: a written account of a person’s life (#25)

Blended: mixed together to make one (#5)

Boycott: a refusal to have dealings with a person, store or organization (#25)

Brainstorm: a sudden bright idea (#24)

Budget: the amount of money that is available for or assigned to a particular purpose (#28)

Calculate: to solve by mathematics or by judgment (#7)

Capabilities: the state of one’s abilities (#7)

Capital: chief in importance or influence (#28)

Category: a division within a system (#10)

Character: moral excellence and firmness (#30)

Characteristic: a defining trait or quality (#2)

Charitable: full of love and good will toward others (#17)

Civil rights activist: one who fights for the unpolitical rights of citizens (#25)

Collage: a creative work that incorporates various materials (#12)

Commitment: something pledged (#15)

Common: occurs frequently (#9)

Competency: having special skills or abilities (#2)

Complex: hard to separate or solve (#18)

Compliment: an expression of respectful recognition (#26)

Component: an ingredient (#14)

Conduct: a pattern of personal behavior (#6)

Confide: to trust or impart secrets (#3)

Confidence: the quality or state of being certain (#8)

Conscience: conforming to what one considers to be correct (#12)

Confidentiality: keeping another’s secrets or private information (#1)

Conscientious: careful; meticulous (#24)

Consequences: a result following a set of conditions (#10)

Conserving: to keep in a safe or sound state (#23)

Constitute: to legally process (#26)

Constructive: promoting improvement or development (#20)

Consumption: to consume or use something (#9)

Contaminated: made unfit for use (#12)

Contributes: plays a significant part in a result (#16)

Converting: changing from one belief or view to another (#23)

Convictions: strong persuasions or beliefs (#13)

Corrected: to make or set right (#5)

Course: the path over which something moves (#10)

Criticism: finding or pointing out the faults of someone (#25)

Cultivate: to prepare; to loosen or break up the soil (#15)

Culture: set of shared attitudes, values and goals (#13)

Deadline: a date or time something must be done (#8)

Decent: conforming to standards of morality; free from obscenity (#24)

Dedicate: commit to a goal; to set apart (#14)

Degradation: decline to a low destitute state (#23)

Delay: the act of causing something to occur more slowly than normal (#27)

Dependence: the state of being influenced by another (#13)