Health Education: A Curriculum Guide for the Elementary Level (Grades 1-5) - A Sample Unit On Conflict Resolution

Grade 3 Lessons and Information Sheets

Grade 3, Lesson 1
Grade 3, Lesson 2
Information Sheet 3.1
Grade 3, Lesson 3
Information Sheet 3.2
Grade 3, Lesson 4
Grade 3, Lesson 5

Grade 3: Social Relationships

Topic: Conflict resolution

Activity: Disputes, fights and arguments

Decision-making Process

Stop!

Resources

The Grouchy Ladybug (or another story about a disagreement, such as The Berenstain Bears Get in a Fight)
Photos and illustrations representing a range of conflict situations (from simple disagreement, expressed with a gesture or expression, to a fist fight or war)

Foundational objectives

Students will better understand the basic elements of social and emotional well-being (PSVS)

Learning objectives

Students will:

infer the feelings of others through observation (CCT)
recognize the need for healthy personal relationships with members of their family, friends and others in the community
understand some problems related to interpersonal relationships
gradually incorporate the vocabulary for expressing feelings and for social interaction into their talk and writing (C)

Procedure

Preparation

Before starting the lesson, divide a large bulletin board in two. Throughout the unit, one side will be used to illustrate what conflict situations look like and sound like. The other side will be used to illustrate what constructive solutions look like and sound like.

Activity

Divide the class into groups of two or three. Hand out one illustration to each group. Ask the students to discuss what they see and to imagine what is happening and what the characters are saying. Encourage them to say how they can infer what is happening in those scenes. Provide an example if necessary. The students' discussions might sound like: "I think this girl is upset because the boys don't want her to play soccer with them", or "These two children are hitting each other. The one in the grey sweater must have started it. He isn't scared. He knows that he is probably stronger, so he starts making fun of the other boy and bullies him. The other boy is frightened. He is defending himself. It looks as though he's going to start crying."
Ask reporters from each group to post their illustration on the first part of the bulletin board, and to summarize the group's discussions for the rest of the class. Ask the students about the basis for their assumptions. Discuss the role of personal experiences in making inferences. Do these situations remind the students of experiences they themselves have had? Discuss the feelings of the people involved in these situations.

Have the students reflect on what all the situations have in common. In each situation, someone is being "hurt". Discuss the meaning of that word: Can making faces or calling names "hurt" someone? Does it hurt when your best friend plays with someone else and does not ask you to join them? Explain that all these situations represent "conflicts". Include this word in a title for the first part of the bulletin board (e.g., "What does a conflict look like?") Explain that a conflict is a disagreement between people.
Students might draw in their journals a picture of a conflict they have experienced and talk about the feelings they associate with the incident.
Read a story such as The Grouchy Ladybug. [For more information on shared reading, please refer to English Language Arts: A Curriculum Guide for the Elementary Level, 1992.]
- Read the title and author's name. Ask students if they have read other books by Eric Carle. Which ones? Did they like them? Why or why not?
- Read the story. Pause during the reading to allow for responses, comments and predictions.
After the story, invite the students to share personal responses. Questions such as the following might guide discussions:
- How did this conflict start? Why did the Grouchy Ladybug want to fight?
- What do you think of the Friendly Ladybug's reaction?
- Have you ever been is a situation like this?
Relate this story to playground situations: the madder we get, the more we hurt people through our actions and our words (even if we do not really mean what we say).
Ask the students to find "hurtful" words or expressions in the story (words used by the Grouchy Ladybug, or words that describe how she says things). Record these on pieces of paper cut in the shape of the balloons used in cartoons. Post them on the bulletin board, along with the illustrations. Can the students think of other words that have to do with conflicts? Add these words on the bulletin board.
As new, interesting and useful expressions are encountered in later activities in the unit, add them to the bulletin board.
During writing activities, remind students to refer to the bulletin board and to the stories they read. They might serve as a source of inspiration for exploring ideas and as a reference tool, for finding interesting expressions or checking the spelling of a word.
Add a touch of humour to the bulletin board: have students read cartoons and check how anger is expressed in them. Add two or three of these scenes on the bulletin board, along with balloons showing how symbols (e.g., "$&%##!!") are used to express anger.

If you teach only Health Education: In this unit, the students explore conflict resolution through literature. Reading and responding to stories should be an integral part of the Health Education lessons here. Consider collaborative planning for writing activities.

Assessment: Observe the students' participation. What is the extent of their vocabulary when talking about conflict situations and the feelings associated with such incidents? Do they demonstrate empathy towards the characters in the situations being discussed? Record observations on a checklist.

Assessment: Remind the students to always date their journal entries, so that personal growth and changes in behaviour can be observed over time. Journal entries might be discussed during conferences.

Assessment: During any activity, note significant information on anecdotal records. Refer to these notes in order to guide students during Level B and C activities in the planning process.

Assessment: Throughout the unit, continue to monitor the students' use of language relating to conflict resolution, both orally and in writing. Do they gradually incorporate expressions heard earlier in the unit?

Throughout the unit, observe gender differences in attitudes toward violence. Stereotypical attitudes which encourage boys to be aggressive may have an impact on some students. Have the same expectations from boys and girls when it comes to resolving conflict situations.

Grade 3: Social Relationships

Topic: Conflict resolution

Activity: Making mountains out of molehills...

Decision-making Process

Stop!

Resources

The Grouchy Ladybug (or another story that illustrates the stages in a conflict)

Foundational objectives

Students will better understand the basic elements of social and emotional well-being (PSVS)

Students will describe a decision-making process (CCT, IL)

Learning objectives

Students will:

recognize the need for healthy personal relationships with members of their family, friends and others in the community

understand some problems related to interpersonal relationships

gradually incorporate the vocabulary for expressing feelings and for social interaction into their talk and writing (C)

connect what they already know with what they are learning (IL)

Procedure

Display a story frame on chart paper [For more information on story grammar and story frames, please refer to English Language Arts: A Curriculum Guide for the Elementary Level, 1992.] . See information sheet 3.1 for an example.

Have the students recall the events in the story The Grouchy Ladybug (read it a second time if necessary). Fill in the story frame by listing the events as the students suggest them.

Refer to this story grammar and discuss the cause and effect relationships between the events in the story.

Ask the students to identify the details which show, in both the text and the illustrations, that the conflict is getting worse and worse. What do the students think would have happened if the Friendly Ladybug had said she wanted to fight too?

Keep the story grammar prominently displayed. The students can use it as a reference for future reading and writing activities.

If necessary, repeat the story grammar procedure on a similar frame with another story, to help students better understand how and why conflicts get worse.

Ask the students to think of conflicts they have had. In small groups, have them decide on a situation, fill out a story frame showing what happened and, using the story frame as a guide, role play this conflict. Suggest some situations to start from if the students cannot think of any:

At recess, a group of boys is playing soccer. Three girls come up and ask to play with them; the boys send them away, saying that girls are not good at soccer.

Jenny and her sister Carolyn share a bedroom. One day Jenny comes into the room and finds that Carolyn has once again left her toys scattered all over the floor.

Michael is doing his homework, when his little sister Amanda sits down next to him and starts colouring. She is humming, softly at first, then louder and louder.

Sara and Leigh-Ann are playing cards. Leigh-Ann catches Sara cheating.

Discuss what made the conflicts get worse: reactions to what type of gestures, facial expressions, words, actions...

Students might also observe the movements associated with various conflict situations and use their observations as starting points for meaningful dance experiences, which is the focus of Unit One, Learning to Perceive, in the dance strand of the Arts Education curriculum.

Conclude by pointing out that when people are arguing they often say nastier and nastier things, their voices get louder. Sometimes, they may even end up exchanging blows. Usually, the conflict becomes more and more serious because each person wants to "win".
Notes
Assessment: Monitor the students' understanding of how and why conflicts worsen. Observe their ability to relate to the incidents in the story.

Assessment: Note significant information in anecdotal records.
Assessment: Observe the students' incorporation of story sequence in their dramatic play. Do they build on each other's responses to make the conflict evolve? Observe to what extent they make connections between the situations and "real-life" experiences and feelings. Observe how individual students interact in their groups during discussions. Do they respect others' opinions?

Assessment: Monitor the use of language relating to the intensity of the conflict. Observe the students' understanding of the concept of conflict. Are they clearly aware of the negative effects of conflict, especially violent conflict, on personal relationships?

Information sheet 3.1 — Story frame

Title

The Grouchy Ladybug

The beginning
Setting: Outside, at night time.
Characters: Two ladybugs.
At first: A friendly ladybug sees some aphids on a plant and decides to eat them for breakfast.

Event 1: the problem starts when...
The Grouchy Ladybug wants to eat the same aphids as the Friendly Ladybug.

Event 2: Then,
The Grouchy Ladybug asks the Friendly Ladybug if she wants to fight.

Event 3: After that,
The Friendly Ladybug does not want to fight.

Event 4: So,
The Grouchy Ladybug flies off to find someone bigger to fight.

Event 5: Then,
...

The problem is solved when...

The Grouchy Ladybug is sent flying back to where she started and finds that the Friendly Ladybug saved her some aphids for her dinner.

Grade 3: Social Relationships

Topic: Conflict resolution

Activity: Can arguments be avoided?

Decision-making Process

Stop!

Explore...

Resources

Stories or scenarios involving conflict situations. Some suggestions: Franklin Is Bossy; The Fight; The Berenstain Bears Get in a Fight; Oh, Yeah?

Conflict Resolution: An Elementary School Curriculum; Creative Conflict Solving for Kids; Teaching Conflict Resolution Through Children's Literature; Helping Kids Deal With Conflict: An Everyday Resource for All Teachers and Parents.

Foundational objectives

Students will better understand the basic elements of social and emotional well-being (PSVS)

Students will describe a decision-making process (CCT, IL)

Students will treat themselves and others with respect (PSVS)

Learning objectives

Students will:

recognize the need for healthy personal relationships with members of their family, friends and others in the community

recognize possible sources of information on health questions (IL)

develop conflict resolution skills (CCT)

demonstrate respect for all people regardless of their race, sex, age, abilities, etc. (PSVS)

Procedure

Ask the students if the Grouchy Ladybug could have avoided all her trouble. How could she have done that? Could she have talked things over with the Friendly Ladybug? Suggest that the class look at how conflicts are handled in other stories.

Have the students work in cooperative groups of four or five for the following activity. Decide on specific cooperative group skills to develop and discuss what these might "look like" and "sound like". Have each group read a different book or view a video and fill in a story frame on a large sheet of chart paper, to highlight how the events unfold. Have reporters from each group present their story. Ask the class to compare and contrast the way the conflicts were handled:

Did conflicts escalate (get worse) before the characters started working towards a solution?

Did anyone have to intervene to suggest a solution?

How were the conflicts solved eventually?

Once the conflicts were solved, were there winners and losers?

Using the stories read until now, begin a list of "tricks" or strategies to resolve conflicts constructively and peacefully. Then ask if the students know of any other strategies. Add these to the list. Ask where the students learned about these.

Point to the Decision-making Process poster displayed in the classroom since the beginning of the year and draw the students' attention on what they do when they stop before making decisions. Suggest that they learn more about strategies for resolving conflict. Where might they get such information?

Based on the students' needs, determine specific research skills objectives to develop within this unit and structure research activities accordingly. Have the students consult reference sources (videotapes, books) on conflict resolution strategies. The students might also develop questions and interview people like a police officer or a social worker.

Following research activities, add the new strategies to the list, and place a checkmark in front of those already mentioned. Use a different coloured marker to highlight information obtained through research and discuss, later on in the unit, how "Gathering Facts" has helped provide a stronger foundation for making decisions and implementing them.

As research activities are being conducted, collect illustrations of scenes of friendship or reconciliation and display them on the second part of the bulletin board. Add expressions used to convey reconciliation, avoid conflicts or solve problems constructively.
Notes
Assessment: Observe their awareness of conflict resolution strategies. Observe evidence of specific cooperative skills taught as part of this activity.
Refer to the Decision-making Process sample unit for details.

Gathering facts corresponds to the grade 3 perspective.

Assessment: Observe students as they participate in research activities, and provide guidance according to needs.

In the past few years, many schools have instituted violence prevention programs and Peer Mediation programs where some students are trained to help others solve conflicts. Activities done through such programs might be incorporated into this unit. Mediators might be invited to answer the students' questions on conflict resolution strategies or help conduct role playing activities.

Information sheet 3.2 — Examples of conflict resolution strategies

Listen closely to what the other person is saying.

Calmly explain what you think.

Reach a compromise.

Take turns, so that each person can use the toy or try the activity.

Suggest to the other person that she continue playing for a certain time and then allow someone else to have a turn.

If you are feeling too angry to solve the problem right away, wait a bit.

Ask an adult for advice.

Apologize if you have said or done something for which you are sorry.

Talk things over to find a solution together; cooperate.

Grade 3: Social Relationships

Topic: Conflict resolution

Activity: It depends on your point of view

Decision-making Process

Stop!

Explore...

Resources

A story or a scenario which makes a character or the reader look at different points of view. Some suggestions: The True Story of the Three Pigs by A. Wolf; Two Bad Ants

Foundational objectives

Students will better understand the basic elements of social and emotional well-being (PSVS)

Students will treat themselves and others with respect (PSVS)

Learning objectives

Students will:

understand some problems related to interpersonal relationships

increasingly accept responsibility for themselves and others

demonstrate respect for all people regardless of their race, sex, age, abilities, etc. (PSVS)

Procedure

Ask if the students know the story of The Three Little Pigs. Can they tell that story? Do the students agree that the wolf is the one who started the conflict in this story? Can they think of other stories in which the wolf is the "bad guy"?

Explain that you came across a book written by the wolf himself, who says that it is time people heard his side of the story. Read The True Story of the Three Pigs by A. Wolf.

Compare the wolf's story with the traditional version. Discuss the wolf's arguments. Are they credible? How does he feel about the way he has been treated?

Ask the students if they have ever been in an argument where they and the other person told a different story of what happened. Explain that when there is a conflict, it is often because people don't see a problem in the same way. They don't have the same "point of view". In order to find a solution that is fair for everyone and makes everyone happy, we must try to understand the other person's viewpoint. We must talk things over and listen to one another.

Have students work in cooperative groups to write new versions of traditional tales and stories, taking a different point of view. For instance, Little Red Riding Hood, as told by the wolf; The Little Red Hen, according to the goose; Cinderella, related by one of the stepsisters.

Have the students write letters of apology from the characters in different fairy tales (the wolf could ask Little Red Riding Hood to forgive him and suggest that they be friends; the goose could apologize to the Little Red Hen and promise to help the next time, etc.) Compile letters, with appropriately addressed envelopes, into a book and keep it in the reading corner of the classroom or in the school's resource centre.

Have students role play situations where, following a conflict, a reporter asks questions of the people involved to get each person's version.
Notes
Assessment: Throughout the various activities, observe how the students integrate new conflict resolution strategies into their repertoire.

Grade 3: Social Relationships

Topic: Conflict resolution

Activity: Long-term solutions

Decision-making Process

Explore...

Go!

Resources

Foundational objectives

Students will better understand the basic elements of social and emotional well-being (PSVS)

Students will treat themselves and others with respect (PSVS)

Students will develop their ability to make decisions (CCT)

Learning objectives

Students will:

recognize the need for healthy personal relationships with members of their family, friends and others in the community

develop conflict resolution skills (CCT)

suggest several possible courses of action and explore the long- and short-term consequences of these actions

In grade three, students should make at least two health-related decisions and carry out action plans to implement those decisions. Selection of the topics for this real life application of the Decision-making Process should be based on local needs. The activities below are suggested as examples of a decision and action plan that would fit within this unit. Teachers might otherwise select only some of these activities for students to practise Levels B and C of the Decision-making Process.

Procedure

Point to the Decision-making Process poster and focus the students' attention on the second level of the process: Look at options and consequences, then choose one option. Explain that when you are involved in a conflict situation, you need to make a decision. You need to look at options for handling the situation, and then select the best one. Explain that a good way to select the best option is to look at the consequences of each one, and to ask whether it will make matters better or worse in the short-term and in the long-term. If an action is going to solve the problem for only a short time, then it is probably not the best option. If an action is going to make everyone benefit in the long term, it is probably a better option.

Take one of the role play situations from earlier in the unit (e.g., the girls who wanted to play soccer with the boys). Ask the students how the characters could have handled the situation more constructively. Record their responses on chart paper. If necessary, offer suggestions. Responses might include such alternatives as:

The girls suggest that the boys give them a chance to show how well they can play before deciding whether or not they are "good at soccer".

One boy speaks up and suggests that they let the girls play. If they don't know how to play, the boys can teach them. They can learn while playing!

One girl says that it isn't worth getting upset about. She suggests that they talk to their teacher and ask her advice.

One boy suggests that the girls ask some of their girlfriends to play with them, so as to have a girls' team and a boys' team.

The girls decide to go and play some other game, because it's not worth the trouble of trying to convince the boys.

Have students project short-term and long-term consequences to the various options they suggested. Then ask them to select the best option.

Brainstorm a list of the conflict situations students most often experience at school or at home.

Discuss how a group decision and action plan might help to make the classroom or the school a safer, more peaceful environment in which to learn and grow. Should the class work together and plan how they might deal with conflict situations as they arise at school?

Guide the design of an action plan by asking questions such as:

What are we going to do?

How will we do this? Have class meetings and refer to the list of conflict resolution strategies? Set up a program where some students in the class are trained monitors who refer to the list of strategies?

If a conflict cannot be resolved, who should we ask for help?

Encourage the students to use the plan whenever a conflict occurs in the classroom or on the playground.

Journal: from time to time, have students reflect individually on how they solve conflict situations. When they disagree with someone, what strategies do they use?

Have students reflect on the importance of "Gathering facts" before making decisions: how did the information they have acquired during this unit influence the way they handle conflict situations now? Would their decision and action plan have been as effective if they had not done any research?

If a child reveals a violent or abusive situation at home during discussions or activities in this unit, it is the teacher's duty to report the situation. For further information on reporting abuse, refer to the Instructional and Administrative Guidelines section of this document.

Assessment: Refer to anecdotal records as necessary. Record signs of significant progress in the students' ability to resolve conflicts amicably.

Allow time for reflection after conflicts arise.

Assessment: After a period of time, discuss as a group whether the action plan is practical. How effective is it? Are there any unexpected difficulties? Should there be changes made to the action plan?

Grade 3: Social Relationships
Topic: Conflict resolution			Activity: It depends on your point of view
Decision-making Process Stop! Explore...			Resources A story or a scenario which makes a character or the reader look at different points of view. Some suggestions: The True Story of the Three Pigs by A. Wolf; Two Bad Ants
Foundational objectives Students will better understand the basic elements of social and emotional well-being (PSVS) Students will treat themselves and others with respect (PSVS)			Learning objectives Students will: understand some problems related to interpersonal relationships increasingly accept responsibility for themselves and others demonstrate respect for all people regardless of their race, sex, age, abilities, etc. (PSVS)
Procedure Ask if the students know the story of The Three Little Pigs. Can they tell that story? Do the students agree that the wolf is the one who started the conflict in this story? Can they think of other stories in which the wolf is the "bad guy"? Explain that you came across a book written by the wolf himself, who says that it is time people heard his side of the story. Read The True Story of the Three Pigs by A. Wolf. Compare the wolf's story with the traditional version. Discuss the wolf's arguments. Are they credible? How does he feel about the way he has been treated? Ask the students if they have ever been in an argument where they and the other person told a different story of what happened. Explain that when there is a conflict, it is often because people don't see a problem in the same way. They don't have the same "point of view". In order to find a solution that is fair for everyone and makes everyone happy, we must try to understand the other person's viewpoint. We must talk things over and listen to one another. Have students work in cooperative groups to write new versions of traditional tales and stories, taking a different point of view. For instance, Little Red Riding Hood, as told by the wolf; The Little Red Hen, according to the goose; Cinderella, related by one of the stepsisters. Have the students write letters of apology from the characters in different fairy tales (the wolf could ask Little Red Riding Hood to forgive him and suggest that they be friends; the goose could apologize to the Little Red Hen and promise to help the next time, etc.) Compile letters, with appropriately addressed envelopes, into a book and keep it in the reading corner of the classroom or in the school's resource centre. Have students role play situations where, following a conflict, a reporter asks questions of the people involved to get each person's version.			Notes Assessment: Throughout the various activities, observe how the students integrate new conflict resolution strategies into their repertoire.

Grade 3: Social Relationships
Topic: Conflict resolution			Activity: Long-term solutions
Decision-making Process Explore... Go!			Resources
Foundational objectives Students will better understand the basic elements of social and emotional well-being (PSVS) Students will treat themselves and others with respect (PSVS) Students will develop their ability to make decisions (CCT)			Learning objectives Students will: recognize the need for healthy personal relationships with members of their family, friends and others in the community develop conflict resolution skills (CCT) suggest several possible courses of action and explore the long- and short-term consequences of these actions
In grade three, students should make at least two health-related decisions and carry out action plans to implement those decisions. Selection of the topics for this real life application of the Decision-making Process should be based on local needs. The activities below are suggested as examples of a decision and action plan that would fit within this unit. Teachers might otherwise select only some of these activities for students to practise Levels B and C of the Decision-making Process.
Procedure Point to the Decision-making Process poster and focus the students' attention on the second level of the process: Look at options and consequences, then choose one option. Explain that when you are involved in a conflict situation, you need to make a decision. You need to look at options for handling the situation, and then select the best one. Explain that a good way to select the best option is to look at the consequences of each one, and to ask whether it will make matters better or worse in the short-term and in the long-term. If an action is going to solve the problem for only a short time, then it is probably not the best option. If an action is going to make everyone benefit in the long term, it is probably a better option. Take one of the role play situations from earlier in the unit (e.g., the girls who wanted to play soccer with the boys). Ask the students how the characters could have handled the situation more constructively. Record their responses on chart paper. If necessary, offer suggestions. Responses might include such alternatives as: The girls suggest that the boys give them a chance to show how well they can play before deciding whether or not they are "good at soccer". One boy speaks up and suggests that they let the girls play. If they don't know how to play, the boys can teach them. They can learn while playing! One girl says that it isn't worth getting upset about. She suggests that they talk to their teacher and ask her advice. One boy suggests that the girls ask some of their girlfriends to play with them, so as to have a girls' team and a boys' team. The girls decide to go and play some other game, because it's not worth the trouble of trying to convince the boys. Have students project short-term and long-term consequences to the various options they suggested. Then ask them to select the best option. Brainstorm a list of the conflict situations students most often experience at school or at home. Discuss how a group decision and action plan might help to make the classroom or the school a safer, more peaceful environment in which to learn and grow. Should the class work together and plan how they might deal with conflict situations as they arise at school? Guide the design of an action plan by asking questions such as: What are we going to do? How will we do this? Have class meetings and refer to the list of conflict resolution strategies? Set up a program where some students in the class are trained monitors who refer to the list of strategies? If a conflict cannot be resolved, who should we ask for help? Encourage the students to use the plan whenever a conflict occurs in the classroom or on the playground. Journal: from time to time, have students reflect individually on how they solve conflict situations. When they disagree with someone, what strategies do they use? Have students reflect on the importance of "Gathering facts" before making decisions: how did the information they have acquired during this unit influence the way they handle conflict situations now? Would their decision and action plan have been as effective if they had not done any research? If a child reveals a violent or abusive situation at home during discussions or activities in this unit, it is the teacher's duty to report the situation. For further information on reporting abuse, refer to the Instructional and Administrative Guidelines section of this document.			Assessment: Refer to anecdotal records as necessary. Record signs of significant progress in the students' ability to resolve conflicts amicably. Allow time for reflection after conflicts arise. Assessment: After a period of time, discuss as a group whether the action plan is practical. How effective is it? Are there any unexpected difficulties? Should there be changes made to the action plan?