FCS A B Int

○​ Students will participate in structured role-play activities to practice making thoughtful, ethical decisions in real-life scenarios (e.g., peer pressure, time management, conflict resolution). ○​ Teachers will introduce a decision-making model (such as the STOP or DECIDE model), model its use, and then facilitate student practice through guided feedback and peer observation. ○​ Students will create vision boards or goal ladders to visually represent their short-term and long-term aspirations—personal, academic, and career-related. ○​ Teachers will model the process of breaking down big goals into actionable steps using tools like SMART goals and goal-setting frameworks. ○​ Teachers will lead students through guided mindfulness exercises, including deep breathing, progressive muscle relaxation, and meditation. ○​ These sessions will be modeled and practiced regularly to help students develop self-regulation and emotional resilience. ○​ Reflection prompts or mood check-ins will be used to help students track their responses over time. ○​ Students will keep stress logs or reflective journals to track triggers, responses, and coping strategies. ○​ Teachers will provide structured templates and sentence starters to support meaningful reflection. ●​ Research and present different stress management methods ○​ Students will engage in guided research to explore a range of evidence-based stress management techniques, such as time management, exercise, creative expression, or digital detoxing. ○​ In small groups or individually, they will present their findings through multimedia presentations or visual aids, strengthening both content knowledge and communication skills. ●​ Role-playing effective communication and conflict resolution ○​ Through teacher-facilitated role-play scenarios, students will practice using assertive communication, active listening, and conflict resolution strategies in realistic situations. ○​ Feedback protocols will be used to reflect on what worked and what could be improved. Strand 5, Standard 7 : Public Health ●​ Connect with district-approved community mental health resources and spokespeople (Reach out to Patti Larkin, CTE Specialist, for Information) ●​ Identify personal stressors through stress logs or journals Strand 5, Standard 5 : Personal Goals ●​ Creating vision boards or goal ladders Strand 5, Standard 6 : Stress and Coping Strategies ●​ Mindfulness and relaxation technique practice