Course:  Behavior Car

Unit

Date

 

Learning Outcomes

 

In “Scooters!” students will gain an understanding of the four components of total behavior- physiology, emotions, thinking, and actions.  Children will be familiar with these components of the Behavior Car and be able to evaluate their own behaviors and the behaviors of others.

 

 

Assessment 

 

Exit Slips, Journal Entries, pencil and paper tasks, (attached)

 

 

 

 

Connection to Last Lesson

 

Needs are what motivate your behaviors.

 

 

Flexible Grouping

 

Large and small groupings.

 

 

 

Activating Strategies: Preparing for Learning

 

Through the “Scooter” activity students will  be able to tell how the scooter needs to work in order for it to go straight and without stalling.  (See attachment 1)

 

 

 

Acquiring Strategies: Integrating and Processing Learning

 

Students will complete the “Teaching the Behavior Car” pencil and paper task, by Linda K. Enck.  (See attachment 2)

 

 

Applying Strategies: Consolidating Learning

 

Students will complete the “Radio Station WDHP” activity and will provide examples for feeling wheel, body talk, thinking, and action or doing wheel.  (See attachment 3)

 

 

 

Learning Resources

 

See resources listed above

Larson, Larry,  The Behavior Car: Who’s Driving Yours?, (Chelsom Consulting: Saskatoon) 1996.

Assorted Authors, Tell Me What You Need, (Chelsom Consulting: Saskatoon) 1998

 

Materials

 

Toy cars, scooters, hula-hoops, ropes, chairs;  Books including relevant thems include, “On My Honor,” by Marion Dane Bauer; and “Alexander’s Horrible, No Good Day,” by Judith Biorst.

 

 

 

Different Ways of Learning:

 

Role Play, pencil and paper tasks, visual/spatial, empathy practices

 

 

 

Home Connections:

 

Car presentation to a parent meeting.  Have each part of the behavior car explained to the parents by a student.   (See pages 41-42 from Behavior Car attahment 2)