• Competencies:

    Knowledge and care of oneself.

  • Values

    Responsibility of self health care, Respect and Appreciation of the environment, Cooperation.

  • Learning outcome:

    Acquires and maintains hygiene habits forhealth careand environmental care that help prevent diseases.

Scenario 1 .

Visiting the zoo .

Scenario.


Miss Anita took her students to the zoo to learn about the animals that live there.

“Listen children, let’s walk in order, I do not want you to get away from me” the teacher said. “I am pleased to see that everyone is clean and with a neat uniform. Congratulations!”.

“Thank you!” they all answered very excited.

“Now, let’s start the tour! We have a long morning ahead!” said the teacher happily.

The tour around the zoo was very fun and interesting. The animals that live in each of the different areas amazed the children. They went through the aviary, where they saw birds of incredible colors, then the huge lions, giraffes with their spots and long necks, the scary crocodiles, and more animals!

  • “Taking care of the environment is to take care of ourselvesand our future”.

“Well Children!” said Miss Anita “How about having lunch before returning to school?”.

“Yes, yes!” they all shouted and they ran to sit down to start eating.

“Carmen!” shouted Federico “Could you come with me to wash my hands?”.

“Sure, Federico” answered Carmen “I can use the chance to wash my hands before eating too!”.

After they went to wash their hands, Carmen and Federico sat down with their classmates to eat the lunch prepared by their mothers. Then, they observed how Renato and Paco were sharing some candy that they had brought in their backpacks to the other children, and everyone started to eat them.

When they finished, Carmen began to pick up the bag and the foil in which she had brought her tacos in and also picked up some trash that was around her. Meanwhile, Renato left his trash on the ground, and instead of helping Carmen, he started, along with other boys, to kick the trash and the bottles that were on the grass.

“Renato!” yelled Carmen “Why don’t you help me instead?”.

“To do what?” said Renato.

“Well, to pick up the trash, instead of kicking it” answered Carmen.

“No, we … and why?” asked Renato “I just want to play! Why would you pick it up? I am not going to help you”.

“Adelina!” shouted Carmen to her friend. “Do you want to help me clean the place where we ate?".

“Don’t listen to her, Adelina!” said Renato “It’s better if you come to play with us… It’s almost time to leave!”.

Adelina was thinking….

Activity

Make a list of the activities you do every day to keep your personal hygiene

1.- Do you have the habit of washing your hands before every meal and after going to the bathroom? Do you know that theses habits among others keep us from getting sick? Just as we must take care of ourselves, we must take care of the environment.

2.- Observe the images carefully, move the images that you think are good habits in the column they correspond.



Reinforcing values

1.- Click, drag and drop in the proper place each one of the next values: Responsibility in the care of health, Respect and appreciation of the environment and Cooperation.



  • Competencies:

    Self-regulation and responsible use of freedom.

  • Value:

    Freedom, Responsibility and Respect.

  • Learning outcomes:

    Identify emotions expressed by his/her classmates to respect different ideas.

    Organize time and schedules to achieve short term goals in the school’s and family’s environment.

Scenario 2

The contest

Scenario

At Luz’s and Ramon’s school, a talent contest was organized for children to participate in it doing what they love the most.

“Look, look!” Felipe shouted excited “That’s the poster of the Talent Contest Miss Griselda told us!”.

“Oh, yes… I would love to participate!” said Ana.

“Ha, ha, ha!” Ramon laughed. “You?… which talent do you have?”.

“My dad says I sing very well!” Ana replied proudly “and I think it’s true!”.

“Oh, Ana, you don’t sing, not even in the shower”, said Ramon.

“Well, if you say you sing well, then my brother Ramon and I know how to dance really great!” Luz said.

“Well, to say the truth, I doubt you know how to dance” Ana said.

“Stop saying things!” Felipe said, “We’d better go ask Miss Griselda to sign us all up, we’ll see who does it better or… maybe we can make a team!”.

  • “Boys and Girls have duties to accomplish”.

“That would be really cool!” exclaimed Ana. “Besides, I heard that there’s a prize for the winner”.

“Well, let’s go look for the teacher!” Luz said very excited.

“Yes!, Let’s go!” all of them said.

The children found Miss Griselda in the classroom and told her about their interest in participating on the talent contest. She was very happy to hear that her students wanted to show their skills to their parents, so she gave them all her support.

“I’m glad you want to participate, children!” said Miss Griselda. “You’ll do great, you’ll see!”.

“Thanks, Miss” said Luz “What we want is to ask you to help us sign up for the contest, please”.

“Of course!” she answered. “At recess time I will go to speak to the principal so you can participate. I just have a doubt, how will you get prepared? Next Tuesday the monthly tests begin and the contest is the following Monday!”.

“Don’t worry, we have everything under control” explained Ramón, after school we will meet to rehearse.

“And by Monday afternoon, after the rehearsal, we will go to our houses to study for the tests” said Felipe.

“But… Aren't we going to have very little time to study?” asked Ana.

“Of course not, Ana, you will see that an hour is enough. Besides, we must spend more time rehearsing for the contest if we want to win” said Felipe.

“I see that you have it all planned, I’m surprised of the way you got organized, but… Do your parents know about your plans? Do you know if they are going to give you permission and if they are going to support you to enter the contest? Remember that it requires buying some costumes and that implies expenses for them. Also think what is more important, winning the talent contest or getting good grades in tests?”.

Activity

Making two drawings:
1.- “What I like to do is….”.
2.- “My responsibilities at school are…”.

1.- Did you know the importance of organizing our time to fulfill our responsibilities in the family and at school?

2.- Mark with a ✔ the right activities and with a ✘ the activities that, making them excessively, don’t allow you to accomplish your responsibilities.



Reinforcing values

1.- Click, drag and drop in the proper place each one of the next values: Freedom, Responsibility and Respect.



  • Competencies:

    Respect and appreciation for cultural diversity.

  • Values:

    Respect for cultural diversity, tolerance.

  • Learning outcome:

    Identifies and respects people from the community who have different a language, religion, ways of dressing and living.

Scenario 3

The girl on the flowery dress

Scenario

It was a Wednesday afternoon in Soto La Marina, Tamaulipas. The weather was nice with fresh air throughout the city. Lucía came home from school, she changed her uniform to shorts and a tank top; and then she went downtown with her mother to buy groceries.

After buying some things, Mrs. Angelica, Lucia’s mother, stopped to buy some cheese from a blond lady with blue eyes, she was with a girl just like Lucia, and she was wearing a flowery dress and a white piece of cloth on her head.

“How much does it cost? Asked Mrs. Angelica, referring to a big piece of Chihuahua cheese as people call it. It’s delicious, especially for making “quesadillas”, Lucia’s favorite food.

“150 pesos” Said the blond lady, with a low voice.

While Mrs. Angelica was buying the cheese, some butter and a loaf of whole grain bread; Lucia was trying to make the blond girl, who was about 7 years old, talk.

  • “Boys and girls must be proud of their roots”.

“What’s your name?” asked Lucia. “Why do you dress like that? You look like one of my dolls! ha, ha, ha! Aren’t you hot? Come on, tell me your name!” asked Lucía. “What’s your school’s name? I haven’t seen you in mine”.

When Mrs. Angelica saw what was happening she separated Lucia from the girl and they walked away quickly.

Just a few steps away Mrs. Angelica asked Lucia why she was laughing at the girl.

“I listend what you were saying. Don’t you see they dress like that because they are Mennonites?”.

“And what does Mennonite mean, mother?” asked Lucía.

“Well, Mennonites is a group of foreign people who initially came to Mexico with permission of the Mexican government. They have lived in Tamaulipas and in other parts of Mexico, like in Chihuahua for a while”, answered Mrs. Angelica. “Now they are Mexicans, like you and me. But they have their own language, culture, education, religion and dress code. They live in a very different way than us. For example, Mennonite kids go to their own schools, where the children learn to speak German and Spanish, while girls only learn German. For that reason the girl couldn’t answer you”.

“Also” said Mrs. Angelica, “in Mennonite families, because of their religion, they don’t allow children to go to the movies, play videogames, surf the internet or dance in family gatherings. On the other hand, at an early age, children have to take part of the house work, besides finishing the school activities”.

“And where do Mennonites live, mommy?” asked Lucía.

“They live in a small community next to your grandfather’s ranch. They are very organized workers, and engaged in agriculture and livestock. They live in their own communities and they have little relation with their neighbors, except when they go out to sell their products, like the lady and her daughter...”

“Hey, mom, and then how do Mennonite children have fun? What things do they learn at their school? If I see them, can I speak to them? Do you think the little girl and I could be friends? Would you let me be her friend?”.

“I don’t know, dear, why are you asking so many questions?” asked Mrs. Angelica, as they walked back home carrying grocery bags.

Activity

Make a comparative table of traits and customs from a different community than yours

2.- Write in the box what you learned from the lesson.

1.- There are different ways of living and customs. Look carefully at each picture and identify the differences that you find from the activities that you do. Share them with a relative, a teacher or a partner.

City

Country

Reinforcing Values

1.- Click, drag and drop in the proper place the following values: Respect for cultural diversity and Tolerance.



  • Competencies:

    Sense of belonging to the community, the nation and humanity.

  • Values:

    Respect and appreciation of cultural diversity. tolerance.

  • Learning outcome:

    Distinguishes and respects ideas, beliefs and similar or different forms of living.

Scenario 4

We are all different, so we are important!

Scenario

On the way to school screams were heard from a distance “Marisela, Jose! Wait, wait!”.

“Marisela wait, someone is calling us”, said Jose “It seems to be the new kid, we must wait for him.

“Oh, it is true”, said Marisela, “What did he say his name was?”.

“Hello!” The child greeted when he caught up with them “How are you?”.

“Hi!” answered Jose “I’m fine!”.

“What about you?”, asked Marisela. “Hey, what did you say your name was?”

“My name is Che’eni” answered the child.

“What a strange name!”, said Marisela.

“Wow! That’s an odd name!” said Jose, “where are you from?”.

“My family and I come from a town in Oaxaca from there is my name

  • “We are all different, but the same Mexican spirit unites us”.

it’s very common” explained Che’eni “It has Zapotec origins and it means dawn”.

“Really?” Jose asked surprised. “So you are like the Zapotec people we see in our history book”.

“Yes” answered Che’eni, “my family has that origin”.

“Hey, hey” Marisela asked again. “And why do you wear that strange bag? Referring to the “guishiapa” (backpack) where Che’eni was carrying his books, “We have backpacks with wheels because the books are very heavy, I think you should tell your parents to buy one for you”.

“In the town where I used to live, all the children wear ‘guishiapas’ and our parents make them”.

“Hey, Che’eni, and you also speak very strange, you must speak like us. If you don’t, the kids will laugh at you” said Jose.

“Are you saying that because I speak Zapotec?” asked Che’eni.

At the entrance of the school, Miss Berta welcomed them: “Come on, kids, we almost close the door”.

Che’eni came into the classroom and he kept thinking about what his partners told him.… At recess, Che’eni wanted to take his “chiflok” (a piece of hollow wood from the wonder tree, to which small pieces of ceiba tree fruit are inserted under pressure and expelled at high speed) and show it to his partners, but he hesitated when he saw the children with their videogames and even some of them with cellphones.

Miguel approached him and told him mockingly: “Don’t tell me you don’t know those things, Che’eni, ha, ha, ha, ha! You’re weird!”.

Miguel’s friends were laughing at Che’eni, and they said: “Your pants and shirt are so weird”.

Cintia heard what the boys were saying, she said: “Ignore them, Che’eni, come on, show me what you hide”, referring to the ‘chiflok’. At that moment the bell rang...

The teacher, who observed what had happened, told the children back in class: “Kids, today we will talk about an important subject. Why do some of you think that Che’eni is weird? What would happen if you were to live in Che’eni’s town? Who will be the weird one there?”.

Activity

Make a collage where you show different people with different characteristics, physical, social and cultural from our state or country

1.- To learn and apply values is important for you and the others.

2.- Click, drag and match the concept with the appropriate value.

3.- All people are important, even though we have a different ways of living.

4.- Make a collage with the images shown.



Reinforcing Values

1.- Click, drag and drop in the proper place each of the next values: Respect and appreciation of cultural diversity and Tolerance.



  • Competencies:

    Management and resolution of conflicts.

  • Values:

    Respect to others, Dialogue, Peace.

  • Learning outcome:

    Proposes coexistence rules among children in the classroom.

Scenario 5

We have a problem in the classroom!

Scenario

In the middle of the class Mary, the principal’s secretary, entered the classroom looking for Miss Emilia and asked her to go to the principal’s office for a meeting. So the children wouldn’t be unattended, the teacher asked Mary to stay with them until she returned. Everything was fine until, suddenly, in the back of the classroom Imelda complained…

“Ouch!” yelled Imelda “Why did you hit me, Rafael?”.

“Because you threw my lollipop!” answered Rafael screaming.

“Oh Really?” said Imelda, then she took Rafael’s videogame and threw it to the floor.

“Hey, why did you do that? You will see!” Said Rafael, pulling Imelda’s hair. She started screaming.

“Hey, let go of me!” cried Imelda.

“Hit her!” said Francisco “We won’t be able to play with the videogame, she broke it!”.

“Stop, let go of me, Rafael, it hurts!” said Imelda.

  • “Solve conflicts through dialogue and understanding”.

“Enough, children!” said Mary loudly from the desk.

“But, Mary! He hit me!” moaned Imelda and started to cry.

“It is her fault, Mary! She threw my lollipop and it is no longer edible!”

Mary, who wasn’t as patient as Miss Emilia, immediately got exasperated with the problem...

Activity

Make a list of principles about peaceful conflict resolution

1.- Do you know that dialogue, communication, respect among other values, enables you to live in harmony with the people around you?

2.- Observe carefully and write down the value that enables you the peaceful resolution for the next conflicts:



Reinforcing values

1.- Click, drag and drop in the proper place each one of the next values: Respect for others, Dialogue and Peace.



  • Competencies:

    Social and political participation.

  • Values:

    Social participation, Cooperation, Respect, Freedom of expression..

  • Learning outcomes:

    Identifies spaces and forms of collective participation to attend issues of common interest.

    Participates in actions requiring collective wellbeing.

Scenario 6

A responsible citizen

Scenario

On the way to school, Mrs. Chela, pushed carefully her son Pablo’s wheelchair, while she talked about her life…

“Old times! When I was child I also went to school, like you right now! But in those years I lived in the countryside and you live in the city”.

“And… How is the countryside, mom?” Pablo asked.

“Well, imagine, my son, the countryside is a beautiful place, full of enormous trees, whose branches move with the wind and you can hear the birds singing all day. Close to my house there was a river full of colorful fish and leaping frogs croaking on the stones all the time”.

“What is that, mom?” asked Pablo.

“What, son?”

“Those scribbles that are on the school fence?”

“Well, that is known as “graffiti” answered Mrs. Chela

  • “With right actions, we have the power to transform the world”.

“You know, mom? Inside the school there is also “graffiti”, because the children write on the restroom walls” said Pablo worried and thoughtful. “I will tell everyone in recess what I saw, to find out what my partners think about that”.

Pablo looked forward for the bell to ring to go out to recess and, after a while, the bell rang.

“What happened?” Catalina asked, looking at Pablo’s face

“Today, when I was coming to school with my mom, we passed by a place with the walls painted with letters and drawings in different colors, and when I saw that, I recalled the restrooms and the walls in our school”.

Rafael replied: “Yes, Pablo, they draw really cool things”.

“How can you say they’re cool, if they are ruining the walls of our city?”.

Catalina said that when she grew up she would like to be like them, to paint those letters and to draw using a lot of colors. And Pablo told her that that was not right.

In that moment, Lupita and Felipe arrived, and they got involved in the conversation.

“We agree with Pablo, we must apply the “ABC” Plan!” Lupita shouted suddenly.

“And what does the alphabet have to do with it, if we already know it?” said Catalina, moving her head

“Look, “ABC” means A BRAVE CITIZEN!” said the girl excited.

“Well Catalina and I don’t want to be in any plan. On the contrary! Someday we would like to learn how to draw as well as those people that do “graffiti” exclaimed Rafael.

Activity

Write the team conclusions

1.- Both adults and children must respect public and school areas. How do you do it?

2.- Mark with a ✔ the correct actions that contribute to respect and preserve school areas.



Reinforcing Values

1.- Click, drag and drop the values in the right place: Social participation, Cooperation, Respect and Freedom of expression.



  • Competencies:

    Adherence to legality and sense of justice.

  • Values:

    Respect to human rights, Social Justice, Freedom.

  • Learning Outcomes:

    Identifies situations of bullying that can lead to lack of respect of the human rights.

    Carries out actions that promote the defense of human rights.

Scenario 7

The new kid of the class

Scenario

It was Monday on the third week of August and David arrived to his new school, coming from another one located in the downtown area.

At the end of the Honors to the Flag Ceremony, David and the rest of the children from the school, returned to the classroom. David was so happy and excited because it was the first day in his new group and he hoped to make new friends.

When he entered the classroom, the teacher introduced him to the class.

“Children!” The Miss Leticia said, “This is David Cabeza de Vaca, a very nice kid who comes from another school. I hope that from now on you consider him as your friend. Let’s give him a round of applause to welcome him”

All the children warmly applauded, except for Juan, who at the back of the class told his friends, Alberto and Ruben, to get ready to welcome him.

  • “We all have the obligation to enforce our rights and those of others”.

It was time for recess and David went out of the classroom with Isabel and Martín, his new friends from the group. David was about to take out the sandwich his mom had packed for him, when Juan and his friends arrived…

“Do you know what happens with new kids in my group?” asked Juan. “You are not Bull head you are Donkey head!”

Alberto and Ruben laughed.

“What a delicious sandwich!” said Juan, snatching it away from David. “Oops, it fell down!” referring to the soda he had in the other hand.

“Pick it up,hollow head!” Juan ordered David.

“Yes, pick it up!” said Alberto and Ruben.

David, astonished and frightened, picked it up without saying anything.

“Very good, you little donkey head!” said Juan to David.

“Let me see... What do you have here?” said Alberto, taking twenty pesos that David had in his backpack.

“Look at this fool, he has nice playing cards” said Rubén “With the one of the Black Magician I will be able to complete my collection”.

David stood still and looked down to the ground…

“Starting tomorrow”, said Juan to David “you will do whatever we ask you to do. You will do our homework and you will give us your money to spend. And don’t even think on telling your parents or you will be sorry!”

“Yes” David said with a low and trembling voice.

Martin kept silent and paralyzed, as he observed everything. He was very afraid of Juan, because he did the same to him before.

Then, Isabel told Juan “Hey, don’t do that to David, you are treating him like as if he were your servant, and he isn’t!”

Juan replied to Isabel: “You better stay out of this, little curls. Who do you think you are to defend him? And don’t say anything, don’t go tell the teacher! If you say anything… you already know what could happen to you…”

Isabel was silent and thinking …

Activity

Actions to fight bullying

1.- It is important to learn to behave with respect and tolerance towards others. How would you treat a new classmate in your class? What do you know about bullying?

2.- With the help of your family or teacher read carefully and identify which actions you consider contribute to combat bullying.



Reinforcing Values

1.- Click, drag and drop in the proper place: Respect for the human rights, Social Justice and Freedom.



  • Competencies:

    Understanding and appreciation of democracy.

  • Values:

    Equality, Democratic Participation.

  • Learning outcome:

    Describes functions that correspond to any authority from his/her immediate context.

Scenario 8

The group representative

Scenario

The principal of the school visited the group that morning. She was talking with Miss Esmeralda and with the children about a number of activities to be carried out throughout the school to gather resources to improve the building. She suggested them to elect a representative for the group to know her plans and instructions, and communicate them to the rest of the classmates. When the principal went out, muttering started in the classroom.

“Miss Esmeralda, What did the principal mean by asking us to elect a representative for the group?” asked Adriana.

“Yes, I don’t know what that is” said Esteban “Who or what is it?”

“A group’s representative is a person who represents a group” Pedro started to speak, “Well, is the person who gives orders to all the children in the classroom, ha, ha, ha”.

“That is not true”, shouted Cristina who was at the end of the row. My older brother was the representative of his group last year and he always was in charge of getting photocopies”.

  • “Together, let’s seek for wellness”.

“Me, I want to be a representative, to boss everyone around”, shouted Esteban.

“Yes, to go get photocopies and run our errands, ha, ha, ha” said Adriana.

“Wait children” interrupted Miss Esmeralda, when she saw the children had different ideas about what it meant to be a representative. We need to agree on whom to elect to represent the group...

“Then I pick Cristina”, said Adriana, “she always gets 10”.

“I think Pedro could be the representative”, shouted Rafael, “he always makes us all laugh”.

“Do you think that is how you choose a representative?” asked Miss Esmeralda.

“Then how teacher?” said Adriana.

“The candidate must tell us what he or she will do during the time that he or she represents the group”, answered the teacher.

Cristina and Pedro remained thoughtful, worried... Whatare they going to propose to be elected?

Activity

Representatives of the family, school and community context

1.- Do you know the advantages of being part a group? A representative is the person who is in charge of supporting the needs of a group. What qualities do you think a representativeshould have? Circle the characteristics required.



Reinforcing Values

1.- Click, drag and drop in the place it corresponds: Equality, Participation and Democracy.



 
Index  

Book of values

VALUE EDUCATION | Second Grade Elementary 25