• COMPETENCY:

    Knowledge and care of oneself.

  • Values

    Responsibility in health care, empathy with others and accident prevention.

  • Learning outcomes:

    Applies measures for health care.

Scenario 1 .

Picnic day.

Scenario.


Uncle Solomon took his nieces and nephews for a picnic on the outskirts of the city to a friend’s ranch. Carolina, Rafael, Felipe and Adela were happy about the trip. There were trees everywhere and a few meters from the house there was a river. Rafael and Felipe immediately went to see the surroundings, but his uncle didn’t notice.

“Look Rafael!” Felipe said excited “Have you seen how big that tree is?”

“Yes, it is very tall!” Rafael replied looking up.

“What if we climb it? I bet you I can get higher!” Felipe suggested and immediately started to climb.

“No, wait! I can beat you!” Rafael screamed and ran to climb up the tree just like his cousin. Both of them climbed to the top, leaning on branches, until they could no longer continue because there was something strange above. It was a beehive, but the boys didn’t pay attention.

“You cheated!” Rafael said. “You ran first, and got ahead, that's why you arrived first”.

  • “Let's take care of our health and that of others”.

“¡Yes, but you are faster!” Felipe said defending himself. “Besides, it doesn't matter, we are already up here!”

“Yes, you're right!” Rafael answered. “So now... what do we do? Hey, what could that be?” He asked, referring to the beehive that was hanging from the branch next to them.

Meanwhile, Adela and Carolina took out their dolls and began to play with them in the garden, where uncle Solomon was talking with Mr. Jesus. The girls ate slices of jicama with lime while they played.

“Adela, Carolina… where are Rafael and Felipe?” asked Uncle Solomon.

“They were running over there” said Carolina, pointing to the big trees.

“Yes uncle, Felipe said they were going to explore the place”, said Adela.

“But... why didn’t they wait?” said Uncle Solomon concerned. Mr. Jesus and I were going to show them the place later! Now we'll have to go looking for them!

Activity

1.- Don't forget that it is very important to be aware of the risks that can exist at home, school and even on the streets. You must learn how to identify them in order to prevent and avoid accidents. Learn how to take care of yourself.

2.- Identify which are the risk situations. Click, drag and drop the picture to the place that better suits.



Reinforcing values.

1.- Click, drag and drop in the place that corresponds to each of the following values: Care of health responsibility, Empathy with peers and Accident prevention.



  • Competency:

    Self-regulation and responsible use of freedom.

  • Values:

    Responsibility for decision-making, freedom of choice.

  • Learning outcome:

    Discusses with classmates about choosing between two options, distinguishing advantages and disadvantages.

Scenario 2

Julio’s decision

Scenario

“Let's skip class Julio!” said Pablo his classmate.

“No way, don’t even think about it!”

“Come on! Let’s go to the arcades, I’ll invite you!” Pablo insisted. “Nothing is going to happen; nobody is going to notice.”

“Well, I want to, mostly because there is a Street Fighter game!” said Julio. “That's why I’m telling you!, and we can also bet, the one who loses does the other ones homework for the whole week, next week”, said Pablo

“No, but what if we get caught?” asked Julio.

“Take it easy, I’m telling you; let's go right now that there is no one at the school gate”

Julio kept thinking about it…

Activity

1.- Have you been in the middle of a situation in which you have to make a big decision? When we have to make decisions in life, we need to think seriously about the consequences, advantages and disadvantages. Knowing how to act responsibly is very important, don't you forget it!

2.- Click, drag and drop the picture that represents a correct decision.



Reinforcing values.

1.- Click, drag and drop in the place that corresponds to each of the following values: Respect for human dignity, Gender equity, Tolerance in family situations.



  • Competency:

    Respect and appreciation of diversity.

  • Values:

    Respect for human dignity, gender equity and tolerance in family situations.

  • Learning outcomes:

    Argues against situations of inequity and discrimination, which is seen in their environment.
    Explain the reasons why children should receive equity treatment.

Scenario 3

Who deserves more attention?

Scenario

Lizeth is eight years old and her brother Ricardo is 6. She passed on to the third grade in elementary school and her brother is just starting first grade in the same school.

At the beginning of the school year they gave them lists of materials. His parents bought him the material first. When they went to look for backpacks, Ricardo asked for the one that had his favorite cartoon character, so they looked for it in several stores until they found it. In the meantime, Lizeth's parents chose hers, and they even bought her the same kind of supplies as Ricardo.

When they started doing homework, Lizeth would do them on her own, while her mom would help Ricardo. She started to think that her parents didn't love her anymore, because she felt that they paid more attention to her brother.

One day she told her friends at school that she felt bad because they treated her like that.

Raquel said:

  • “Boys and girls must feel proud of our roots”.

“My parents are the same way. They say they must pay more attention to the little ones”.

Ana Paula said:

“My grandmother said once that you must take better care of men than women”.

Raquel answers:

“On the other hand, my relatives treat my cousins, Ulises, Margarita and Leonor equally…”

Activity

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

1.- There are many different habits and customs. Observe carefully these pictures and identify the differences from the ones that you practice. Discuss them with a relative, teacher or classmate.

City

Countryside

Reinforcing values.

1.- Click, drag and drop each value where it belongs: Respect for cultural diversity and Tolerance.



  • Competency:

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

  • Values:

    Respect and care for endangered species, responsibility in the use of natural resources.

  • Learning outcomes:

    Identifies and describes features of a balanced environment and a deteriorated one.
    Suggests actions that involve the participation of the students to care for the environment in their area.

Scenario 4

Lora turtle

Scenario

On Friday morning Paola's class went on a field trip to the Education Center For Conservation Of Sea Turtles, located in Soto la Marina, Tamaulipas.

During the visit, Juan Carlos the Guide told them that the Lora turtle is an endangered specimen, which only comes to the beaches of Tamaulipas to make their nests and deposit their eggs. Their arrival starts from around March to May, and from then on, the conservation program starts the collection of eggs in order to be resettled in areas protected from predators. The incubation period is approximately 50 days long, so the first releases are held in early June and mid-August.

“What is a predator?” Paola asked amazed.

“A predator is an animal that hunts other animals of a different species for survival. But, in the case of the Lora turtle, predators are not only animals like gulls, ants, skunks, raccoons, crabs, etc., but mostly people who hunt them and take their eggs illegally, to sell them, because many people consider them an exotic delicacy. So the main purpose of this Center is to protect turtles and prevent them from disappearing”.

  • “We have to take care and protect the environment and its species”.

After the interesting trip, and taking a memorable picture with a turtle, Paola returned home. Her mother had prepared for dinner some turtle eggs that her Uncle Ramon had brought.

“Come on, Paola, I brought just a few, because it is now more difficult to get them. There is a lot of surveillance”, said her uncle Ramon.

While her uncle started eating, Paola was thinking about what they had explained to her in the morning and didn't know if to eat the nice smelling food or not…

Paola told her uncle what had been explained to her during her visit that morning and she asked him why he collected turtle eggs.

His uncle explained to her that he and others do it because they don't have jobs, and that way they earn at least some money by selling eggs.

Paola's mom interrupted the conversation and told them:

“Stop arguing, you better eat before the food gets cold!”

Activity

1.- All living beings have two places they call home. In the case of humans, one in where we live with the family, eat, bathe and rest; the other is our planet. It is important to learn how to take care of our both homes.

All living things need a safe place to live. There are species, which humans have contributed for them to become extinct, others are a step away from disappearing, so we must take special care of them.

2.- Do you know any animal that is in danger of extinction? Mention four animals that are in danger of extinction.

3.- Draw a picture that represents a way of protecting endangered species.



Reinforcing values.

1.- Click, drag and drop where each value corresponds: Respect and care of the endangered species, Responsibility in the use of natural resources.

  • Competency:

    Management and solution of problems.

  • Values:

    Responsibility to community problems, cooperation to improve social environment, solidarity to problems, tolerance to diversity of ideas and respect.

  • Learning outcome:

    Proposes solutions to every day conflicts caused by different points of view among people.

Scenario 5

The problem of solid waste

Scenario

One morning, John, a curious and observant kid, saw the garbage truck passing the corner of his house, as he was going to school.

Workers got off the truck and looked at the bags containing waste: it was a mess all around the trashcan, which was overflowing with trash. There was an awful smell due to the heat and the place was dirty and full of flies.

The workers began to pick up the bags, although most of the trash fell to the ground. The boss of the cleaning group scolded them because they let the trash fall. The workers protested, saying that it wasn’t their fault the bags were not tightly closed.

A neighbor passing by heard them grumbling and told them that they had to do their job well, because that's why the City Council paid them, and that the money came from the taxes that people pay.

Workers stared at him in a bad way, and one of them replied:

  • “If we talk, we can solve our conflicts”.

“We come here to pick up the garbage, not to clean it up… the neighbors around here are the ones who should help keep the place clean, but they do the opposite. They leave their trash all over the place... they don’t tie the bags …and the mix up all kinds of waste in the same place, which makes it difficult to collect and separate”.

The neighbor reply:

“Give me a break, you are telling me that you want us to do your work... The thing is that you don’t want to make the smallest effort to do things right!”

The worker replied angrily:

“The ones who do not want to do things well are the neighbors, because they throw trash everywhere.We are workers, not your servants!”

They were arguing when a couple of kids approached them kicking a ball, which hit a couple of bags that were stacked and knocked all the trash inside it to the ground

The neighbor and workers stared at each other and then shouted at the boys, who frightened, left running, calling for their mothers.

The mothers came, they approached very angry and asked them why they had screamed at their children … The workers, very upset picked as they could the bags that remained and left.

While the truck was moving away, neighbors were complaining that there was trash left on the ground, but they ended up walking away and returned home. Later, the wind spread the waste, which flew over the streets and sidewalks.

Activity

1.- Living in harmony inside a community requires respect, participation and commitment from those who are in it.

2.- Look at the pictures, click, drag and choose the value which allows solving the conflict in a pacific way.



Reinforcing values.

1.- Click, hold, drag and drop in the place each value corresponds: Accountability to community problems, Cooperation to improve the social environment problems, Tolerance to the diversity of ideas and Respect.



  • Competency:

    Social and political participation.

  • Values:

    Social participation, cooperation with our school.

  • Learning outcomes:

    Identifies and describe the benefits of the collective action of children and adults to solve the problems of their environment.

Scenario 6

Our school is for all of us, let’s take care of it!

Scenario

It was recess time. Adriana and Nayely were eating their lunch under a huge avocado tree that is located in the courtyard. Suddenly they start talking…

“Have you seen how tall the grass in that corner of the yard is?” asked Nayely.

“Yes, it seems that they haven't mowed the lawn in several weeks, what could have happened?” Adriana replied.

“I don't know, last time I heard somebody tell the teacher that Mr. José was sick and they couldn’t send a substitute worker”, argued Nayely.

Both continued looking and realized that the school seemed forgotten; it wasn't the same since the janitor wasn’t able to go to work.

While arriving to the classroom, Adriana asked the teacher how they could help so the school would be as clean and as beautiful as before.

  • “We cooperate and participate in order to help our peers”.

The teacher, surprised, replied: “Why do you say that, Adriana?”

“The thing is that we have seen that the school is no longer as beautiful since Mr. José is ill”, Nayely interrupted.

“You are right”, said the teacher “unfortunately since he is unable to work our school has not had proper care. But I have an idea!”.

“What? Asked both girls anxiously.

“How about if we go with the principal and we tell him that we can come on Saturday to cut the grass and paint our classroom?” proposed the teacher.

Miguel and Jorge listened to what the teacher and the classmates were suggesting.

“And why do we have to clean up the school? That's what are janitors for”, said Miguel.

“That’s right, but if we get extra points, I gladly come”, Jorge replied.

“Yes Miguel, but Mr. Jose isn’t well right now. My mom always says that we must cooperate”, insisted Nayely.

“But anyways, teachers can’t do the job alone”, said Jorge.

“We’re here to learn, not to clean”, insisted Miguel.

Activity

1.- It is important to remember that the school where we study is a place for learning, coexistence and development. Everyone must cooperate taking care of the school by doing positive activities to keep it clean and pleasant.

2.- Click, drag and drop images of the correct actions that teachers, parents and children can do to respect the school areas.



Reinforcing values.

1.- Click, drag and drop in the place that correspond to each of the following values: Social participation, Cooperating with our school.



  • Competency:

    Adherence to legality and sense of Justice.

  • Values:

    Honesty, Responsibility for our actions, Social justice.

  • Learning outcomes:

    Discusses with classmates about choosing between two options, distinguishing advantages and disadvantages of each one.
    Establishes concrete actions that allow a learning and personal development.

Scenario 7

The broken wheelbarrow

Scenario

In the school courtyard, Miss Nidia gave permission to students to play with material from the warehouse, with the condition of returning everything back in its place before leaving. Felipe took a rake, Carolina a shovel and they went to the garden, where Pedro was waiting for them with the hose.

Rafael took a wooden wheelbarrow and went out to play alone. Adela was looking at him from a far distance. Since Rafael was pushing it, he made a very fast turn and crashed it with some rocks and broke the wheelbarrow. Thinking that no one had seen him, he returned the wheelbarrow to the warehouse and left it in there.

At the end of the activity, when the teacher went to see if everything was in order, she saw the broken wheelbarrow. She returned to the classroom and asked who was responsible for it.

No one replied.

Finally, the teacher asked students what would be the fair thing to do: to punish everyone or not to punish anyone?

“No, I'm not responsible!” Exclaimed Carolina. “Why would I be punished?”.

  • “We are responsible for our actions”.

“Yes, it is true”, said Felipe. Why would we all get punished, if it wasn’t all of us?”.

“OK, it's better that whoever is responsible, say it!” Peter said. “I'm not going to be punished for something that I didn't do... it’s not fair”.

“I think that you should not punish anyone” Adela said, thoughtful. “Perhaps it was a kid from another class”.

Rafael did not want to say anything, and the other kids were angry because they did not know who had broken it.

Adela didn’t know what to do, if she told the teacher what she had seen in the garden, Rafael would surely be punished. But if she didn’t, the teacher would punish them all.

Activity

1.- We must learn to take responsibility of the consequences of what we do. Did you know that the responsibility is the ability to assume the consequences of the actions and decisions we take, looking for own good and that of others?

2.- Look carefully at the images. Click, drag and drop theactions where you believe they are right and put them in the place that corresponds.



Reinforcing values.

1.- Click, hold, drag and drop where each value fits: Honesty,Responsibility and social justice.



  • Competency:

    Understanding and appreciation for democracy.

  • Values:

    Democracy and equality.

  • Learning outcomes:

    Uses procedures to favor collective decision-making in groups they are a part of.

Scenario 8

Do children have the right to vote?

Scenario

On Friday, as every night, the Hernandez’s family gathered for dinner: Mr. Enrique, Mrs. Susana and their two sons, Carlos and Antonio.That night their cousin René was visiting, because his parents had left him underMrs. Susana’s care.

Carlos, oldest child, commented:

“Today at school we had elections to form the student society and the group that I voted for won”.

His father asked. “Really? And how many groups participated?”.

Carlos said. “There were three, one of them is from my class, they were the winners”.

Rene, intrigued, asked: “and did they promote themselves like those people who appear on TV and in the newspapers?”.

Carlos answered. “Yes, they stopped by in all the classrooms, inviting us to vote for them. They presented their work plan if they came out winners. They also made some posters that they put on the school walls”.

His mother said. “Yes, I noticed that yesterday when I went to pick you up”.

  • “Let's participate in every democratic process”.

“Antonio interrupted the conversation: “I also voted, but my friends group didn’t win. No way…”.

Rene asked: “I don't know why we have to vote or why we choose representatives... could you tell me?”

“Oh, Rene, don't bother, six year old kids like you don’t count. Do you think they’ll know what they want? Only the older ones, like the kids from fifth grade, have a right to be representatives and vote. So, the little kids’ votes should not count …”.

Rene asked with confusion: “Is that true, Uncle Enrique? That only big kids can vote?”.

Activity

1.- Do you know what democracy is? Democracy is a form of coexistence and equal relations between members of a community. It can be represented by a person chosen by a vote.

2.- Have you heard about parents’ organization representative? Ask your parents and teachers how they were chosen and write it down in the box.

3.- In the classroom you can also choose a representative.

4.- Ask the school representative of the parents’ committee how he was elected.

5.- Identify the qualities a representative must have. Click, drag and drop where they correspond.



Reinforcing values.

1.- Click, drag and drop where each value corresponds: Democracy and Equality.



 
Índice  

Book of values

VALUE EDUCATION | Third Grade Elementary 25