Beacon Lesson Plan Library

Get Hooked on Conflict Resolution Skills

Leslie Gortemoller
Bay District Schools

Description

After being taught the Peaceworks curriculum for managing conflict, students will participate in a fishing game that encourages the appropriate response when asked questions on conflict resolution skills.

Standards

Florida Sunshine State Standards
HE.B.3.1.7
The student knows various ways in which to resolve conflict using positive behavior.

Florida Process Standards
Effective Communicators
02 Florida students communicate in English and other languages using information, concepts, prose, symbols, reports, audio and video recordings, speeches, graphic displays, and computer-based programs.

Materials

- I-Care Rules Poster
- I-Care Teacher's Manual:
Rizzo,S., et. al. Peacemaking Skills for Little Kids, Level 1. Miami, FL. Peace Education Foundation, 1997.
-Index cards with questions addressing the Peaceworks curriculum (Example: What are the 5 Care Rules? What is the I-Care Statement? What are some examples of I-Care Language? (See Attached Files)
-Eight to ten cut-outs of large colorful fish with an index card question printed on the back of each fish
-One child's fishing pole
-Fish stringers (2)

Preparations

1. Training in Peaceworks Curriculum is optional.

2. Prepare the room by dividing class into two groups, hanging fish hangers, and putting fish on the floor.

3. Have 8-10 fish patterns with a conflict resolution question taped on the back.

Procedures

1. Begin by dividing the class into two fishing crews.

2. Brainstorm a name for each crew. (Example: Sea Fares, Peaceful People, etc.)

3. Spread fish out in the center of the two crews.

4. Hang fish stringers and bring out the fishing pole.

5. Begin by saying that today we will review strategies that we have learned for solving conflicts and being peacemakers.

6. Explain that by playing a fishing game we will be doing a review of peacemaking skills. (The teacher may use attachments to this lesson plan or the above mentioned text.)(See Attached Files)The team who catches the most fish will win the game. Go over the rules.

7. Choose two students from each crew. One crew member, a.k.a. the student, is the fisherman that must answer the question correctly before he can reel in his team's fish. Advise the student to seek the correct answer from his other crewmembers. (Note: Encourage cooperation within the team. They should be warned that if they get too loud, the fish can swim away, and they will lose their chance to catch a fish. This helps keep the noise level down.)

8. The second crewmember acts as the fish. The student will read aloud a question found on the back of one of the fish. If the correct answer is given, he attaches the fish to the fishing pole. (I use Velcro.) After the fish is reeled in, he attaches it to his team's stringer. If a team misses a question, the other crew will have an opportunity to answer correctly, and therefore catch the fish. If neither team answers correctly, the fish is set aside for further discussion after the game has ended.

9. Count the number of fish each crew has accumulated and declare a winner.

10. Pass out crackers that are shaped like goldfish. Discuss the questions missed.

11. Read the following scenario, telling the students to listen carefully and to begin thinking of possible solutions to the conflict: Shannon and Leon were working on a puzzle together. Shannon took a piece from Leon and put it in place. Leon got angry and wrecked the puzzle. Then he told the teacher it was Shannon's fault. He's a tattletale and a fat liar, Shannon said.

12. Through a journal writing activity, the teacher assesses the student's ability to give appropriate conflict resolution responses from the conflict just read aloud. The journal writing activity can be a single assignment, or it can be incorporated into a class journal that may be presently occurring.

Assessments

Assessment will be made using the student's journal entry. Students list three ways to solve the above conflict. Entries should include some of the following: use the I-message, go to the peace table, use I-Care language, etc.

Assessment Rubric
-The student lists three strategies: Awesome Problem Solver
-The student lists two strategies: Good Problem Solver
-The student lists one strategy: On Your Way to Becoming a Problem Solver

Attached Files

Main concepts of Peacemaking Skills.     File Extension: pdf

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