Small acts of kindness are the little things that can truly make a huge difference. They come in all shapes and sizes, and can be geared towards our fellow humans, the animal kingdom or mother nature and our environment. The best part about small acts of kindness- they can happen at any time and have a positive impact on both parties involved. Come learn all about small acts of kindness around the world and how you can be the difference in your own community!

poverty

No poverty

Cities

Sustainable cities and communities

Inequality

Reduced inequalities

Kindness On Wheels

hunger

Zero hunger

health

Good health and well-being

Economic growth

Decent work and economic growth

       More Than A Shower

Peace justice

Peace, Justice and strong institutions

Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.

CCSS.Math.Content.5.G.B.3

MA.5.G.25

Explaining the role of sensory systems in human behavior, including sight, sound, smell, touch, and pain

SOC.9-12.4.1

Identifies objects as belonging to him or her

SDEV.PK.21.B.6

Participate in activities which promote a sense of belonging with self and others.

HE.K-3.C.4.a

Understand that attributes belonging to a category of two-dimensional (plane) figures also belong to all subcategories of that category.

MA.5.G.3

Identify and analyze recurring themes across works (e.g., the value of bravery, loyalty, and friendship; the effects of loneliness).

LA.7.RL.3.4

Can music be a positive or negative influence on human behavior?

MU.6.S.4.GLE.2.IQ.4

Collaborating on a project and contributing to its outcome develops pride and a sense of belonging.

TH.7.S.2.GLE.1.RA.1

Working on a production in a technical capacity enhances a sense of belonging and purpose.

TH.8.S.2.GLE.2.RA.2

How does analyzing character help to understand human behavior?

TH.9-12.S.1.GLE.1.IQ.1

Analyzing character helps to understand human behavior (e.g., pedagogical growth, and mental health issues).

TH.9-12.S.1.GLE.1.RA.1

Art reflects the interconnectedness among all disciplines and the senses.

VIS.PK.S.4.GLE.1.RA.3

Explain that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category.

MA.5.5.G.B.3

MA.5.4.2.c.i

CCS.Math.Content.5.G.B.3

identify specific works of art as belonging to particular styles, cultures, times and places

VIS.K-4.4.2

An interconnectedness exists among the living and nonliving parts of an environment. This interconnectedness can be observed by the changes made by plants and animals in their environment.

SCI.K-3.8.1.A

Be a part of the classroom community so that each child feels accepted and gains a sense of belonging

SDEV.PK.SE37

Understand the concept of belonging to a family

SOC.PK.MM31

Understand the concept of belonging to different groups (Ex: family, early childhood group, friends, community)

SOC.PK.MM35

Describe how atmospheric and hydrologic conditions, such as hurricanes, drought, wildfires, and sinkholes, affect human behavior.

SCI.9-12.SC.912.E.7.In.h

MAFS.5.G.2.3

MCC5.G.3

Constructs authentic characters through observation of human behavior

TH.9-12.TAHSFTII.3.e

MGSE5.G.3

Identify ways that human behavior could be changed to solve specific environmental problems (e.g., outline a plan to reduce litter and stream pollution).

SOC.5-7.17C.4

Discuss the importance of belonging to a group and what it feels like to be included or excluded.

HE.K-3.23C.8

PE.1-3.23C.8

recognizes aspects of theme (e.g., moral, lesson, meaning, message, author's ideas about the subject) and recurring themes across works (e.g., bravery, loneliness, loyalty, friendship).

READ.7.2.1.4

READ.8.2.1.4

demonstrates a sense of belonging and self-confidence in achieving high-quality results and outcomes.

PERS.PK-2.1.1.1.5

demonstrates a personal trust, sense of belonging and self-confidence in achieving high-quality results and outcomes;

PERS.3-5.1.1.1.5

compares the interrelationships between human behavior, the environment, and its materials.

VIS.K-12.6.I.4.1

compares inter-relationships between human behavior, the environment, and materials used to create art.

VIS.K-12.6.P.1.3

MA.5.G.B.3

Describe the social needs addressed by belonging to a group.

HE.3.1.C.1.c

Explore media influences on public fear and resulting changes in human behavior.

HE.6.7.E.1.b

Describe and demonstrate personal artistic style and how to use it to maintain a positive body image (e.g., mindfulness, injury-prevention).

ARTS.5-6.D.Co.10

Demonstrate an increasing sense of belonging and awareness of their role as a member of a family, classroom, and community.

SDEV.PK.3.8

Demonstrate an increasing sense of belonging and awareness of their roles as members of families, classrooms, and communities.

APPR.PK.6.10

Demonstrate an increasing sense of belonging and awareness of their role as a member of a family, classroom, and community

SEL.PK.3B.2

SEL.PK.5C.2

With guidance and support, ask permission to use materials belonging to someone else.

SDEV.PK3.1.2.c

Describe feelings and moods evoked while observing works of art (e.g., sadness, anger, loneliness, happiness, fright, friendliness, excitement, peacefulness).

VIS.K.5.a

Identify works of art as belonging to particular cultures, times, or places.

VIS.K-3.4.3.2

Analyze ideas and recurring themes found in texts, such as bravery, loyalty, friendship, and loneliness.

LA.7.3.1.7 G.5

Biological communities in ecosystems are based on stable interrelationships and interdependence of organisms.

SCI.9-12.5.3.12.C.a

SOC.K-12.6.6.C.a

Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.

CRP.K-12.CRP9.1

Utilize acting skills to study human behavior and conflict resolution.

TH.6-8.1A.1

Explain the influence of genetic, evolutionary, and ethological research on an understanding of human behavior.

SOC.NCES.PSY.B.1.3

Respect another’s attempts to complete tasks independently.

SED.16.3.PK.C.CC3

Develop goals to promote personal wellness, mindfulness, confidence, and self regulation, and stretch mental and physical limits through activities in and about nature.

ENVI.3-5.ELS.C1.D.i.i

Design and implement a personal wellness plan that uses nature and outdoor activities to develop personal well-being, mindfulness, confidence, and self-regulation, and stretch mental and physical limits; describe how the plan mitigates safety risks inherent in outdoor activities.

ENVI.6-8.ELS.C1.D.m.ii

The role of radiation from the sun and its interactions with the atmosphere, ocean, and land are the foundation for the global climate system. Global climate models are used to predict future changes, including changes influenced by human behavior and natural factors.

SCI.9-12.SCI.ESS2.D.h

Examine the effects of discrimination on identity.

SOC.9-12.SS.BH1.b.h.i

Explore developmental theories (e.g., Piaget, Erikson, Maslow) as they relate to cultural bias.

SOC.9-12.SS.BH1.b.h.ii

Analyze the means by and extent to which groups and institutions can influence people, events, and cultures in both historical and contemporary settings.

SOC.9-12.SS.BH3.a.h.i

Become critically aware of ethnocentrism, its manifestations, and consequences in a world that is increasingly interconnected.

SOC.9-12.SS.BH3.a.h.ii

Hypothesize how changes in human behavior (e.g., organic agriculture, Genetically Modified Organisms, ecotourism) can result in changes that have effects on a global scale.

SOC.9-12.SS.Geog5.b.h

demonstrate an understanding of the fact that human behavior is influenced by culture; and

LOTE.K-12.114.25.EL.2.C

compare and contrast stress and stress-related issues for correctional personnel;

PUBS.10-12.13.C

demonstrate an understanding of the element
of character by adopting thoughts, feelings,
and gestures relevant to the role being played
(e.g., use facial expressions, body movement, and
words to respond in role to scenarios and questions;
express different points of view after reading a
picture book about issues of belonging and discrimination; work with a partner to create a short
scene that shows the importance of acceptance,
understanding, and inclusion)

Grade 1.B1.2

identify and describe the role of dance in the
community (e.g., performances as entertainment;
community dances as a way of socializing; traditional dances as a way of maintaining cultural
connectedness; dance classes for learning and
communicating)

Grade 3.A3.2

create two- and three-dimensional art works that express feelings and ideas inspired by their own and others’ points of view (e.g., a painting based on a photo montage about children’s rights and responsibilities; a coloured line drawing of an underwater setting or the view from an airplane that addresses environmental awareness by showing the interconnectedness of ecosystems; a painting of someone in a particular situation in which empathy for him or her is created through characterization)

Grade 5. D1.1

Self-Awareness and Sense of Identity apply skills that help them develop self-awareness and self-confidence as they participate in learning experiences in health and physical education, in order to support
the development of a sense of identity and a sense of belonging (e.g., Active Living:
create connections with peers through the discovery of shared enjoyment in various activities as they participate in DPA in the classroom; Movement Competence: describe how
their body feels when they move in different ways; Healthy Living: show an understanding of, and respect for, themselves and their bodies by using proper names for body parts)

Grade 1.A1.5

apply skills that help them develop self-awareness and self-confidence as they participate in learning experiences in health and physical education, in order to support the development of a sense of identity and a sense of belonging (e.g., Active Living: monitor their body’s physical and mental responses when they are participating in a physical activity; Movement Competence: after jumping, consider what they did well as they tried to land in a stable position, and what they could do better; Healthy Living: complete a checklist to monitor their daily care of their teeth and explain how the checklist can help build their awareness of health habits that contribute to their overall health)

Grade 2.A1.5

apply skills that help them develop self-awareness and self-confidence as they participate in learning experiences in health and physical education, in order to support the development of a sense of identity and a sense of belonging (e.g., Active Living: show awareness of family activities that support physical and mental health – such as family walks, family meals, and times for relaxing together – by explaining how they use a Healthy Living calendar on the fridge in their home to plan and record such activities; Movement Competence: check whether they feel stable when performing a static balance
and adjust their position if they do not; check to see if they are starting to feel more sure
of themselves as they practise static balances; Healthy Living: identify some of the characteristics that make them unique, showing an understanding that we all have things that
make us unique, whether they are visible on the surface or not, such as different abilities
and different physical attributes)

Grade 3.A1.5

demonstrate an understanding of how choices they make every day can have a positive impact on their mental health (e.g., taking time to identify what they are feeling [doing a “self check-in” regarding feelings]; getting adequate sleep; engaging in genuine, face-to-face social interaction; being physically active; using mindfulness strategies; having connections to responsible, caring adults; taking part in something “bigger” than themselves that involves giving back to the community)

Grade 4.D2.5

apply skills that help them build relationships, develop empathy, and communicate with others as they participate in learning experiences in health and physical education, in order to support healthy relationships, a sense of belonging, and respect for diversity (e.g., Active Living: work collaboratively with peers by taking turns leading warm-up activities; Movement Competence: listen closely to a partner’s ideas when working with them to create a developmental gymnastics sequence; Healthy Living: show respect for others by giving classmates encouragement and praise and by avoiding behaviours such as calling people names or excluding them; show respect for cultural and all other forms of diversity)

Grade 5.A1.4

apply skills that help them develop self-awareness and self-confidence as they participate in learning experiences in health and physical education, in order to support the development of a sense of identity and a sense of belonging (e.g., Active Living: monitor progress towards meeting their fitness goals, noting improvements and/or areas that need work; Movement Competence: describe how knowing their strengths and areas for improvement can help when they are learning new skills; Healthy Living:
describe things to think about when determining how they can help a friend who might
be experiencing mental health challenges, and identify the boundaries and limits on what
they can do on their own and when they might need to get help from a caring adult)

Grade 5.A1.5

apply skills that help them build relationships, develop empathy, and communicate with others as they participate in learning experiences in health and physical education, in order to support healthy relationships, a sense of belonging, and respect for diversity (e.g., Active Living: use encouraging words to support other students when participating in physical activities; show respect for the decisions and calls of teammates when they are serving as referees; Movement Competence: contribute ideas when working in a group to accomplish a collaborative task; Healthy Living: show awareness of how best to help others by asking questions and then helping in the way the person prefers; describe how you can let someone know how you feel about them in both verbal and non-verbal ways)

Grade 6.A1.4

apply skills that help them develop self-awareness and self-confidence as they participate in learning experiences in health and physical education, in order to support the development of a sense of identity and a sense of belonging (e.g., Active Living: identify which of the factors known to motivate participation in physical activity in most people are the strongest motivators for them; Movement Competence: assess their awareness of the technique they are using when catching throws of different speeds – are they remembering to move farther away when a ball is thrown hard and fast?; Healthy
Living: reflect on how stereotypes affect their self-concept, and identify other factors,
including acceptance by others, that influence their sense of themselves)

Grade 6.A1.5

apply skills that help them build relationships, develop empathy, and communicate with others as they participate in learning experiences in health and physical education, in order to support healthy relationships, a sense of belonging, and respect for diversity (e.g., Active Living: make adjustments to activities that will allow all group members to be included and to enjoy participating; Movement Competence: show readiness to receive a pass in a game by moving into position, making eye contact, and holding a hand out to act as a target; when the other team scores in a game of handball, say something supportive, such as “Good try!”, to the goalie; Healthy Living: explain how appreciating the things that make each person unique can contribute to positive relationship building; practise effective responses to a homophobic or racial slur directed at them or another student)

Grade 7.A1.4

apply skills that help them build relationships, develop empathy, and communicate with others as they participate in learning experiences in health and physical education, in order to support healthy relationships, a sense of belonging, and respect for diversity (e.g., Active Living: cooperate with others by respecting their choice of activities; encourage others when participating in activities like cross-country running; Movement Competence: work with a partner to try out different types of passes to evade opponents; congratulate opponents with sincerity when they make a good play; Healthy Living: explain the positive aspects and the risks associated with close personal relationships and different levels of physical intimacy; make adjustments to suit particular audiences – parents, peers, younger students, community members – when communicating to promote healthy eating)

Grade 8.A1.4

apply skills that help them develop self-awareness and self-confidence as they participate in learning experiences in health and physical education, in order to support the development of a sense of identity and a sense of belonging (e.g., Active Living explain how knowing themselves – their likes, dislikes, strengths, abilities, and areas for
growth – can help them determine which health-related and skill-related components of
fitness to focus on when developing their fitness plan; Movement Competence: monitor
improvements in their body control as they apply their understanding of the phases of
movement – preparation, execution, follow-through – to the refinement of a variety of
movement skills; Healthy Living: describe the importance of self-awareness in building
an understanding of identity, including gender identity and sexual orientation)

Grade 8.A1.5

analyse the impact on individuals (e.g., with reference to their self-concept, aspirations, notions of appropriate behaviour, relationships, sense of belonging or alienation) of stereotypical representations of gender in media and popular culture

Grade 11  Representations of Gender B3.2

analyse stereotypes found in the media and popular culture, and assess their impact (e.g., with reference to: personal aspirations, expectations, and assumptions; empathy; violent or oppressive behaviour; harassment and bullying; sense of belonging or alienation)

Grade 12 Media and Popular Culture B3.1

identify and describe the various components of personal well-being (e.g., emotional well-being, satisfaction, vitality, resilience, self-esteem, autonomy, competence, engagement, a sense of meaning and purpose, feelings of trust and belonging)

Grade 11 Personal Well-Being B1.1

analyse the role that family plays in socializing its members (e.g., with reference to the development of language, communication skills, confidence, competence, and self-esteem, and to the transmission of gender roles, culture, religion, and values such as respect for elders and for the environment)

Grade 12 Factors Affecting Social-Emotional
Development E3.1

explain how experiencing positive relationships with peers and others contributes to healthy social and emotional development in school-age children and adolescents (e.g., by strengthening their sense of belonging, sense of identity, and social skills)