Emotion Detective Game

Objective: Engage the student in role-playing to identify emotional triggers in different scenarios and practice suggesting effective calm-down strategies.

Materials Needed:

• Emotion Detective Scenario Cards (simple, kid-friendly situations)
• Timer or stopwatch
• Whiteboard or paper and markers

Setup:

1. Prepare 5–6 scenario cards describing common 4th-grade triggers (e.g., “A surprise quiz,” “Friend didn’t pick you for a game,” “Fire drill alarm,” “Homework lost,” “Loud cafeteria noise”).
2. Arrange seating so teacher and student can face each other.

Instructions:

1. Explain Rules (2 minutes)

• Tell the student they are the “Detective” whose job is to spot what feeling or trigger is at play in each scenario.
• After guessing the trigger, the student must pick one calm-down strategy they’ve learned (e.g., deep breathing, counting slowly, squeezing a stress ball).
• The teacher will give feedback and affirm correct responses or guide toward better strategy choices.

2. Role-Play Rounds (6 minutes)

• Draw one scenario card and read it aloud.
• Student says: “I think the trigger is…”
  
  
  
• Student then chooses a strategy: “I will try to calm by…”
  
  
  
• Teacher responds with praise if accurate or asks guiding questions if needed: “What physical sign might you notice first? Why is deep breathing helpful?”
• Repeat for 4–5 scenarios, keeping each round to about 1–1.5 minutes.

3. Debrief and Strategy Discussion (2 minutes)

• Ask the student which scenario felt most challenging and why.
  
  
  
  
  
  
• Prompt: “Which calm-down strategy would you like to practice more?”
• Encourage the student to explain how they will remember to use it in real situations.

Follow-up: Keep the scenario cards in a safe spot. Next session, mix in any new triggers the student reports experiencing to reinforce skill generalization.

My Calm-Down Plan

1. Identify My Triggers

When I feel: ________________________________________

2. Notice How My Body Reacts

I might notice (e.g., racing heart, sweaty palms):
________________________________________

3. Choose My Calming Strategy

My strategy will be: _______________________________
Because: ____________________________________

4. Plan My Steps to Calm Down

1. Step 1: _________________________________
   
   
2. Step 2: _________________________________
   
   
3. Step 3: _________________________________
   
   

5. My Calm-Down Location

A safe place I can go to calm down is:
________________________________________

6. Who Can Help Me?

I can ask for help from:
________________________________________

My Calm-Down Catchphrase

A short phrase I can say to myself (e.g., "I’ve got this"):
________________________________________

Guided Reflection Prompts

Teacher: "Great job today catching your triggers and practicing calm-down strategies! Now let’s talk about how it went."

Teacher: "Which strategy did you like the most? Why did it help you?"

• If the student hesitates: "Was it the deep breathing or the counting that felt easiest to do?"

Teacher: "How did your body feel before you tried that strategy? How did it feel afterward?"

• Prompt if needed: "Did your heart slow down? Did your shoulders relax?"

Teacher: "Can you think of a time today or tomorrow when you might use this strategy? Tell me about it."

• Follow-up: "Maybe when you hear a loud noise or feel nervous about a test?"

Teacher: "Who can you ask for help when you notice your trigger?"

• Suggestion: "You could talk to me, a friend, or another trusted adult."

Teacher: "Let’s plan to check in again on __________ (day/time). We’ll see how your calm-down plan is working and make changes if we need to. Does that sound good?"

Teacher: "I’m proud of you for trying these new skills. You’ve got this!"