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Chill Skills Lab

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Lesson Plan

Regulation Lab Rotations

In this 30-minute lab, 10th graders will model, practice, and teach back 4-7-8 breathing and 5-4-3-2-1 grounding steps to internalize self-regulation techniques.

Building emotional regulation skills empowers students to manage stress, improve focus, and enhance resilience. This lab equips them with practical tools to support mental well-being in and out of the classroom.

Audience

10th Grade

Time

30 minutes

Approach

Model, station rotations, peer coaching, and teach-back.

Materials

Prep

Prepare Materials

10 minutes

Step 1

Warm-Up: Technique Choice

5 minutes

  • Display slide 1 of Chill Skills Visual Guides.
  • Invite students to recall a recent stress moment and share briefly with a neighbor.
  • Ask each student to choose: 4-7-8 breathing or 5-4-3-2-1 grounding for today’s practice.
  • Differentiation (MTSS): Provide sentence starters on the board and allow word banks for EL learners.

Step 2

Model and Practice

7 minutes

  • Teacher models 4-7-8 breathing using 4-7-8 Breathing Coach Cards, narrating each step.
  • Teacher models 5-4-3-2-1 grounding with 5-4-3-2-1 Grounding Map.
  • Students practice both techniques alongside the teacher.
  • Differentiation (MTSS): Use think-aloud prompts and pair students to observe peer models.

Step 3

Station Rotations

10 minutes

  • Divide class into two groups; alternate stations at 5-minute intervals.
    • Station A: Follow 4-7-8 Breathing Coach Cards.
    • Station B: Follow 5-4-3-2-1 Grounding Map.
  • Students work in pairs, taking turns leading and coaching.
  • Teacher circulates, offering targeted feedback.
  • Differentiation (MTSS): Assign mixed-ability pairs and provide amplified instructions for Tier 2 support.

Step 4

Record Steps

5 minutes

  • Distribute My Top Two Techniques.
  • Students jot down each chosen technique’s steps in their own words.
  • Encourage use of bullet points or numbered lists.
  • Differentiation (MTSS): Offer step-by-step templates or allow audio recordings for students who need alternative formats.

Step 5

Exit Ticket: Skill Check

3 minutes

  • Hand out Exit Ticket Skill Check.
  • Each student has 20 seconds to teach back one technique to a peer or record a quick video/audio clip.
  • Collect tickets or verify digital submissions.
  • Differentiation (MTSS): Allow choice of written, verbal, or recorded response based on student preference.
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Slide Deck

Chill Skills Lab Visual Guides

Practice two simple techniques to manage stress and build emotional resilience.

Welcome to the Chill Skills Lab! Today we'll explore and practice two self-regulation techniques: 4-7-8 breathing and 5-4-3-2-1 grounding.

Learning Objectives

  • Demonstrate 4-7-8 breathing technique from memory
  • Demonstrate 5-4-3-2-1 grounding exercise from memory
  • Use these tools to self-regulate in real-life moments

Read the objectives and emphasize how these skills help manage stress and build resilience.

4-7-8 Breathing Steps

  1. Sit comfortably with a straight spine.
  2. Inhale quietly through your nose for a count of 4.
  3. Hold your breath for a count of 7.
  4. Exhale fully through your mouth for a count of 8.
  5. Repeat the cycle 4 times.

Model each step slowly and encourage students to follow along. Highlight the importance of timing.

5-4-3-2-1 Grounding Steps

  1. Name 5 things you can see around you.
  2. Name 4 things you can touch and describe their textures.
  3. Name 3 things you can hear right now.
  4. Name 2 things you can smell.
  5. Name 1 thing you can taste.

Demonstrate how to engage each sense, use a calm and clear tone, and invite students to practice with you.

Station Rotations

Station A: 4-7-8 Breathing (5 minutes)
Station B: 5-4-3-2-1 Grounding (5 minutes)
• Work in pairs; take turns leading and coaching each other
• Teacher will circulate and provide feedback
• After 5 minutes, rotate to the next station

Explain the station setup, group assignments, rotation timing, and peer coaching expectations.

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Activity

4-7-8 Breathing Coach Cards

Use these cards in pairs or small groups to guide each other through the 4-7-8 breathing technique. One student reads the Instructions and Prompt aloud, while the “coach” listens and offers the Coaching Tip.

Card 1: Step 1 – Set Your Posture
• Instructions: Sit comfortably with a straight spine and feet flat on the floor. Rest your hands in your lap.
• Prompt: How does your body feel when you lengthen your spine?
• Coaching Tip: Gently remind your partner to relax their shoulders and unclench their jaw.




Card 2: Step 2 – Inhale Slowly
• Instructions: Inhale quietly through your nose for a count of 4 seconds.
• Prompt: What sensations do you notice as the air fills your lungs?
• Coaching Tip: If your partner rushes the inhale, encourage a slower count.




Card 3: Step 3 – Hold the Breath
• Instructions: Hold your breath for a count of 7 seconds.
• Prompt: What do you observe in your body when you pause the breath?
• Coaching Tip: Remind them to keep their body relaxed during the hold.




Card 4: Step 4 – Exhale Fully
• Instructions: Exhale completely through your mouth for a count of 8 seconds, making a soft “whoosh” sound.
• Prompt: How does the exhale feel different from the inhale?
• Coaching Tip: Suggest they purse their lips slightly to control the airflow.




Card 5: Step 5 – Repeat the Cycle
• Instructions: Repeat steps 1–4 for a total of four cycles.
• Prompt: After one full cycle, what changes do you notice in your body or mind?
• Coaching Tip: If they lose track, count out loud with them to maintain rhythm.

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Activity

5-4-3-2-1 Grounding Map

Use this map to guide your grounding exercise and record your observations. Move through each step slowly, engaging your senses and noting what you notice.

  1. See (5 things you can see around you):






  1. Touch (4 things you can touch; describe their textures):






  1. Hear (3 things you can hear right now):






  1. Smell (2 things you can smell):






  1. Taste (1 thing you can taste):






After completing each step, take a deep breath and notice how your body and mind respond. Feel free to add extra notes or doodles in the margins!

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Worksheet

My Top Two Techniques

Use this worksheet to record the key steps of each self-regulation technique in your own words and reflect on how a
nd when you’ll use them. You can refer to the 4-7-8 Breathing Coach Cards and the 5-4-3-2-1 Grounding Map as needed.

Technique 1: _________________________

Name of Technique: (e.g., 4-7-8 Breathing or Grounding)

Steps (in your own words):

  1. ____________________________________________





  2. ____________________________________________





  3. ____________________________________________





  4. ____________________________________________





  5. ____________________________________________





Reflection:

  • When might I use this technique?










  • How did my body and mind respond when I practiced?










Technique 2: _________________________

Name of Technique: (e.g., 4-7-8 Breathing or Grounding)

Steps (in your own words):

  1. ____________________________________________





  2. ____________________________________________





  3. ____________________________________________





  4. ____________________________________________





  5. ____________________________________________





Reflection:

  • When might I use this technique?










  • How did my body and mind respond when I practiced?










Comparing My Techniques

  1. Which technique helped me calm down the most, and why?










  2. In what real-life situation will I first try using my favorite technique?










  3. What reminder or cue can I set up to help me remember to practice this skill?










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Cool Down

Exit Ticket: Skill Check

Instructions: In the next 20 seconds, teach back one self-regulation technique (4-7-8 breathing or 5-4-3-2-1 grounding) to a peer OR record a quick audio/video clip explaining the steps. Then complete the prompts below. You may choose your response format: written, audio, or video.

Your Name: ________________________
Partner’s Name (if applicable): ________________________
Chosen Technique: ________________________

  1. Step I explained (in my own words):





  2. Something my partner noticed or commented on:





  3. How confident do I feel using this technique on my own?





  4. My next action to remember this skill (e.g., set a reminder, practice daily):





Response format:
( ) Written response
( ) Audio recording
( ) Video recording

Thank you for sharing! Please hand this ticket to the teacher or submit your recording now.

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