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Empathy in Action

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Lesson Plan

Game Face Lesson Plan

Students will learn to recognize and support classmates experiencing big feelings and practice healthy competition in PE through discussion, role-play, and a reflection exercise focused on empathy and emotional regulation.

Promoting empathy and emotional regulation helps 7th graders build inclusive teams, reduce conflict, and create a supportive environment where everyone can enjoy competition and manage strong emotions.

Audience

7th Grade (Middle School Students)

Time

30 minutes

Approach

Interactive discussion, role-play, and guided reflection

Materials

Game Face Scenario Cards, Big Feelings Thermometer Chart, Emotion Regulation Strategies Guide, and Caring Competition Reflection Worksheet

Prep

Review and Prepare Materials

5 minutes

Step 1

Warm-Up Discussion

5 minutes

  • Gather students in a circle on the gym floor
  • Show the Big Feelings Thermometer Chart and ask: “What might it feel like to be at a 9 or 10 on this chart during a game?”
  • Encourage 2–3 volunteers to share a personal experience of big feelings in competition

Step 2

Role-Play Empathy

15 minutes

  • Divide students into groups of three and distribute three different Game Face Scenario Cards to each group
  • In each scenario, one student plays the upset teammate, one the peer supporter, and one an observer
  • Peer supporters practice using at least one strategy from the Emotion Regulation Strategies Guide
  • Observers give positive feedback: “I noticed you…” statements about empathy and calming techniques
  • Rotate roles until each student has tried all three parts

Step 3

Reflection Worksheet

5 minutes

  • Hand out the Caring Competition Reflection Worksheet
  • Ask students to answer prompts:
    • Describe a time you felt a big emotion during a game
    • Which strategy helped calm you or could help you next time?
    • How can you support a teammate who’s upset?

Step 4

Cool-Down and Debrief

5 minutes

  • Bring students back to the circle
  • Invite 2–3 students to share insights from their reflection
  • Summarize key takeaways: empathy, emotional regulation, inclusive teamwork
  • Encourage students to apply these skills in future PE activities
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Slide Deck

Game Face: Caring Competition

Supporting classmates with big feelings and practicing healthy competition in PE

Welcome students and introduce today’s focus: spotting big feelings in games and learning how to support each other while competing.

Today's Goals

• Recognize big emotions during play
• Practice empathy with teammates
• Use strategies to stay calm
• Reflect on how to support each other

Review the objectives one by one. Emphasize that we’ll practice empathy, self-regulation, teamwork, and reflection.

Big Feelings Thermometer

Imagine your feelings on a scale from 1 (chill) to 10 (overwhelmed).

• What physical sensations might a 9 or 10 feel like?
• How could that affect your game?

Display the Big Feelings Thermometer Chart on the board or projector. Ask volunteers to explain what the different levels feel like.

Warm-Up Discussion

Discussion Prompt:
“What might it feel like to be at a 9 or 10 on our thermometer during a game?”

• Share a time you’ve felt big emotions in competition.

Use a timer to keep this to 5 minutes. Encourage 2–3 volunteers to share real or hypothetical experiences.

Role-Play Empathy

  1. Form groups of 3
  2. Assign roles: Upset Teammate, Peer Supporter, Observer
  3. Peer Supporter uses one strategy from the guide
  4. Observer gives “I noticed you…” feedback
  5. Rotate until each student has all roles

Explain roles clearly. Circulate to each group, listen for the use of regulation strategies, and offer quick coaching.

Game Face Scenario Cards

Each card describes a common PE challenge:
• Teammate missed a shot and is frustrated
• A player feels left out
• Someone is too competitive and upset

Use these to practice empathy roles.

Pass out or direct students to the cards. Briefly read aloud one example scenario to model.

Emotion Regulation Strategies

Try these to calm big feelings:
• 4-count deep breaths
• Counting slowly to 10
• Positive self-talk (“I’ve got this!”)
• Quick stretch or brief break

Read through strategies out loud and model one (e.g., deep breathing). Encourage students to pick their favorite.

Caring Competition Reflection

On your worksheet, answer:
• Describe a time you felt strong emotions in a game
• Which strategy helped (or could help) you calm down?
• How can you support a teammate who’s upset?

Distribute the reflection worksheets now. Remind students they have 5 minutes to complete all prompts.

Cool-Down & Debrief

• Who has a key insight to share?
• Remember: Empathy + Regulation + Teamwork = Fun
• Challenge: Use one strategy or support a teammate next PE

Invite 2–3 students to share one insight each. Summarize with key takeaways and encourage applying these skills next class.

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Lesson Plan

Empathy in Action Lesson Plan

Students will learn what a 504 accommodation is and why it matters in PE, then practice supporting a younger classmate with big feelings using empathy, regulation strategies, and appropriate accommodations.

Understanding 504 accommodations fosters inclusive practices, builds empathy for peers with emotional challenges, and helps students create a supportive PE environment.

Audience

7th Grade (Middle School Students)

Time

30 minutes

Approach

Interactive discussion, mini-lecture, role-play, guided reflection

Materials

504 Accommodation Overview Handout, 504 Support Role-Play Cards, Big Feelings Thermometer Chart, Emotion Regulation Strategies Guide, and Caring Competition Reflection Worksheet

Prep

Prepare Lesson Materials

5 minutes

Step 1

Warm-Up Discussion

5 minutes

  • Have students sit or stand in a circle in the gym
  • Show the Big Feelings Thermometer Chart and ask: “What physical sensations might someone feel at a 9 or 10 during a game?”
  • Invite 2–3 volunteers to share personal examples of big feelings in competition

Step 2

Introduction to 504 Accommodations

5 minutes

  • Explain that a 504 plan provides legal accommodations for students with disabilities
  • Distribute the 504 Accommodation Overview Handout
  • Review key points: purpose of a 504, common accommodations in PE (e.g., extra breaks, flexible rules)
  • Ask: “How could these accommodations help a classmate who feels overwhelmed or overly competitive?”

Step 3

Role-Play Empathetic Support

15 minutes

  • Split students into groups of three and give each group a set of 504 Support Role-Play Cards
  • Assign roles:
    • Student with big feelings (under 504)
    • Peer supporter
    • Observer
  • Peer supporters must use at least one strategy from the Emotion Regulation Strategies Guide and one accommodation from the handout
  • Observers listen and provide an “I noticed you…” feedback at the end of each round
  • Rotate roles so everyone practices each part

Step 4

Reflect & Debrief

5 minutes

  • Hand out the Caring Competition Reflection Worksheet
  • Prompt students to write:
    • Describe a challenge you noticed in the role-play
    • Which regulation strategy or accommodation was most helpful?
    • How will you support classmates in future PE activities?
  • Invite 2–3 volunteers to share one key insight and close with: “Empathy + Accommodation + Regulation = Inclusive Play”
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Slide Deck

Empathy in Action: 504 Accommodations in PE

Understanding how 504 plans support classmates with big feelings in PE and build inclusive play.

Welcome students and introduce today’s focus: understanding 504 accommodations in PE and how they help classmates with big feelings. Explain that we’ll learn, practice, and reflect.

Today's Objectives

• Define what a 504 accommodation is
• Identify common 504 accommodations in PE
• Practice empathetic support through role-play
• Reflect on supporting inclusive play

Review each objective briefly. Emphasize that we’ll define 504 accommodations, see examples in PE, practice empathy through role-play, and reflect on inclusive strategies.

What is a 504 Accommodation?

Definition:
A 504 plan is a legal agreement that provides accommodations for students with disabilities, ensuring they can fully participate in school activities, including PE.

Explain: a 504 plan is part of federal law to ensure students with disabilities get the supports they need. Distribute the 504 Accommodation Overview Handout and refer students to it for details.

Common 504 Accommodations in PE

• Extra scheduled breaks
• Modified rules or equipment
• Access to a quiet or calming space
• Visual reminders and cues

Discuss each accommodation and ask students how it could help someone feeling overwhelmed or overly competitive in PE.

Big Feelings Thermometer

Imagine your feelings on a scale from 1 (calm) to 10 (overwhelmed).

• What physical sensations might a 9 or 10 feel like?
• How could big feelings affect your game?

Display the Big Feelings Thermometer Chart on the board. Ask volunteers to describe what 9 or 10 might feel like physically and how big feelings could impact play.

Role-Play Empathetic Support

  1. Form groups of three
  2. Assign roles: Student under 504, Peer Supporter, Observer
  3. Peer Supporter: use one strategy from Emotion Regulation Strategies Guide and one accommodation from your handout
  4. Observer: provide “I noticed you…” feedback
  5. Rotate roles so everyone tries each part

Explain the role-play steps. Hand out the 504 Support Role-Play Cards. Circulate as groups practice, coaching on using both a regulation strategy and an accommodation.

504 Support Role-Play Cards

Use these cards to guide your role-play:
• A student feels too anxious to participate in a relay race
• A student is frustrated after missing a shot repeatedly
• A student needs a break to manage overwhelming feelings

Discuss solutions using accommodations and strategies.

Briefly read one example scenario aloud. Distribute cards and encourage students to discuss the scenario in their groups before starting the role-play.

Reflection & Debrief

On your worksheet, answer:
• What challenge did you notice in the role-play?
• Which strategy or accommodation was most helpful?
• How will you support classmates in future PE activities?

Share one key insight.

Distribute the Caring Competition Reflection Worksheet. Give students 5 minutes to write. Invite 2–3 volunteers to share insights and close with the takeaway: “Empathy + Accommodation + Regulation = Inclusive Play.”

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Empathy in Action • Lenny Learning