Guided Breathing Script

Teacher (calm, steady voice):
“Okay, everyone, let’s get ready for our breathing exercise. First, find a comfortable seat. Sit up tall with your feet on the floor and your hands resting gently in your lap. If it feels okay, softly close your eyes; if not, pick a spot on the floor to gaze at.

We’re going to breathe in through our nose for a slow count of four, hold for a count of two, and then exhale through our mouth for a count of six. This helps our bodies relax and our minds clear.

Let’s try it together:

1. Inhale quietly through your nose—1…2…3…4.
2. Hold that breath gently—1…2.
3. Exhale slowly through your mouth—1…2…3…4…5…6.

Take another breath with me:

1. Breathe in—1…2…3…4.
2. Hold—1…2.
3. Breathe out—1…2…3…4…5…6.

One more time:

1. Inhale—1…2…3…4.
2. Hold—1…2.
3. Exhale—1…2…3…4…5…6.

As you breathe, notice how your belly and chest rise and fall. If your mind wanders, that’s okay—just gently bring your attention back to counting your breath.

(After final exhale, pause for 5–10 seconds.)

Teacher (softly):
“Now, slowly bring your attention back to our classroom. Gently open your eyes if they were closed. Take a moment and notice how your body feels.

How do you feel now compared to before we started?”

Pause and invite 2–3 students to share.

Mindful Moments Reflection Worksheet

Student Name: _______________________ Date: _______________

1. Stress Trigger

Describe a situation that often makes you feel stressed or anxious.

2. Chosen Mindfulness Technique

Which mindfulness technique will you use in this situation? (For example, deep breathing using the Guided Breathing Script, body scan, or mindful observation.)

3. Practice Plan

When and where will you practice this technique? Be as specific as possible about time, place, and how often you’ll do it.

4. Expected Outcome

How do you think this technique will help you manage your stress? What changes do you anticipate noticing in your body or mind?

5. Reflection After Practice

After you try your chosen technique, write down how you felt, what you noticed, and any adjustments you’d make for next time.

Tip: Refer back to the Guided Breathing Script for pacing and cues during your practice.

Mindful Moments Warm-Up (5 minutes)

Materials: Index cards, pens/pencils

1. Quick Mindful Observation (2 minutes)

• Ask students to sit quietly and look around the room.
• Prompt: “Notice one object, color, or sound you hadn’t really paid attention to before.”
• On an index card, write down what you observed and one word describing how noticing it makes you feel.

2. Pair Share (3 minutes)

• Have students turn to a partner and share:
  1. What did you notice?
  2. How did it make you feel?
• Encourage them to listen without interrupting and to thank their partner for sharing.

When pairs finish, invite 2–3 volunteers to briefly share their observations with the whole class.

Transition: Explain that noticing our present moment—just like noticing that object—helps us understand how stress shows up in our bodies and minds. Today we’ll learn exercises to help us stay calm and focused.

Sensory Scavenger Hunt

Time: 10 minutes
Objective: Practice present-moment awareness by mindfully noticing details through all five senses.
Audience: 7th grade mindfulness lesson extension

Materials

• Printed scavenger hunt checklist (see below)
• Clipboards or tablets (optional)
• Pencils or pens

Instructions

1. Explain the Activity (1 minute)
   • Tell students that they’ll move quietly around the classroom (or designated space) to notice one thing for each sense.
   • Emphasize: “Stay mindful—move with soft steps, keep voices low, and really notice the world around you.”
2. Distribute Checklist (1 minute)
   • Hand out the scavenger hunt sheet (or display on the board).
   • Quickly review each item so everyone knows what to look for.
3. Hunt Time (6 minutes)
   • Start a timer for six minutes.
   • Students circulate individually or with a partner and write down or sketch an example for each sense:Sight
   • Something small or easily overlookedHearing
   • A soft or background soundSmell
   • A scent you can detect (e.g., pencil shavings, a book, hand sanitizer)Touch
   • A texture that feels interesting (e.g., the edge of a desk, fabric, a plant leaf)Taste
   • A safe-to-taste item (e.g., a mint, a piece of fruit, or simply the taste in your mouth; no peanut products)
4. Pair & Share (2 minutes)
   • Have students team up and share one item from their list.
   • Prompt: “Which sense was easiest—and which was hardest—to focus on? Why?”
5. Whole-Class Debrief (1 minute)
   • Invite 2–3 volunteers to share a surprising find.
   • Ask: “How did slowing down and noticing help you feel more present?”

Sensory Scavenger Hunt Checklist

Tip: If you can’t taste anything right now, describe a flavor memory or the current taste in your mouth.

Follow-Up Reflection (for Exit Ticket)

1. Which sense did you connect with most easily? Why?
   
   
   
   
   
   
2. How did focusing on each sense change how you felt in your body or mind?
   
   
   
   
   
   

Modifications & Supports

• Visual Supports: Provide picture symbols next to each sense label for students who need language scaffolds.
• Partnering: Pair students so one reader/writer can support another.
• Alternative Tasks: For students with sensory sensitivities, allow them to describe a memory instead of seeking a real stimulus.
• Extra Time: Extend the hunt period for students who need more processing time.

Calming Visualization

Time: 8–10 minutes
Objective: Guide students through a mental imagery exercise to reduce stress, deepen relaxation, and practice focused attention.
Audience: 7th Grade (Middle School Students)

Materials

• Optional soft background music or nature sounds
• A quiet, dimly lit space
• (Optional) Picture of a serene scene (forest, beach, mountain) displayed or printed

Instructions

1. Setup & Introduction (1 minute)
   • Ask students to find a comfortable seated or lying position, with eyes softly closed or gently gazing downward.
   • Explain: “We’re going to take a short mental trip to a peaceful place in our imagination. This helps calm our mind and body.”
2. Guided Visualization (6–7 minutes)
   • Speak slowly, using a calm, even tone. Pause between sentences to allow students to visualize.Teacher Script:
   “Imagine you’re arriving at a place where you feel completely safe and peaceful. It might be a warm beach, a quiet forest, a cozy room—anywhere you choose.First, notice what you see around you. What colors and shapes fill your view?
   
   
   
   
   
   
   
   
   
   
   Now, listen carefully. What gentle sounds do you hear? Waves lapping, leaves rustling, soft music in the distance?
   
   
   
   
   
   
   
   
   
   
   Next, tune in to any scents: salty sea air, fresh pine needles, blooming flowers, or perhaps the smell of a crackling fireplace.
   
   
   
   
   
   
   
   
   
   
   Feel the temperature on your skin. Is there a warm breeze or a cool shade? Notice the ground beneath you—soft sand, mossy earth, or a smooth wooden floor.
   
   
   
   
   
   
   
   
   
   
   Take a slow, deep breath in… and as you exhale, imagine releasing any tension or worries from your body.
   
   
   
   
   Stay here for a few more moments, exploring your peaceful place with all your senses. If your mind wanders, gently bring it back to the details you’ve imagined.”
   
   
   
   
   • Allow a quiet pause of 20–30 seconds for students to continue visualizing in silence.
3. Slow Return & Check-In (1–2 minutes)
   • Prompt: “When you’re ready, start to notice your actual surroundings again—feel the chair or floor beneath you, hear the sounds in the room.”
   • Ask students to take three natural breaths, then slowly open their eyes if closed.
   • Invite 2–3 volunteers to share one detail they noticed in their peaceful place and how they feel now compared to before the exercise.

Follow-Up Reflection (Exit Ticket)

1. What imagery or sense stood out most in your visualization?
   
   
   
   
   
   
2. How did your body and mind feel after the exercise?
   
   
   
   
   
   

Modifications & Supports

• Audio Recording: Provide a recorded version of the script for students who benefit from hearing consistent pacing.
• Visual Aid: Display a calming image to prompt ideas for their mental scene.
• Simplified Language: Offer a script with bullet points for students with processing delays.
• Alternative Expression: Allow students to draw their peaceful place instead of writing, or share verbally with a partner.
• Extended Time: Give additional silent visualization time for students who need slower pacing.