Feeling Faces Activity

Objective: To help students recognize and identify basic emotions.

Materials:

• Pictures or cards of faces showing happy, sad, mad, and scared emotions (or draw them on the board).
• Emotion word cards (Happy, Sad, Mad, Scared).

Instructions:

1. Match the Faces (10 minutes):

   • Hold up an emotion word card (e.g., "Happy").
   • Ask students to point to the face card that matches the word, or if you're drawing on the board, point to the correct drawing.
   • Discuss briefly what makes that face look like that emotion.
   • Repeat for all basic emotions (sad, mad, scared).

2. Act It Out (Optional - 5 minutes):

   • Call out an emotion word (e.g., "Mad!").
   • Ask students to make a face and body posture that shows that emotion.
   • Encourage them to gently exaggerate their expressions.
   • Provide positive feedback for their efforts.

Differentiation:

• For students needing more support, provide only two contrasting emotion cards at a time.
• For students needing a challenge, ask them to name an additional emotion not covered.

My Feelings Journal: Today I Feel...

Instructions: Draw a picture of how you are feeling right now in the box below. Then, try to write one word or a short sentence about why you feel that way.

Feeling Face:












Why I feel this way:

Calm Down Tools Activity

Objective: To introduce and practice simple calming strategies for managing big emotions.

Materials:

• A designated "Calm Down Corner" or quiet space.
• Examples of calming tools: a soft stuffed animal, a stress ball, a pinwheel (for breathing practice), colorful beads or a glitter jar, a quiet picture book.

Instructions:

1. Introduce the Calm Down Corner (5 minutes):
   • Gather students around the designated "Calm Down Corner" (or point to where it will be).
   • Explain that this is a special place where they can go if their feelings get too big and they need a moment to calm down.
   • Emphasize that it's not a

My Calming Choices

Instructions: Look at the pictures below. Circle the calming tools or ideas that you think might help you feel calm when your feelings get big.
Then, draw your own calming idea in the empty box!

Calming Choices

1. Deep Breaths
   (Picture of a child taking a deep breath)
   
   
   
   
   
   
   

2. Counting to 5
   (Picture of a child counting on their fingers)
   
   
   
   
   
   
   

3. Hug a Stuffed Animal
   (Picture of a child hugging a teddy bear)
   
   
   
   
   
   
   

4. Quiet Time with a Book
   (Picture of a child looking at a book)
   
   
   
   
   
   
   

My Own Calming Idea!

Draw your own idea for how you can calm down when you have big feelings:

The Great Sharing Game

Objective: To provide a fun, hands-on opportunity for students to practice sharing and taking turns.

Materials:

• 2-3 appealing toys or sets of materials that students might want to use simultaneously (e.g., a small set of building blocks, play-doh and tools, a favorite picture book, crayons for a shared drawing).
• A timer (optional, for explicit turn-taking).

Instructions:

1. Set the Stage (2 minutes):

   • Place the shared materials in the center of the group.
   • Remind students of the importance of sharing and taking turns, building on the previous discussion from the Sharing is Caring Slide Deck.
   • Explain the rules clearly: "We will all try to use these toys together. If more than one person wants the same toy, we need to ask politely to share or decide who gets the first turn and for how long."

2. Guided Play with Sharing (8 minutes):

   • Allow students to begin playing with the materials.
   • Observe closely. When a conflict arises (e.g., two students reach for the same item), intervene gently.
   • Model and Coach: Ask, "What can we say to share?" or "How can we take turns with this?" You might suggest: "Maybe one person uses it for two minutes, and then the other person gets a turn."
   • Praise good sharing: Actively point out and praise instances of students sharing or taking turns successfully: "I saw [Student A] offering to share the blocks with [Student B]! That was great sharing!" or "[Student C] waited patiently for their turn with the play-doh. Excellent turn-taking!"

3. Reflect and Reinforce (2 minutes):

   • After the game, gather students and ask: "What was easy about sharing? What was hard? How did it feel when you shared? How did it feel when someone shared with you?"
   • Reiterate that sharing and taking turns help everyone have more fun.

Differentiation:

• For more support: Explicitly set a timer for turns (e.g.,

Sharing & Turn-Taking Discussion Prompts

Use these prompts to guide a conversation with your students after playing the sharing game or discussing social skills.

1. Thinking about Sharing:

   • What does it mean to share something?
     
     
     
   • Why is sharing important when we play with friends or work in a group?
     
     
     
   • How does it feel when you share your favorite toy with a friend?
     
     
     
   • How does it feel when a friend shares their toy with you?
     
     
     

2. Thinking about Taking Turns:

   • What does it mean to take turns?
     
     
     
   • Why do we need to take turns, especially when there's only one of something everyone wants to use?
     
     
     
   • What can you say or do if you want a turn with something a friend is using?
     
     
     
   • What can you say or do if a friend wants a turn with something you are using?
     
     
     

3. Challenges and Solutions:

   • Was there anything tricky about sharing or taking turns today? What happened?
     
     
     
   • What could we do next time if we find it hard to share or take turns?
     
     
     
   • Can you think of a time when sharing made everyone feel happy? Tell us about it!
     
     
     

Listening Ears Activity

Objective: To practice active listening and following multi-step oral instructions.

Materials:

• No specific materials needed, just the teacher and students!

Instructions:

1. Explain "Listening Ears" (2 minutes):

   • Tell students: "Today we're going to play a game with our listening ears! I will give you some instructions, and your job is to listen carefully and do exactly what I say."
   • Emphasize the importance of listening without talking or interrupting.

2. Practice Following Instructions (8 minutes):

   • Start with one-step instructions, then move to two or three steps as students get better.
   • Examples:
     • "Touch your nose."
     • "Clap your hands twice."
     • "Stand up and touch your toes."
     • "Pat your head, then stomp your foot once."
     • "Wiggle your fingers, then turn around, then sit down."
   • Observe and Praise: Notice who is listening carefully and praise specific actions: "[Student A], you had super listening ears and followed all the steps!" If students miss a step, gently re-state the instruction or break it down.

3. Reflect (2 minutes):

   • Ask: "Why was it important to listen carefully in this game? What happened if you didn't hear all the steps?" Link it back to listening in class for instructions.

My Cooperation Story

Instructions: Think about a time you worked with friends or classmates to do something. Draw a picture of you and your friends cooperating. Then, write or tell about what you did to help each other.

My Cooperation Picture:

What we did together:

Safety Choices Discussion Cards

Use these scenarios to prompt discussion about safe and unsafe situations and appropriate responses. For each card, ask:

• "Is this a safe choice or an unsafe choice?"
• "What should you do in this situation?"
• "Who could you tell or ask for help?"

Scenario 1: Lost in the Store

You are at the big store with your grown-up, and suddenly you can't see them anymore! You are all alone near a lot of toys.

Scenario 2: Stranger Offers Candy

A grown-up you don't know comes up to you outside of school and offers you a yummy piece of candy, asking you to come with them.

Scenario 3: Playing with Fire

You see a shiny box of matches on the kitchen counter. You know grown-ups use them for candles, and you are curious what will happen if you light one.

Scenario 4: Hurt on the Playground

You fell on the playground and scraped your knee. It hurts a little, and you see some blood.

Scenario 5: Secret Keeping

Someone tells you a secret and says you can't tell anyone, not even your grown-up, because it's a

Who Are My Trusted Adults?

Instructions: Draw pictures of the trusted adults in your life. These are people you can go to if you feel unsafe, scared, or need help. You can draw adults from home, school, or your community!

My Trusted Adults

1. Trusted Adult 1:
   
   
   
   
   
   
   
   

2. Trusted Adult 2:
   
   
   
   
   
   
   
   

3. Trusted Adult 3:
   
   
   
   
   
   
   
   

Remember: It's important to know who your trusted adults are and to tell them if you ever need help or feel unsafe!

Classroom Community Project: Our Kindness Tree

Objective: To collaboratively create a visual representation of kindness within our classroom community, reinforcing positive social behaviors and individual responsibility.

Materials:

• Large sheet of brown paper or butcher paper (for the tree trunk and branches).
• Green paper (for leaves), or various colors if preferred.
• Markers, crayons, glue, scissors (child-safe).
• Small slips of paper or sticky notes for writing/drawing acts of kindness.

Instructions:

1. Introduce the Project (3 minutes):

   • Gather students and explain: "We are going to make a 'Kindness Tree' for our classroom community! This tree will show all the wonderful kind things we do for each other and for our classroom."
   • Show them the prepared tree trunk (or draw it together).

2. Brainstorm Acts of Kindness (5 minutes):

   • Ask students: "What does kindness look like in our classroom? What kind things can we do for our friends or our teacher?" (e.g., sharing a toy, saying 'please' and 'thank you,' helping a friend clean up, giving a compliment).
   • Write down their ideas where all can see, or draw small pictures to represent them.

3. Create Kindness Leaves (10 minutes):

   • Give each student a few green (or colored) paper leaves and small slips of paper.
   • Option 1 (Writing/Drawing): Have students draw or dictate an act of kindness they have done, seen, or would like to do, onto a small slip of paper. They can then glue this slip onto a leaf.
   • Option 2 (Pre-written): Have pre-written simple acts of kindness (e.g., "I shared," "I helped clean up") that students can choose, glue onto a leaf, and then draw a picture next to it.
   • Attach to Tree: Help students glue their decorated leaves onto the branches of the Kindness Tree.

4. Display and Reflect (2 minutes):

   • Display the Kindness Tree in a prominent place in the classroom.
   • Congratulate the students on their teamwork and contributions. Remind them that every time they are kind, they add a new leaf to our community tree!

Differentiation:

• For more support: Provide sentence starters or pre-drawn pictures for students to color and attach.
• For a challenge: Ask students to think of an act of kindness they could do for someone outside the classroom community (e.g., at home, in the library).

My Community Helper Activity

Objective: To help students visualize and express how they contribute positively to their classroom community.

Materials:

• Paper for drawing.
• Crayons, markers, or colored pencils.

Instructions:

1. Explain "Community Helper" (3 minutes):

   • Remind students that everyone in our classroom community is a helper. Ask: "What kind of helpers do we have in our classroom?" (e.g., a line leader, a door holder, a friend who shares, someone who helps clean).
   • Explain that they are all important community helpers.

2. Draw Your Contribution (7 minutes):

   • Give each student a piece of paper and drawing supplies.
   • Prompt: "Draw a picture of yourself being a community helper in our classroom. What do you do to help our community? Maybe you help a friend, clean up toys, or share your ideas!"
   • Encourage them to draw details of their helping action and their happy face as a helper.

3. Share (Optional - 2 minutes):

   • If time permits, invite a few students to share their drawings and describe what kind of community helper they are and how they help.

Differentiation:

• For more support: Provide sentence starters like "I help by _________" for those who can write, or offer pre-drawn outlines of people for students to customize.
• For a challenge: Ask students to also draw or write who they helped or how their action made the community better.