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Netiquette Navigators: Surf Smart, Stay Safe!

Lesson Plan

Netiquette Navigators

Students will be able to identify at least two rules for online safety and name one trusted adult to talk to about online concerns.

Learning online safety early helps students navigate the internet responsibly, protect their personal information, and know how to seek help, fostering a safe and positive digital experience.

Audience

Kindergarten - 4th Grade

Time

30-40 minutes

Approach

Interactive discussion, visual examples, and a hands-on activity.

Materials

Smartboard or Projector, Surf Smart Slide Deck, Online Safety Check-In Warm-Up, My Safe Surfing Worksheet, My Safe Surfing Answer Key, My Online Safety Promise Cool-Down, Pencils, and Crayons/Colored Pencils

Prep

Teacher Preparation

15 minutes

Step 1

Warm-Up: Online Safety Check-In

5 minutes

Step 2

Introduction: What is Online Safety?

7 minutes

  • Introduce the concept of online safety using the first few slides of the Surf Smart Slide Deck.
  • Discuss that the internet is a fun place but also has rules to keep us safe. Emphasize that knowing these rules helps us be smart online.

Step 3

Exploring Safe Surfing Rules

10 minutes

  • Continue through the Surf Smart Slide Deck, discussing key online safety rules:
    • Not sharing personal information (name, address, phone number, school).
    • Not talking to strangers online.
    • Being careful what they click on (pop-ups, unfamiliar links).
  • Use visuals and simple scenarios to illustrate each rule. Ask questions like, 'Why shouldn't we tell a stranger our address?'

Step 4

Activity: My Safe Surfing Worksheet

10 minutes

  • Distribute the My Safe Surfing Worksheet.
  • Explain the activity: Students will draw or write about safe and unsafe online behaviors.
  • Circulate to assist students, providing guidance and encouragement.

Step 5

Cool-Down: My Online Safety Promise

5 minutes

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Slide Deck

Netiquette Navigators: Surf Smart, Stay Safe!

Learning how to be safe and smart on the internet!

Welcome students and introduce the exciting journey of becoming a Netiquette Navigator! Ask them if they know what the internet is or how they use computers/tablets.

What is the Internet?

The internet is like a giant library and playground where we can learn, play games, and see cool things! But just like a real playground, we need rules to stay safe.

Explain the internet in a simple, relatable way. Emphasize that it's a tool with great potential but also requires careful use, just like tools in real life.

Rule #1: My Private Info is MINE!

Never share your name, address, phone number, school, or pictures of yourself with anyone online you don't know in real life. Keep your secrets safe!

Discuss what personal information is and why it's important to keep it private. Use examples: 'Would you tell a stranger on the street your home address? No! The internet is the same.'

Rule #2: Online Strangers are Strangers!

Only talk to people online who you know and trust in real life, like family and friends. Never make plans to meet someone new from the internet.

Reinforce the concept of stranger danger in the online world. Explain that people online might not be who they say they are. Stress that meeting online friends in person is a big NO.

Rule #3: Think Before You Click!

Be careful what you click on! Ask a grown-up before clicking on pop-ups, links from people you don't know, or things that look strange. Some clicks can cause problems!

Explain the dangers of random clicking. Use analogies like: 'Would you open a strange package without asking a grown-up first?'

Who Can I Trust Online?

If something online makes you feel worried, scared, or confused, tell a trusted grown-up right away! This could be a parent, teacher, or another family member.

Emphasize the importance of open communication with trusted adults. Reassure students that it's never their fault if something bad happens online and it's always okay to ask for help.

Time to Be a Safe Surfer!

Now you get to show what you've learned on your My Safe Surfing Worksheet!

Transition to the worksheet activity. Remind students to use the rules they just learned.

You Are a Netiquette Navigator!

Keep practicing your online safety rules to stay safe and smart on the internet!

Conclude the lesson by praising their efforts and reminding them that online safety is an ongoing practice.

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Warm Up

Online Safety Check-In Warm-Up

Think about a time you used the internet (on a computer, tablet, or phone). What did you do?




What are some ways we can stay safe when we are online? Share one idea with a partner or the class!




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Worksheet

My Safe Surfing Worksheet

Name: ____________________________

Circle the SAFE choices! Cross out the UNSAFE choices!

  1. A new game asks for your full name and address.
    • (Circle / Cross Out) Give them your information.
    • (Circle / Cross Out) Ask a grown-up if it's safe.





  1. Someone you don't know sends you a message online saying 'Hi!'
    • (Circle / Cross Out) Write back 'Hi!'
    • (Circle / Cross Out) Tell a trusted grown-up.





  1. You see a fun-looking pop-up that says 'CLICK HERE TO WIN!'
    • (Circle / Cross Out) Click on it to see what you won.
    • (Circle / Cross Out) Close the pop-up and ask a grown-up if you're unsure.





  1. You want to show your friend a cool new game you found online.
    • (Circle / Cross Out) Get permission from a grown-up first.
    • (Circle / Cross Out) Just go to the website without asking.





Draw a picture of a trusted grown-up you can talk to if something online makes you feel worried or uncomfortable.













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Answer Key

My Safe Surfing Answer Key

Circle the SAFE choices! Cross out the UNSAFE choices!

  1. A new game asks for your full name and address.
    • (Cross Out) Give them your information.
    • (Circle) Ask a grown-up if it's safe.



  1. Someone you don't know sends you a message online saying 'Hi!'
    • (Cross Out) Write back 'Hi!'
    • (Circle) Tell a trusted grown-up.



  1. You see a fun-looking pop-up that says 'CLICK HERE TO WIN!'
    • (Cross Out) Click on it to see what you won.
    • (Circle) Close the pop-up and ask a grown-up if you're unsure.



  1. You want to show your friend a cool new game you found online.
    • (Circle) Get permission from a grown-up first.
    • (Cross Out) Just go to the website without asking.



Draw a picture of a trusted grown-up you can talk to if something online makes you feel worried or uncomfortable.

(Answers will vary. Look for a clear drawing or description of a parent, teacher, guardian, or other trusted adult.)



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Cool Down

My Online Safety Promise Cool-Down

Name: ____________________________

What is one important rule you learned today about staying safe online?







Who is one trusted grown-up you can talk to if something online makes you feel worried or uncomfortable?







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Lesson Plan

My Emotion Map

Students will be able to identify at least three different emotions, describe a trigger for each, and name two coping strategies to manage strong feelings.

Understanding and managing emotions helps students build self-awareness, improve social interactions, reduce emotional outbursts, and develop healthier coping mechanisms, especially for those with unique learning needs.

Audience

3rd and 4th Grade (Students with IEPs)

Time

40 minutes

Approach

Interactive discussion, guided examples, and a hands-on activity.

Materials

Smartboard or Projector, Emotion Explorer Slide Deck, Feeling Forecast Warm-Up, My Emotion Map Worksheet, My Emotion Map Answer Key, Calm & Collected Cool-Down, Pencils, and Crayons/Colored Pencils

Prep

Teacher Preparation

15 minutes

Step 1

Warm-Up: Feeling Forecast

5 minutes

  • Begin with the Feeling Forecast Warm-Up. Ask students to think about how they are feeling right now and why.
    - Facilitate a brief discussion, encouraging students to use their 'feeling words.' Provide extra support for students with IEPs by offering visuals or sentence starters.

Step 2

Introduction: What's an Emotion?

8 minutes

  • Introduce the concept of emotions using the first few slides of the Emotion Explorer Slide Deck.
    - Discuss that everyone has feelings and that all feelings are okay. Focus on identifying a wider range of emotions (happy, sad, angry, worried, excited, frustrated).
    - Emphasize that knowing what we feel is the first step to managing our emotions. Use simple language and concrete examples for students with IEPs.

Step 3

Mapping Emotions & Triggers

10 minutes

  • Continue through the Emotion Explorer Slide Deck, discussing how certain situations or 'triggers' can lead to different emotions.
    - Use visuals and examples, asking questions like, 'What makes you feel frustrated?' or 'When do you feel excited?'
    - Guide students to recognize the physical signs of emotions in their bodies. Provide sentence frames or choice boards for students with IEPs to participate.

Step 4

Coping Strategies & Practice

12 minutes

  • Introduce and model a few simple coping strategies for strong emotions (e.g., deep breaths, counting, talking to a trusted adult, taking a break, using a fidget). Use slides from the Emotion Explorer Slide Deck.
    - Distribute the My Emotion Map Worksheet.
    - Explain the activity: Students will choose 2-3 emotions, draw/write a trigger, and then draw/write a coping strategy for each. Provide individualized support, breaking down tasks and offering examples as needed for students with IEPs.
    - Circulate to assist students, providing guidance and encouragement.

Step 5

Cool-Down: Calm & Collected

5 minutes

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Slide Deck

My Emotion Map: Navigating Big Feelings!

What are feelings? How do they help us? How can we be the boss of them?

Welcome students and introduce the day's topic: Emotions and how to manage them. Ask them what they think feelings are and how they show up.

What's an Emotion?

Emotions are signals from our body and brain!

  • They tell us how we are reacting to things.
  • Everyone has emotions!
  • All emotions are okay to have.

Explain that emotions are like messages from our body and brain. Emphasize that all feelings are okay to have. Use simple, clear language.

Emotion Explorer: Happy, Sad, Angry

Let's explore some common feelings:

  • Happy: What does it look like? What does it feel like?
  • Sad: What does it look like? What does it feel like?
  • Angry: What does it look like? What does it feel like?

Discuss happy, sad, and angry. Ask students: 'What does your face look like when you're happy/sad/angry? What does your body feel like?' Provide visual cues if possible.

Emotion Explorer: Worried, Excited, Frustrated

More feelings to explore:

  • Worried: What does it look like? What does it feel like?
  • Excited: What does it look like? What does it feel like?
  • Frustrated: What does it look like? What does it feel like?

Discuss worried, excited, and frustrated. Continue asking students to describe these feelings in their body and face. Acknowledge that feeling frustrated is common, especially when learning something new.

My Emotion Triggers!

What makes us feel certain ways?

  • A 'trigger' is something that starts a feeling.
  • It could be a sound, a person, a thought, or an event.
  • Knowing our triggers helps us understand our feelings!

Explain the concept of an 'emotion trigger' in simple terms as something that causes a feeling. Give concrete examples that are relatable to their lives (e.g., 'a loud noise might make me feel worried' or 'getting a good grade makes me feel excited').

Coping with Big Feelings: My Toolbox!

When feelings get too big, we can use our calm-down toolbox!

  • Take 3 deep breaths (smell the flower, blow out the candle).
  • Count to 5 slowly.
  • Talk to a trusted grown-up.
  • Take a quiet break.
  • Use a fidget toy.

Introduce various coping strategies. Model each one. Emphasize that different strategies work for different people and feelings. Allow students to share what helps them.

Time to Map Your Emotions!

Now it's your turn to create your own Emotion Map!

We will work on the My Emotion Map Worksheet.

Think about different feelings, what triggers them, and what tools you can use!

Explain the upcoming worksheet activity. Reiterate that they will be putting their learning into practice.

Keep Practicing Your Emotion Map!

Remember, knowing your feelings and having tools to manage them takes practice. You are becoming an Emotion Explorer!

Conclude by reminding students that practicing emotional regulation is a continuous process and they are doing a great job.

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Warm Up

Feeling Forecast Warm-Up

Take a moment to check in with your feelings! How are you feeling right now?




Is your feeling happy, calm, worried, excited, tired, or something else? Think about it, and be ready to share one feeling and why you might be feeling it with a partner or the class.




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Worksheet

My Emotion Map Worksheet

Name: ____________________________

What is an emotion?




My Emotion Map: Exploring Feelings & Tools!

Choose 2-3 emotions you want to explore. For each emotion, draw or write about what it looks/feels like, what might trigger it, and a tool you can use to manage it.

Emotion 1:

What does this emotion look or feel like in my body?







What might trigger this emotion (what starts it)?







What is a coping tool I can use when I feel this way?







Emotion 2:

What does this emotion look or feel like in my body?







What might trigger this emotion (what starts it)?







What is a coping tool I can use when I feel this way?







Emotion 3 (Optional):

What does this emotion look or feel like in my body?







What might trigger this emotion (what starts it)?







What is a coping tool I can use when I feel this way?







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Answer Key

My Emotion Map Answer Key

What is an emotion?

Expected Answer: Signals from our body and brain that tell us how we are reacting to things. Everyone has emotions, and all feelings are okay to have.

My Emotion Map: Exploring Feelings & Tools!

(Answers will vary based on student experiences and creativity. Look for appropriate identification of feelings, plausible triggers, and healthy coping strategies.)

Emotion 1: Happy

What does this emotion look or feel like in my body?

Example Answer: Smiling, laughing, feeling light, wanting to play with friends, a warm feeling in my chest.

What might trigger this emotion (what starts it)?

Example Answer: Playing with my dog, getting a good grade, seeing my friends, a sunny day.

What is a coping tool I can use when I feel this way?

Example Answer: Sharing my happiness, playing a game, telling someone a joke, helping someone else.

Emotion 2: Angry

What does this emotion look or feel like in my body?

Example Answer: Frowning, clenching fists, feeling hot, wanting to yell, a tight feeling in my stomach.

What might trigger this emotion (what starts it)?

Example Answer: When someone takes my toy, when I can't do something, when I feel misunderstood.

What is a coping tool I can use when I feel this way?

Example Answer: Taking deep breaths, counting to ten, squeezing a stress ball, talking to a grown-up when calm, taking a break in a quiet space.

Emotion 3: Worried

What does this emotion look or feel like in my body?

Example Answer: Frowning, stomach ache, feeling shaky, thinking about what might go wrong, a lump in my throat.

What might trigger this emotion (what starts it)?

Example Answer: Before a test, when I think about a new situation, when I hear a loud noise, when I don't know what will happen.

What is a coping tool I can use when I feel this way?

Example Answer: Talking to a trusted adult, drawing a picture, thinking about something calm, doing something I enjoy, deep breathing.

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Cool Down

Calm & Collected Cool-Down

Name: ____________________________

What is one new thing you learned today about emotions or emotion triggers?







What is one calm-down tool you will try to use this week when your feelings get big?







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Lesson Plan

Feeling Friends

Students will be able to identify at least three common emotions and name one strategy to calm down when feeling strong emotions.

Understanding emotions and how to manage them helps students build self-awareness, improve social interactions, and develop healthy coping mechanisms.

Audience

1st and 2nd Grade

Time

35 minutes

Approach

Interactive discussion, visual aids, and a hands-on activity.

Materials

Smartboard or Projector, Feeling Friends Slide Deck, Feeling Check-In Warm-Up, Emotion Toolbox Worksheet, Emotion Toolbox Answer Key, My Calm-Down Cool-Down, Pencils, and Crayons/Colored Pencils

Prep

Teacher Preparation

15 minutes

Step 1

Warm-Up: Feeling Check-In

5 minutes

  • Begin with the Feeling Check-In Warm-Up. Ask students to think about how they are feeling right now.
    - Facilitate a brief discussion about different feelings and how they might show up in our bodies.

Step 2

Introduction: What Are Feelings?

7 minutes

  • Introduce the concept of emotions using the first few slides of the Feeling Friends Slide Deck.
    - Discuss that everyone has feelings and that all feelings are okay to have. Focus on identifying happy, sad, angry, and calm feelings.
    - Emphasize that it's important to know what we are feeling.

Step 3

Exploring Emotions & Strategies

10 minutes

  • Continue through the Feeling Friends Slide Deck, discussing different emotions and simple strategies to manage strong feelings (e.g., taking deep breaths, counting, talking to an adult).
    - Use visual aids and encourage students to share their own experiences with feelings and what helps them feel better.

Step 4

Activity: Emotion Toolbox Worksheet

10 minutes

  • Distribute the Emotion Toolbox Worksheet.
    - Explain the activity: Students will draw or write about different feelings and a strategy they can use for each.
    - Circulate to assist students, providing guidance and encouragement.

Step 5

Cool-Down: My Calm-Down

3 minutes

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Activity

Truth or Tale: My Words, My Impact!

Student Name: ____________________________

Part 1: Thinking Before We Speak

Sometimes, words pop out before we can think about them! Let's practice thinking about our words.

Scenario 1:

  • Someone tells a joke that isn't very nice.

What are two ways you could react or respond?







Which reaction would be a kind choice? Why?







Scenario 2:

  • You get really excited and want to tell a story, but you remember sometimes your words aren't always kind or on-topic.

What are two things you can do to make sure your words are appropriate?







Which strategy will help you the most? Why?







Part 2: Fact or Fiction Fun!

Sometimes it's fun to make up stories, but it's important to know the difference between what's real and what's pretend.

My Story Time!

Think about something that happened to you recently. Write or draw about it below. Try to tell the story exactly as it happened.













Let's Check Our Story!

  • What parts of your story are 100% true? (Circle them or put a star next to them.)

  • Are there any parts that you added to make it more exciting, but didn't actually happen? (Underline these parts.)

  • Why is it important to know if a story is real or made up, especially when talking to friends or teachers?













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Answer Key

Truth or Tale: My Words, My Impact Answer Key

Part 1: Thinking Before We Speak

(Answers will vary. Guide the student to think about the impact of their words and how their choices affect others. Focus on empathetic responses and self-regulation strategies.)

Scenario 1:

  • Someone tells a joke that isn't very nice.

Expected Reactions/Responses (Examples):

  1. Walk away or ignore it.
  2. Tell the person, "That wasn't a kind joke."
  3. Talk to a trusted adult about it.

Which reaction would be a kind choice? Why?

Guide the student to discuss how each option shows kindness (to themselves by not participating, or to others by speaking up) and why it's important to choose kind words/actions.

Scenario 2:

  • You get really excited and want to tell a story, but you remember sometimes your words aren't always kind or on-topic.

Expected things to do to make sure your words are appropriate (Examples):

  1. Take a deep breath before speaking.
  2. Think in my head: "Is this kind? Is this true? Is this helpful?"
  3. Ask myself: "Is this the right time to share this story?"
  4. Tell the main facts first, then add fun details.

Which strategy will help you the most? Why?

Encourage the student to identify a strategy that they genuinely feel they can use and discuss why it would be effective for them personally. Focus on building self-awareness and self-control.

Part 2: Fact or Fiction Fun!

(Answers will vary. Help the student differentiate between facts and embellishments in their own stories. Emphasize the importance of honesty and trust.)

My Story Time!

No specific answer expected here, but review the student's written/drawn story.

Let's Check Our Story!

  • What parts of your story are 100% true?
    Guide the student to accurately identify factual elements.

  • Are there any parts that you added to make it more exciting, but didn't actually happen?
    Help the student recognize embellishments without shaming. Discuss why they might add these details (e.g., to make it funnier, more interesting) and the difference between storytelling and reporting facts.

  • Why is it important to know if a story is real or made up, especially when talking to friends or teachers?

Expected Answer (Examples):

  • It helps people trust what I say.
  • It helps people know what really happened.
  • So friends don't get confused.
  • So teachers know how to help me if I tell them something serious.*

Reinforce the concept of trust and the social implications of being truthful. Discuss that it's okay to tell made-up stories when everyone knows it's pretend, but it's important to be clear when sharing real events.

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Slide Deck

Feeling Friends: Taming My Emotions!

What are feelings? We all have them!

Welcome students and introduce the day's topic: Feelings and Emotions. Ask them what they think feelings are.

What Are Feelings?

Feelings are what we feel inside!

  • They can make us feel happy, sad, excited, or even a little grumpy.
  • Everyone has feelings!
  • All feelings are okay to have.

Explain that everyone has feelings, and it's okay to feel all kinds of feelings. We just need to learn how to deal with the strong ones.

Happy Feelings!

When we feel happy, we might:

  • Smile a lot!
  • Want to play!
  • Feel warm and light inside!

What makes you feel happy?

Discuss happy feelings. Ask students: 'What makes you feel happy? What does your body feel like when you're happy?'

Sad Feelings...

When we feel sad, we might:

  • Have tears in our eyes.
  • Feel quiet or tired.
  • Want a hug.

It's okay to feel sad sometimes.

Discuss sad feelings. Ask students: 'What makes you feel sad? What does your body feel like when you're sad?' Emphasize it's okay to feel sad.

Angry Feelings!

When we feel angry, we might:

  • Frown or yell.
  • Feel hot or tense.
  • Want to stomp our feet.

It's okay to feel angry, but we need to learn how to calm down!

Discuss angry feelings. Ask students: 'What makes you feel angry? What does your body feel like when you're angry?' Validate the feeling but guide them on how to manage it.

My Calm-Down Toolbox!

When feelings get too big, we can use our calm-down toolbox!

  • Take 3 deep breaths (smell the flower, blow out the candle).
  • Count to 5 slowly.
  • Talk to a grown-up you trust.
  • Ask for a quiet space.

Introduce simple strategies for calming down. Model taking a deep breath. Ask students what helps them calm down.

Your Emotion Toolbox!

Now it's your turn to build your own Emotion Toolbox!

We will work on the Emotion Toolbox Worksheet.

Think about different feelings and what you can do to feel better!

Introduce the worksheet activity. Explain that they will draw or write strategies for different feelings.

Keep Practicing Your Feelings!

Remember, learning about our feelings and how to calm down takes practice. Keep using your calm-down toolbox!

Conclude by reiterating that practicing these strategies will help them be 'Feeling Friends'.

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Warm Up

Feeling Check-In Warm-Up

Take a moment to check in with your feelings! How are you feeling right now?




Is your feeling happy, calm, excited, a little tired, or something else? Think about it, and be ready to share one feeling with a partner or the class.




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Worksheet

My Emotion Toolbox Worksheet

Name: ____________________________

What are feelings?




My Feelings & My Tools!

Think about different feelings. For each feeling below, draw or write what it looks like or feels like, and then draw or write one tool you can use to help with that feeling.

Feeling: Happy!

What does happy look like or feel like?







What is a tool you can use to share your happy feeling or keep feeling happy?







Feeling: Sad...

What does sad look like or feel like?







What is a tool you can use when you feel sad?







Feeling: Angry!

What does angry look like or feel like?







What is a tool you can use when you feel angry?







Feeling: Calm

What does calm look like or feel like?







What is a tool you can use to stay calm or get back to calm?







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Answer Key

My Emotion Toolbox Answer Key

What are feelings?

Expected Answer: What we feel inside; they can be happy, sad, angry, calm, etc. Everyone has feelings.

My Feelings & My Tools!

(Answers will vary based on student experiences and creativity. Look for appropriate identification of feelings and healthy coping strategies.)

Feeling: Happy!

What does happy look like or feel like?

Example Answer: Smiling, laughing, jumping, feeling warm inside, wanting to play.

What is a tool you can use to share your happy feeling or keep feeling happy?

Example Answer: Sharing a toy, playing with friends, telling someone a joke, singing a song.

Feeling: Sad...

What does sad look like or feel like?

Example Answer: Crying, quiet, wanting a hug, feeling a lump in your throat.

What is a tool you can use when you feel sad?

Example Answer: Talking to a grown-up, getting a hug, drawing a picture, listening to quiet music.

Feeling: Angry!

What does angry look like or feel like?

Example Answer: Frowning, yelling, stomping feet, feeling hot, clenching fists.

What is a tool you can use when you feel angry?

Example Answer: Taking deep breaths, counting to 10, squeezing a stress ball, drawing angry lines, talking about it when calm.

Feeling: Calm

What does calm look like or feel like?

Example Answer: Relaxed, peaceful, quiet, breathing slowly, feeling ready to learn or play gently.

What is a tool you can use to stay calm or get back to calm?

*Example Answer: Reading a book, doing gentle stretches, listening to calm music, thinking happy thoughts, having a quiet moment.

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Cool Down

My Calm-Down Cool-Down

Name: ____________________________

What is one new thing you learned today about feelings or calming down?







What is one calm-down tool you will try to use this week when your feelings get big?







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Lesson Plan

Effort & Echoes

Students will be able to define consistency and hard work, explain their importance in achieving goals, and identify one personal goal requiring consistent effort.

Understanding consistency and hard work empowers students to develop perseverance, improve academic performance, and build self-efficacy by connecting effort to outcomes.

Audience

3rd and 4th Grade (Students with IEPs)

Time

40 minutes

Approach

Interactive discussion, guided examples, and a reflective goal-setting activity.

Materials

Smartboard or Projector, Effort & Echoes Slide Deck, My Growth Goal Worksheet, My Growth Goal Answer Key, Challenge Accepted! Warm-Up, and My Next Step Cool-Down

Prep

Teacher Preparation

15 minutes

Step 1

Warm-Up: Challenge Accepted!

5 minutes

  • Begin with the Challenge Accepted! Warm-Up. Ask students to think about something they worked hard to learn.
    - Facilitate a brief discussion about how they felt when they achieved it and what helped them succeed.

Step 2

Introduction: What are Effort & Echoes?

10 minutes

  • Introduce the concepts of consistency and hard work using the first few slides of the Effort & Echoes Slide Deck.
    - Define consistency as 'doing something the same way, again and again' and hard work as 'putting in a lot of effort and not giving up easily.'
    - Discuss how these two ideas work together to help us learn and grow.

Step 3

Exploring Growth Examples

10 minutes

  • Continue through the Effort & Echoes Slide Deck, discussing examples of how consistent effort and hard work lead to positive outcomes.
    - Use visual aids and encourage students to share their own examples of when they showed consistency and hard work (e.g., learning to read, mastering a game, helping at home).
    - Emphasize that even when things are tough, sticking with it makes a difference.

Step 4

Activity: My Growth Goal Worksheet

12 minutes

  • Distribute the My Growth Goal Worksheet.
    - Explain the activity: Students will think of one goal they want to achieve and brainstorm consistent actions and hard work they will need to put in.
    - Circulate to assist students, providing guidance and encouragement, especially for those with IEPs who may need extra support in breaking down goals or identifying consistent steps.

Step 5

Cool-Down: My Next Step

3 minutes

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Slide Deck

Effort & Echoes: Consistent Choices, Big Results!

What does it mean to work hard?
What does it mean to be consistent?

Welcome students and introduce the day's topic: Effort and Consistency. Ask them what they think it means to work hard or to be consistent.

Hard Work & Consistency!

Hard Work: Putting in a lot of effort and not giving up easily, even when it's tough!

Consistency: Doing something the same way, again and again, over time!

They work together to help you grow!

Define 'Hard Work' in simple terms: putting in a lot of effort and not giving up easily. Give examples like learning to ride a bike. Define 'Consistency': doing something the same way, again and again. Give examples like practicing an instrument or reading every night.

Why Are They Important?

When we work hard consistently, amazing things happen!

  • We learn new skills!
  • We get better at things!
  • We reach our goals!
  • We feel proud of our effort!

Discuss why these are important. Explain that consistent hard work helps us learn new things, get better at what we do, and reach our goals. It helps us feel proud of ourselves!

Real-Life Efforts & Echoes!

What happens if you consistently:

  • Practice your math facts every day?
  • Keep trying to read a tricky book?
  • Help your family with chores?
  • Practice drawing or playing a sport?

Present scenarios and ask students to predict the positive outcomes. Emphasize the connection between the effort/consistency and the result.

Your Growth Goal!

Now it's your turn to think about your own growth!

We will work on the My Growth Goal Worksheet.

Think about a goal you have, and what consistent hard work you'll put in to reach it!

Introduce the worksheet activity. Explain that they will think of a goal and the consistent effort needed to achieve it.

Keep Growing!

Remember, consistent hard work helps you grow and achieve great things.

What is one small, consistent step you will take this week towards your goal?

Conclude by reiterating the main idea. Ask students to think about one small, consistent step they will make this week towards their goal.

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Warm Up

Challenge Accepted! Warm-Up

Think about a time you tried to learn something new that was a little bit hard. Maybe it was learning to tie your shoes, ride a bike, or read a new word.




What was that thing? What did you do to learn it? How did it feel when you finally did it? Share with a partner or the class!




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Worksheet

My Growth Goal Worksheet

Name: ____________________________

What does it mean to put in hard work?




What does it mean to be consistent?




My Goal for Growth!

Think about something you want to get better at, or a goal you want to reach. It could be at school, at home, or with a hobby!

My Goal Is:







Consistent Steps!

What are 2-3 small, consistent things you can do often to work towards your goal?










Hard Work Here I Come!

What is one way you will show hard work when your goal gets a little tough?







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Answer Key

My Growth Goal Answer Key

What does it mean to put in hard work?

Expected Answer: Trying your best, not giving up easily, putting in a lot of effort.

What does it mean to be consistent?

Expected Answer: Doing something the same way, again and again; doing something regularly.

My Goal for Growth!

(Answers will vary based on student goals. Look for realistic, age-appropriate goals and logical connections between the goal, consistent steps, and hard work.)

Example Goal: To read 5 chapter books by the end of the month.

Consistent Steps!

  1. Read for 15 minutes every night before bed.
  2. Go to the library once a week to pick out new books.
  3. Ask my teacher for suggestions on good books.

Hard Work Here I Come!

Example Hard Work: If a book is too long or has tricky words, I will not give up. I will read a little bit each day, use a dictionary for new words, or ask an adult for help.

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Cool Down

My Next Step Cool-Down

Name: ____________________________

What is one new thing you learned today about hard work or consistency?







What is one small, consistent step you will take this week towards your growth goal?







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Lesson Plan

Consistent Choices, Happy You!

Students will be able to define consistency and identify examples of consistent good choices and their positive outcomes.

Understanding consistency helps students build good habits, achieve goals, and understand how their daily actions contribute to bigger results, both in school and at home.

Audience

1st and 2nd Grade

Time

30 minutes

Approach

Through discussion, examples, and a hands-on activity.

Materials

Smartboard or Projector, Consistency Quest Slide Deck, Consistency Practice Worksheet, Consistency Practice Answer Key, Morning Routine Warm-Up, and What Stuck With You Cool-Down

Prep

Teacher Preparation

15 minutes

Step 1

Warm-Up: Morning Routine

5 minutes

  • Begin with the Morning Routine Warm-Up. Ask students to think about things they do every morning.
    - Facilitate a brief discussion about routines and why doing things the same way each day can be helpful.

Step 2

Introduction to Consistency

5 minutes

  • Introduce the concept of consistency using the first few slides of the Consistency Quest Slide Deck.
    - Define consistency in simple terms: 'doing something the same way, again and again.'
    - Provide simple, relatable examples from students' lives (e.g., brushing teeth, lining up, helping with chores).

Step 3

Exploring Consistent Choices

10 minutes

  • Continue through the Consistency Quest Slide Deck, discussing examples of consistent good choices and their positive outcomes.
    - Engage students with questions: 'What happens if you consistently help clean up? What if you consistently do your homework?'
    - Use visual aids and encourage students to share their own examples of consistency.

Step 4

Consistency Practice Worksheet

8 minutes

  • Distribute the Consistency Practice Worksheet.
    - Explain the activity: Students will draw or write examples of consistent actions and their results.
    - Circulate to assist students and encourage them to think about how consistency applies to them.

Step 5

Cool-Down: What Stuck With You?

2 minutes

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Slide Deck

Consistent Choices, Happy You!

What does it mean to be consistent?

Doing something the same way, again and again!

Welcome students and introduce the day's topic: Consistency. Ask them what they think it means to be 'consistent.'

What is Consistency?

Consistency is doing something the same way, again and again!

Think about your morning routine. What do you do consistently every morning?

Explain that consistency means doing something the same way, over and over. Give simple, relatable examples. Ask students to share an example from their morning routine.

Why is Consistency Important?

When we are consistent, we get better at things!

It helps us learn and grow.

It helps us reach our goals!

Discuss why consistency is important using the examples. Emphasize that consistent good choices lead to good results.

Consistent Good Choices!

What happens if you consistently:

  • Brush your teeth every day?
  • Help clean up your toys?
  • Practice reading or math?
  • Are kind to your friends?

Present scenarios where consistent good choices lead to positive outcomes. Ask students to predict the positive outcome for each scenario.

Your Consistency Quest!

Now it's your turn to think about consistency!

We will work on the Consistency Practice Worksheet.

Draw or write about consistent choices you can make and what good things happen!

Introduce the worksheet activity. Explain that they will draw or write about consistent actions.

Keep Being Consistent!

Consistency helps us grow and achieve great things.

What is one consistent good choice you will make this week?

Conclude by reiterating the main idea. Ask students to think about one consistent good choice they will make this week.

lenny

Warm Up

Morning Routine Warm-Up

Think about your morning! What do you do every single morning after you wake up?




Is there something you do the same way, almost every day? Share one thing with a partner or with the class!




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Worksheet

Consistency Practice Worksheet

Name: ____________________________

What does it mean to be consistent?




My Consistent Choices!

Think about things you do regularly, or things you could do regularly. Draw or write about two consistent choices you can make and what good things will happen because of them!

Consistent Choice 1:

What is one consistent choice you can make?







What good things will happen if you make this choice consistently?







Consistent Choice 2:

What is another consistent choice you can make?







What good things will happen if you make this choice consistently?







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Answer Key

Consistency Practice Answer Key

What does it mean to be consistent?

Expected Answer: Doing something the same way, again and again. Or, making the same choices often.

My Consistent Choices!

(Answers will vary, but should demonstrate an understanding of consistent actions leading to positive outcomes. Below are examples of what students might provide.)

Consistent Choice 1:

Example Action: Brushing my teeth every morning and night.

Expected Good Things: My teeth will be clean and healthy! I will have a nice smile. The dentist will be happy.

Consistent Choice 2:

Example Action: Helping my teacher clean up the classroom every day.

Expected Good Things: The classroom will be tidy. My teacher will be happy. It helps everyone learn better when the room is neat.

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Cool Down

What Stuck With You?

Name: ____________________________

What is one new thing you learned about consistency today?







What is one consistent good choice you want to make this week?







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