Lesson Plan
Peace Pathways Lesson Plan
Students will read a peer conflict scenario and practice identifying at least two appropriate problem-solving strategies in 4 out of 5 opportunities using guided discussion and independent practice.
Developing conflict-resolution skills helps students navigate peer disagreements, fosters empathy, and creates a more positive classroom climate and stronger peer relationships.
Audience
4th and 5th Grade Students
Time
20 minutes
Approach
Scenario-based discussion and guided then independent practice.
Materials
Prep
Prepare Materials
5 minutes
- Print enough copies of Peace Pathways Worksheet for each student
- Review the five peer conflict scenarios and sample strategies in advance
- Gather any sentence stems or visuals to support students who need extra language scaffolding
Step 1
Introduction
3 minutes
- Welcome the small group and explain today’s goal: learning to solve peer conflicts with positive strategies
- Ask students: “What does it mean to solve a conflict?” and collect 1–2 responses
Step 2
Scenario Exploration
5 minutes
- Distribute the worksheet and read Scenario 1 aloud together
- Ask students to describe what happened and how each person might feel
- Brainstorm two possible problem-solving strategies as a group
Step 3
Guided Strategy Identification
5 minutes
- Model using an “I” statement and suggesting a compromise as two strategies
- In pairs, have students revisit Scenario 1 and list those two strategies on their worksheet
- Offer sentence starters or visuals for students needing extra support
Step 4
Independent Practice & Assessment
7 minutes
- Students work alone to identify two strategies for each of the remaining four scenarios on the worksheet
- Circulate, observe, and record whether each student names two strategies in at least 4 of 5 scenarios
- Conclude by inviting 2–3 students to share one strategy they wrote and why it would help
use Lenny to create lessons.
No credit card needed
Worksheet
Peace Pathways Worksheet
Instructions:
Read each scenario below. For each one, think of two positive problem-solving strategies you could use to resolve the conflict. Write your ideas in the spaces provided.
Scenario 1
Emma and Jay both reach for the same blue marker during art class. They both say, “Mine!” and begin to argue over who gets to use it first.
Strategy 1:
Strategy 2:
Scenario 2
Sara and Malik are partners on a science experiment. Sara wants to test how plants grow in sunlight, but Malik wants to test in water. They can’t agree on which method to use.
Strategy 1:
Strategy 2:
Scenario 3
Kevin teases Luis about the way he tied his shoes. Luis looks upset and starts to walk away, but Kevin follows and keeps making fun of him.
Strategy 1:
Strategy 2:
Scenario 4
Olive cuts in front of Nina in the lunch line. Nina feels angry and starts to push Olive’s tray, causing food to spill.
Strategy 1:
Strategy 2:
Scenario 5
Two friends, Ana and Zoe, plan to sit together on the bus. At the last minute, Zoe moves to another seat without telling Ana, leaving her alone.
Strategy 1:
Strategy 2:
Great work! Be ready to share one strategy you wrote and explain how it can help solve a conflict.
Answer Key
Peace Pathways Answer Key
Below are two sample problem-solving strategies for each scenario, along with the reasoning steps that guide how to arrive at those strategies. Use this key to score whether students identify at least two positive strategies in four out of five scenarios.
Scenario 1: Emma and Jay Both Want the Same Marker
Story Recap: Emma and Jay each claim, “Mine!” when they grab the only blue marker.
Thinking Steps:
- Identify each person’s need (both want the marker).
- Recognize that arguing escalates the conflict.
- Aim for fair use or turn-taking.
Strategy 1 – Use an “I” Statement & Request a Turn:
“I feel frustrated when we both grab the same marker. Could we each have it for five minutes and then switch?”
Strategy 2 – Suggest a Compromise:
“Let’s draw half our picture with the blue marker, then pass it to the other so we both get to use it.”
Scenario 2: Sara and Malik Disagree on an Experiment
Story Recap: Sara wants to test plants in sunlight; Malik wants to test in water.
Thinking Steps:
- Notice both ideas have merit.
- Brainstorm ways to include both variables.
- Decide on a plan that respects each partner’s interest.
Strategy 1 – Combine Ideas into One Plan:
“Let’s set up two test pots—one in sunlight and one in water—and compare results.”
Strategy 2 – Take Turns Choosing Methods:
“We can do your test today (sunlight) and mine tomorrow (water), then share what we learn.”
Scenario 3: Kevin Teases Luis About His Shoes
Story Recap: Kevin makes fun of Luis’s shoes; Luis walks away but Kevin follows and continues teasing.
Thinking Steps:
- Acknowledge that teasing is hurtful and may be bullying.
- Recognize when to use assertive communication vs. seeking help.
Strategy 1 – Assertive “I” Statement to Stop Teasing:
“Kevin, it hurts my feelings when you tease me about my shoes. Please stop.”
Strategy 2 – Seek Adult Support if Needed:
“If the teasing continues, I will tell the teacher so it stops right away.”
Scenario 4: Olive Cuts in Front of Nina in the Lunch Line
Story Recap: Nina gets angry and pushes Olive’s tray, spilling her food.
Thinking Steps:
- Recognize the unfair action (cutting in line).
- Acknowledge Nina’s anger but note that pushing is not safe or respectful.
- Choose a calm way to express feelings and restore fairness.
Strategy 1 – Calm “I” Statement & Request Fairness:
“I felt angry when you cut in line. Please wait your turn.”
Strategy 2 – Offer a Solution:
“If the line is long, we can walk together and each choose our tray in order.”
Scenario 5: Ana Feels Left Out When Zoe Moves Seats
Story Recap: Ana and Zoe planned to sit together; Zoe moves without telling Ana.
Thinking Steps:
- Notice Ana’s hurt feelings and sense of betrayal.
- Encourage open communication rather than silent withdrawal.
- Plan for better transparency next time.
Strategy 1 – Ask for an Explanation & Express Feelings:
“Zoe, I felt sad when you changed seats without telling me. Can you let me know next time?”
Strategy 2 – Make a Future Plan Together:
“Let’s pick our seats together before the bus arrives so we both know where to sit.”
Use this answer key to check that each student provides two positive, respectful problem-solving strategies per scenario. Award full credit if at least four out of five entries meet this standard.