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Self-Discovery Lab

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Lesson Plan

Self-Discovery Lab Plan

Students will rotate through four hands-on lab stations to explore emotions, test personal strengths, and build self-concept, then articulate insights in a written reflection to enhance self-awareness.

Building self-awareness helps students recognize and manage emotions, boosts confidence through identifying strengths, and lays the foundation for emotional intelligence and healthy decision-making.

Audience

7th Grade

Time

60 minutes

Approach

Interactive station rotations with guided reflection

Materials

Lab Stations Guide, Emotion Experiment Stations, Strengths Hypothesis Sheet, Lab Reflections Prompt, Index Cards, Scenario Cards, Stopwatch or Timer, Writing Utensils, Chart Paper or Whiteboard, and Sticky Notes

Prep

Teacher Preparation

15 minutes

Step 1

Introduction

10 minutes

  • Activate prior knowledge: ask students to share recent emotions they experienced
  • Introduce lesson goals aligned to CASEL Self-Awareness: identifying emotions and strengths
  • Explain station rotations, group roles, and time management expectations
  • Distribute group assignment cards and demonstrate a sample station activity

Step 2

Station Rotations

35 minutes

  • Students work in groups of 3–4, rotating every 8–9 minutes through four stations:
    1. Emotion Experiment Stations
    2. Strengths Hypothesis Station
    3. Self-Concept Mapping
    4. Empathy Role-Play
  • Use the timer to signal rotations; students record key observations on index cards
  • Teacher circulates to observe, ask guiding questions, and note participation
  • Differentiation: provide emotion-word banks and graphic organizers for ELLs; offer extension prompts for advanced learners

Step 3

Reflection

10 minutes

  • Distribute the Lab Reflections Prompt
  • Students individually answer prompts about what they learned regarding their emotions and strengths
  • Encourage use of specific examples from station activities
  • Teacher provides sentence starters as needed (e.g., “I discovered that I feel _____ when…”)

Step 4

Closing & Assessment

5 minutes

  • Invite volunteers to share one insight from their reflection sheet
  • Collect Strengths Hypothesis Sheet and reflections as exit tickets
  • Use observations and student responses for formative assessment of self-awareness growth
  • Highlight next steps: encourage students to apply one strategy for managing emotions this week
  • Differentiation: allow oral responses or drawings for students who need alternative expression
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Slide Deck

Lab Stations Guide

Self-Discovery Lab: Station Rotations

• 4 Stations • Groups of 3–4 • 8–9 min per station
• Goal: Explore emotions, strengths, self-concept, and empathy
• Use your station card color to rotate in order: Blue → Teal → Light Blue → Sky Blue

Welcome teachers! This deck guides students through four interactive lab stations. Use color-coded station cards and a timer to keep rotations smooth. Review this guide in your prep time and display it for student reference as you introduce each station.

How It Works

  1. Groups start at assigned station cards (Blue, Teal, Light Blue, Sky Blue).
  2. Work for 8–9 minutes at each station.
  3. Record observations on index cards or sheets.
  4. Rotate when you hear the chime or timer cue.
  5. Teacher circulates to support and scaffold.

Explain the overall flow: each group starts at their assigned color station, works for 8–9 minutes, then rotates clockwise when you signal. Display a visible countdown timer.

Station 1: Emotion Experiment

Purpose
• Identify & label emotions in scenarios.

Materials
• Emotion Experiment Stations
• Emotion-word bank
• Index cards & markers

Instructions

  1. Draw a scenario card.
  2. Discuss: “What emotions might this person feel?”
  3. Record emotion, trigger, and intensity on an index card.
  4. Share one finding with your group.

Station 1 is all about recognizing emotions in real-life scenarios. Provide an emotion-word bank for additional support. Encourage students to note physical and situational triggers.

Station 2: Strengths Hypothesis

Purpose
• Discover personal strengths & practice evidence-based reflection.

Materials
• Strengths Hypothesis Sheet
• Chart paper & markers

Instructions

  1. Brainstorm 2–3 strengths for each member.
  2. Record on the Hypothesis Sheet with evidence.
  3. Discuss how you can use each strength in school.
  4. Prepare one strength to share.

At Station 2, students hypothesize their top strengths. They’ll record ideas on the Strengths Hypothesis Sheet. Remind them to use specific examples for evidence.

Station 3: Self-Concept Mapping

Purpose
• Visualize aspects of ‘Who I Am.’

Materials
• Large paper or chart paper
• Sticky notes & pens

Instructions

  1. Write descriptors (e.g., artist, friend) on sticky notes—one per note.
  2. Place and cluster similar notes on the paper.
  3. Discuss the themes your group sees.
  4. Draw arrows or circles to show connections.

Station 3 focuses on self-concept mapping. Provide a large paper and sticky notes. Encourage creativity and clustering of similar ideas.

Station 4: Empathy Role-Play

Purpose
• Practice empathetic listening & response.

Materials
• Role-play scenario cards
• Optional props
• Index cards

Instructions

  1. One student reads the scenario and ‘acts’ the role.
  2. Others listen actively and respond with empathy.
  3. Record one empathetic statement on an index card.
  4. Rotate roles so everyone practices both speaking and listening.

Station 4 uses role-play to build empathy. Provide simple props if possible. Emphasize respectful listening and reflective responses.

Group Roles & Responsibilities

Timekeeper
• Manages the timer & signals 1-minute warnings.

Recorder
• Writes key observations & insights.

Presenter
• Shares group findings at end or when prompted.

Materials Manager
• Distributes & gathers station materials.

Introduce student roles to build ownership. Rotate roles each station to ensure balanced participation.

Timing & Rotation Cues

• 8 minutes on activity + 1 minute for wrap-up & clean-up.
• 30-sec warning before rotation.
• 1-min blink/chime to rotate clockwise.
• Quick check: Is everyone at the next station? Ready, set, go!

Cover rotation logistics and time management tips. Use a visible countdown timer and a gentle chime for transitions.

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Activity

Emotion Experiment Stations

Purpose
• Identify and label emotions based on real-life scenarios
• Notice situational triggers and intensity levels
• Practice using emotion vocabulary and evidence from the scenario

Materials
• Scenario Cards (see list below)
• Emotion-word bank
• Index cards or recording sheets
• Markers or pens

Scenario Cards (cut into individual cards)
1. You wake up late and realize you’ll miss an important test.
2. A friend unexpectedly cancels lunch plans.
3. You receive a surprise compliment on your artwork.
4. You drop and break your ice cream cone.
5. You finally solve a challenging math problem.
6. You lose your favorite necklace at school.
7. You’re picked first for the basketball team.
8. You get a low grade on a project you worked hard on.

Discussion Prompts
• What emotion(s) might this person feel? Why?
• What’s the main trigger or cause of that emotion?
• Where in the body might you feel this emotion (e.g., racing heart, butterflies)?
• How strong is the emotion on a scale of 1 (mild) to 5 (very intense)?
• What could be a healthy way to cope or respond?

Data Recording Format
Use one index card or recording sheet per scenario. Record in columns or labeled fields:
Scenario | Emotion(s) | Trigger | Physical Clues | Intensity (1–5) | Coping Strategy

Instructions
1. In your group, draw one scenario card at a time.
2. Read it aloud and discuss using the prompts above.
3. Write down your group’s observations in the recording format.
4. After 2–3 minutes, rotate the card so each pair discusses a new scenario.
5. By the end of the station time, aim to record insights for at least 3 different scenarios.
6. Be ready to share one interesting finding when the teacher visits your group.

Note for Differentiation
• Provide the emotion-word bank for students who need vocabulary support.
• Challenge advanced learners to suggest multiple coping strategies or alternative perspectives.

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Worksheet

Strengths Hypothesis Sheet

Name: _______________________ Date: _____________

1. Brainstorm Your Top 3 Strengths
Use the table below to identify three personal strengths. For each, write a specific example (evidence) of when you used that strength and rate your confidence level (1 = low, 5 = high).

| Strength | Evidence / Example (When I used it…) | Confidence Level (1–5) |

| --- | --- | --- |
| 1. ____________ | _________________________________ | ___ |
| 2. ____________ | _________________________________ | ___ |
| 3. ____________ | _________________________________ | ___ |



2. Which strength do you feel is your strongest? Why?





3. How could you apply this strength to help you in school this week?









4. One new strength or skill I’d like to develop is:










5. What’s one specific action you can take in the next three days to practice that new strength?









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Cool Down

Lab Reflections Prompt

Reflect on today’s Self-Discovery Lab by answering the prompts below. Be specific and use examples from your station activities.

  1. What’s one emotion you identified today, and what did you learn about its trigger and intensity?






  2. Which personal strength from the Strengths Hypothesis Station resonated most with you, and why?






  3. How did creating your Self-Concept Map help you understand more about who you are?






  4. Describe a moment during the Empathy Role-Play when you practiced or observed empathy. What did you notice?






  5. One specific action I will take in the next three days to use what I learned about my emotions or strengths is:






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Self-Discovery Lab • Lenny Learning