Listening Puzzle Activity

Objective: Students will practice active listening skills—such as eye contact, nodding, and asking clarifying questions—by accurately describing and redrawing a hidden picture.

Materials Needed:
- Picture Cards (simple line drawings) – one set for describers
- Blank drawing paper – one sheet per drawer
- Pencils or markers

Prep (5 minutes):
- Select or create 5–6 simple line drawings (e.g., a house, a tree, an animal).
- Print two copies of each drawing and cut them into individual Picture Cards.
- Place the cards face down in a stack.

Instructions (8 minutes total):
1. Form Pairs (1 minute)
- Students pair up.
- Assign roles: Partner A is the Describer; Partner B is the Drawer.

2. Describe & Draw (3 minutes)
- Partner A picks a Picture Card without showing it to their partner.
- Partner A describes the image using clear, specific language—but they must avoid naming objects (e.g., say “curved lines like an arch” instead of “rainbow”).
- Partner B listens attentively—maintaining eye contact, nodding, and not interrupting—and draws based solely on verbal cues.
- No peeking allowed!

3. Share & Reflect (2 minutes)
- Partners reveal the original and compare drawings.
- Discuss: “Which descriptions were most helpful? What was challenging to explain or draw?”

4. Switch Roles & Repeat (2 minutes)
- Swap roles and select a new Picture Card.
- Repeat steps 2–3.

Extension: Time permitting, have pairs share one tip they discovered for clearer descriptions with the whole group.

Social Scenario Cards Set

Use these cards for pair or trio role-plays. Print and cut apart so each group draws one at random. Each card includes a scenario, roles, and a focus on active listening, empathy, and cooperation.

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### Card 1: Playground Swing Dispute
Scenario: Two friends both want the same swing at recess and begin arguing.
Roles:
- Student A: “I was on the swing first!”
- Student B: “But you’ve been swinging for a long time.”
Focus:
- Acknowledge each other’s feelings (“I hear you feel left out”).
- Propose a fair solution (e.g., timer or turn-taking).

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### Card 2: Lunch Table Left-Out
Scenario: A new student sits alone at lunch and looks sad.
Roles:
- Student A: New student who doesn’t know anyone.
- Student B: Regular lunch-table member.
Focus:
- Practice inviting someone in (“Would you like to join us?”).
- Listen to their concerns and share an encouraging comment.

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### Card 3: Group Project Stall
Scenario: In a group of three, one person hasn’t done their part of the science poster.
Roles:
- Student A: Feels overwhelmed and hasn’t started.
- Student B/C: Worried the project won’t finish on time.
Focus:
- Use “I” statements (“I feel stressed when…”).
- Offer help and plan next steps together.

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### Card 4: Hallway Teasing
Scenario: One student teases another about their backpack.
Roles:
- Student A: Teasing (“Your backpack is so old!”).
- Student B: Feels hurt.
Focus:
- Identify the impact (“It hurts when you say that”).
- Practice apologizing and stopping the teasing.

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### Card 5: Art Supply Sharing
Scenario: Two classmates want the same set of markers during art time.
Roles:
- Student A: Has the markers out and continues drawing.
- Student B: Needs markers to finish their drawing.
Focus:
- Ask politely and wait for a turn.
- Negotiate a share plan (split by color, time limit).

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### Card 6: Game Rules Disagreement
Scenario: During a gym game, two players disagree on a rule interpretation.
Roles:
- Student A: Insists on one rule version.
- Student B: Argues for a different version.
Focus:
- Take turns explaining your viewpoint.
- Listen fully before responding and suggest asking the teacher or consulting the rule sheet.

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### Card 7: Excluded from Conversation
Scenario: A small group is whispering and giggling, making another student feel left out.
Roles:
- Student A/B/C: Whispering and laughing.
- Student D: Knows something’s happening but isn’t included.
Focus:
- Acknowledge and include (“Want to tell me what’s funny?”).
- Practice welcoming language.

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### Card 8: Accidental Hurt Feelings
Scenario: One student accidentally bumps into another in the hallway, spilling their books.
Roles:
- Student A: Bumped into the other, apologetic but hurried.
- Student B: Upset about spilled books.
Focus:
- Use active listening to understand frustration.
- Offer a sincere apology and help pick up the books.

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After role-play, groups should:
1. Share one moment they felt listened to.
2. Identify an empathetic phrase they used.
3. Swap roles (if time allows) and repeat.

Empathy Reflection Journal Sheets

Name: ____________________________ Date: ___________

Use these journal prompts to reflect on your experiences during the Super Social Squad activities. Refer to the Reflection Prompt Cards if you need more ideas.

1. What did you notice about your listening during the role-play?

2. Describe a moment when you felt truly listened to by a peer. What words or actions made you feel heard?

3. How did showing empathy change the interaction in your scenario? Give a specific example.

4. Write down one empathetic phrase you used or heard today. When did you use it, and what was the reaction?

5. How can you apply active listening and empathy in another situation at school (e.g., recess, group work, hallway)?

Great work reflecting! Keep these notes to help you become a stronger listener and friend in every part of your school day.

Reflection Prompt Cards

Use these cards in your group discussion before writing in your journals. Each student picks a card, reads the prompt aloud, and shares their thoughts.

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### Card 1: Listening Reflection
What did you notice about your listening during the role-play?



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### Card 2: Being Heard
Describe a moment when you felt truly listened to. What words or actions made you feel heard?



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### Card 3: Empathy Impact
How did showing empathy change the interaction in your scenario? Give one specific example.



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### Card 4: Helpful Phrases
Share one empathetic or cooperative phrase you used or heard. Why was it effective?



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### Card 5: Next Steps
How can you use active listening or empathy in another situation at school (recess, class project, hallway)?



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### Card 6: Peer Feedback
What’s one piece of positive feedback you received or gave about someone’s social skill during the activities?