Script for Safe Body Strategies

Introduction (Warm-Up) - 5 minutes

Teacher: "Good morning, everyone! Let’s stand up and shake our bodies a little bit to wake up our muscles. I’m going to play some fun music and dance, and you dance with me! Ready? Let's dance!"

(Play upbeat music and dance together for a few minutes.)

Teacher: "Great dancing, friends! Now, I want to talk about something very special – our BIG FEELINGS! Sometimes, our hearts feel really big and sometimes even a little heavy. We all have big feelings, and it’s okay!"

Lesson Introduction - 5 minutes

Teacher: "Big feelings are like a big, colorful balloon. Sometimes it can be happy, sometimes it can be a little stormy. Let’s look at these nice pictures called Visual Emotion Cards."

(Show the Visual Emotion Cards to the class.)

Teacher: "Now, let’s make our faces show the feelings. When you see a happy face, smile big! When you see a sad face, make a sad face like this." (Model a sad facial expression.)

Teacher: "Who can show me a happy face? Wonderful! And who can show a surprised face? Awesome job!"

Activity: Safe Body Strategies - 10 minutes

Teacher: "I’m going to tell you a little story about Sammy the Squirrel. Sammy sometimes had big feelings that made him feel wiggly and shaky. One time, Sammy felt very, very angry. Instead of yelling, he took a deep breath and stretched his arms like a big tree. Let’s pretend to be like Sammy!"

Teacher: "When you feel your big feelings coming on, you can try to take a slow, big breath. Watch me! Breathe in… hold it… and now slowly blow out! Let’s all do that together. Inhale… one, two, three… hold… and exhale, one, two, three. Great job everyone!"

Teacher: "Another thing Sammy did when his tummy felt all twisty was to find a safe space. That means giving our friends enough room and using kind words. Let’s practice. Turn to a friend and say, ‘I feel big inside, but I am calm and safe!’ If your friend wants to hug you, ask first: ‘Can I hug you?’ That way, we all stay safe and happy!"

(Encourage children to turn to a neighbor and practice using kind words and asking for permission for hugs.)

Teacher: "Remember, our bodies are like super heroes! We take care of them and show them love by using our safe body strategies."

Cool-Down - 5 minutes

Teacher: "Now, let’s slow down a bit. Sit down on the carpet and relax your body. We’re going to take one more deep breath together. Ready? Inhale slowly, and exhale like you’re blowing out a candle…"

Teacher: "Great job, everyone. Before we finish, I’d love to hear from you. Can someone tell me one big feeling they felt today and a way they used or can use our safe body strategies to feel better?"

(Listen to responses.)

Teacher: "Thank you for sharing. Remember, it's okay to feel big feelings, and always use your safe body. You are all amazing! Now, it’s time to finish our lesson and get ready for our next fun activity. Have a wonderful day!"

Safe Body Strategies Activity

Overview

In this activity, students will be encouraged to practice the safe body strategies they've learned. The activity is designed to engage Pre-K children through role-playing and interactive exercises. It provides clear, simple instructions and incorporates movement, which is especially beneficial for children with ADHD.

Objectives

• Practice using safe body strategies during moments of big feelings.
• Reinforce the concept of personal space and consent.
• Encourage children to express their feelings using words and actions.

Materials Needed

• Visual Emotion Cards
• Safe Body Zones Poster
• A spacious area for role-playing

Instructions

Step 1: Setting the Stage

• Have the children gather in a circle in an open space.
• Remind the children about the safe body zones by reviewing the Safe Body Zones Poster.
• Explain that today they are going to practice what to do when they feel big feelings.

Step 2: Role-Playing Game

• Introduce a simple scenario: "Imagine you are a superhero. Sometimes, you feel super big emotions. What can you do to feel safe and calm?"
• Ask for volunteers to act out different safe body strategies they learned from the scripted lesson. Examples include:
  • Taking deep breaths
  • Gentle stretching (like Sammy the Squirrel)
  • Using kind words to express feelings
  • Asking for permission, such as saying, "Can I hug you?"
• Encourage the children by reminding them to use clear words, slow movements, and to respect each other’s personal space.

Step 3: Interactive Discussion

• After the role-playing, gather the children back into a group.
• Ask open-ended questions such as:
  • "How did it feel to take a deep breath like a superhero?"
    
  • "Why is it important to ask, 'Can I hug you?' before giving a hug?"
    
  • "What are some other ways we can show our safe body strategies?"
• Allow time for the children to share their thoughts and experiences.

Step 4: Reflection and Recap

• Ask each child to share one big feeling they sometimes experience and which safe body strategy they might use next time.
• Summarize the activity by highlighting how practicing these strategies helps us feel better and keeps everyone safe.

Follow-Up Points

• Repeat the activity periodically to reinforce the safe body strategies.
• Consider incorporating similar role-playing scenarios to cover various emotions and contexts.
• Provide additional support or adaptations, as needed, for children diagnosed with ADHD or any other specific needs.

Enjoy the activity and celebrate every small step towards feeling safe and confident in managing big feelings!

Warm-Up: Dance and Feelings

Overview

This warm-up activity uses dance to engage the children physically and emotionally. It sets a positive tone for the lesson by letting children move freely and have fun while connecting with their feelings.

Instructions

1. Play upbeat, child-friendly music to invite movement. Encourage the children to stand up and move around.

2. Ask the children to follow simple dance moves such as jumping, twirling, or stretching their arms wide. Keep the movements simple and fun.
   
   
   

3. Introduce the idea of big feelings by saying, "Our body moves can show how we feel, just like a happy dance or a slow, calm dance when we're feeling a little sad."
   
   
   

4. Encourage the children to express themselves with their dance. Ask them to try one dance move that shows how they feel, and then share a few examples as a group.
   
   
   

5. Transition by gently bringing the dance to a close and letting the children know that now we'll talk more about our feelings and how we can take care of our bodies when we have big feelings.

Enjoy your dance and get ready to learn more about handling our big feelings safely!

Cool-Down: Breathing and Reflection

Overview

This cool-down activity is designed to help children transition from an active learning session to a calm and relaxed state. It incorporates deep breathing exercises along with a short reflective conversation to reinforce their learning about managing big feelings safely.

Instructions

1. Have the children sit down comfortably on a soft carpet or in a circle. Ensure there is enough space for everyone to move their arms gently.

2. Ask the children to close their eyes or lower their gaze to help focus on their breathing.

3. Guide the children through a deep breathing exercise:

   • Say, "Let’s take a big, slow breath in… then slowly blow it out, just like you’re gently blowing away some leaves."
     
     
     
   • Repeat this process three times, encouraging the children to feel their tummy rising and falling with each breath.

4. After the breathing exercise, initiate a short reflection:

   • Ask each child to share one thing they learned about handling big feelings or one strategy they can use to keep their body safe.
   • Use open-ended prompts such as, "How did that big breath make you feel?" or "What is one thing you can do when your feelings feel too big?"
     
     
     

5. Conclude by thanking the children for sharing and emphasize that practicing these strategies helps us take care of our feelings and our bodies.

Transition

Let the children know that they can always use these deep breaths whenever they feel a little overwhelmed. End the session by reminding them that they are all doing an amazing job in their journey of understanding and managing big feelings.

Enjoy the calm and peace as we close our session. Great job, everyone!

Pre-K Visual Emotion Cards

Overview

The Pre-K Visual Emotion Cards are a fun and colorful set of images designed to help young children recognize, identify, and express different emotions. They are especially useful for engaging little ones in understanding their feelings by mimicking the facial expressions seen on the cards.

Emotions Included

• Happy: A bright, smiling face to showcase happiness and excitement.
  
  
  
• Sad: A face with a gentle frown to express moments when we feel down.
  
  
  
• Angry: A face showing a bit of frustration, helping children recognize anger.
  
  
  
• Surprised: A face with wide eyes, hinting at moments of astonishment or curiosity.
  
  
  
• Calm: A soft, gentle smile to display tranquility and peace.

How to Use

1. Introduction: Introduce the cards at the beginning of the lesson, pointing to each card and naming the emotion.
   
   
   
2. Mimicking Game: Encourage the children to mimic the facial expressions on the cards. Ask them questions like, "Can you show me a happy face?" or "What does a surprised face look like?"
   
   
   
3. Storytelling: Incorporate the cards into your storytelling. For example, when reading Sammy the Squirrel’s story, show the cards corresponding to his feelings to accentuate the narrative.
   
   
   
4. Reinforcement: Use the cards during the review section of the lesson to help children identify their own emotions and discuss which safe body strategy works best for each feeling.

Enjoy using these Visual Emotion Cards to empower your Pre-K students in understanding and managing big feelings!