Warm-Up: Leaf Observations

Take a moment to carefully observe the leaf in front of you (or the image provided).

1. What colors do you see on the leaf?
   
   
   
   
2. Describe the texture of the leaf. Is it smooth, rough, soft, or something else?
   
   
   
   
3. Do you see any patterns or unique features on the leaf?
   
   
   
   
4. What questions do you have about this leaf or other leaves you've seen?
   
   
   
   

Teacher Script: Why Do Leaves Change Color?

Introduction (5 minutes)

(Display Slide 1: The Magic of Fall Leaves)

"Good morning, everyone! Who here loves the fall season? What are some of your favorite things about fall?"

(Allow students to share.)

"That's great! One of the most beautiful things about fall is seeing all the leaves on the trees change into vibrant colors like red, orange, and yellow. But have you ever stopped to wonder why this happens? What's the science behind this amazing natural show? Today, we're going to become 'leaf detectives' and uncover the secrets of why leaves change color!"

(Distribute Warm-Up: Leaf Observations and give students a few minutes to complete it. Then discuss their observations as a class.)

"Fantastic observations, everyone! It looks like you're all ready to become expert leaf scientists!"

Leaves Are Food Factories! (10 minutes)

(Display Slide 2: Leaves Are Food Factories!)

"Let's start by thinking about what plants need to live and grow. Just like we need to eat to get energy, plants need to make their own food. And where do they do that? Right in their leaves!"

"Leaves are like tiny food factories for the plant. They have a very special ingredient inside them called chlorophyll. Can everyone say 'chlorophyll'?"

(Wait for students to repeat.)

"Excellent! Chlorophyll is super important because it's what gives leaves their green color. It's also the main helper in making the plant's food!"

(Display Slide 3: What is Photosynthesis?)

"The process plants use to make their food is called photosynthesis. It's a big word, but it just means 'making things with light.' Think of it like a plant's kitchen. Chlorophyll acts like a chef, using sunlight, water, and air to 'cook up' sugar, which is the plant's food. So, if chlorophyll is green and it's making all the food, what color do you think the leaves will be most of the time?"

(Wait for responses, guiding them to 'green'.)

"Exactly! Green!"

Why Colors Change (10 minutes)

(Display Slide 4: Chlorophyll Breaks Down)

"Now, as summer turns into fall, what starts to happen to our days? Do they get longer or shorter? Warmer or cooler?"

(Allow responses.)

"That's right, the days get shorter and the air gets cooler. When this happens, the plant gets a signal that winter is coming. It starts to get ready for a long nap! Because there's less sunlight, the plant doesn't need to make as much food. So, what do you think happens to that super important green ingredient, chlorophyll?"

(Prompt students for ideas.)

"It starts to break down and disappear! It's like the chef goes on vacation!"

(Display Slide 5: Hidden Colors Appear!)

"But here's the really cool part! Those beautiful yellow and orange colors? They were actually in the leaf all along! They were just hidden underneath all that strong green chlorophyll. Think of it like a magic trick. When the green chlorophyll goes away, poof! The yellow and orange pigments, called carotenoids, finally get their chance to shine!"

(Display Slide 6: Red & Purple's Big Debut)

"What about the dazzling reds and purples we see? Are those hidden too?"

(Wait for responses.)

"Not quite! These colors are different. Red and purple pigments, called anthocyanins, are actually made by the plant in the fall! They are like a special bonus color. The plant makes more of these colors when there are bright, sunny days and cool, crisp nights. Isn't that amazing?"

Leaf Chromatography Activity (15 minutes)

(Display Slide 7: The Science of Fall Colors and then Slide 8: Leaf Chromatography Activity)

"So, to recap, leaves change color because the green chlorophyll breaks down, revealing hidden yellow and orange, and the plant makes new red and purple pigments. Now, let's become real scientists and see if we can discover some of these hidden colors for ourselves!"

"Today, we're going to do a fun activity called Leaf Chromatography! Does that sound like a mouthful? It just means we're going to separate the colors in a leaf!"

(Explain the activity using the Leaf Chromatography Activity Guide. Distribute materials and guide students through the steps. Circulate and assist groups, prompting observations and discussion.)

Reinforce Learning & Worksheet (10 minutes)

"Welcome back, scientists! What did you observe during your chromatography experiment? Did you see any colors separate?"

(Facilitate a brief class discussion about the activity results.)

(Display Slide 9: Nature's Masterpiece or review earlier slides as needed.)

"So, now we know the amazing science behind why leaves change color! It's not just magic, it's chemistry!"

(Distribute Fall Leaf Worksheet for independent or pair work. Guide students to complete it. Optionally, review answers together using the Fall Leaf Worksheet Answer Key

Cool-Down: Reflecting on Fall Colors (5 minutes)

(Distribute Cool-Down: Reflecting on Fall Colors)

"As we wrap up our lesson, I want you to think about all the amazing things we learned today about fall leaves. On this cool-down, please write down one new thing you learned about why leaves change color. It could be a new word, a new idea, or something that surprised you!"

(Collect cool-down slips as an exit ticket.)

"Thank you for being such wonderful leaf detectives today! I hope you look at fall leaves with a new sense of wonder and understanding!"

Leaf Chromatography Activity: Uncovering Hidden Colors

Objective: To observe the different color pigments present in a green leaf.

Materials per group:

• 1-2 fresh green leaves (spinach, oak, or maple work well)
• Small jar or clear cup
• Rubbing alcohol (isopropyl alcohol)
• Plastic wrap or foil
• Pencil or skewer
• Coffee filter strip (cut about 1 inch wide and long enough to hang into the alcohol without touching the bottom)

Instructions:

1. Tear the Leaf: Tear your green leaf into very small pieces. The smaller the pieces, the better! Place all the torn leaf pieces into the small jar or cup.
   
   
   
   
2. Add Rubbing Alcohol: Carefully pour enough rubbing alcohol into the jar to just cover the leaf pieces. Do not overfill.
   
   
   
   
3. Mash the Leaves: Use the back of a spoon or a stirring stick to gently mash and crush the leaf pieces in the alcohol for about 2-3 minutes. This helps extract the pigments.
   
   
   
   
4. Set Up the Filter Strip: Hang the coffee filter strip over the pencil or skewer so that one end of the strip is submerged in the rubbing alcohol (but not touching the leaf pieces at the bottom of the jar). The pencil should rest across the top of the jar.
   
   
   
   
5. Cover and Wait: Cover the top of the jar with plastic wrap or foil. This helps to keep the alcohol from evaporating too quickly.
   
   
   
   
6. Observe! Place your jar in a warm spot (like near a sunny window, but not in direct, hot sunlight) and let it sit for at least 30-60 minutes, or even longer if possible. What do you think will happen?
   
   
   
   

Think Like a Scientist:

• As the alcohol moves up the coffee filter, what do you observe happening to the colors? Do you see more than just green?
  
  
  
  
  
  
  
• Which colors appear first? Which colors travel the highest up the filter strip?
  
  
  
  
  
  
  
• Based on what we learned today, why do you think these different colors are separating?
  
  
  
  
  
  
  

Fall Leaf Worksheet: Understanding Color Change

Name: _____________________________
Date: _____________________________

Part 1: Fill in the Blanks

Use the words in the box to complete the sentences below:

chlorophyll photosynthesis green sunlight fall hidden

1. Plants make their own food through a process called ____________________.
   
   
   
   
2. The main ingredient that makes leaves look ____________________ is ____________________.
   
   
   
   
3. In the ____________________, days get shorter and cooler, causing chlorophyll to break down.
   
   
   
   
4. Yellow and orange colors are usually ____________________ by the green chlorophyll until it fades away.
   
   
   
   
5. Red and purple colors are made by the plant when there is a lot of ____________________ and cool nights.
   
   
   
   

Part 2: Short Answer Questions

1. What is the main job of chlorophyll in a leaf?
   
   
   
   
   
   
   
2. Why do leaves stop being green in the fall?
   
   
   
   
   
   
   
   
   
   
   
   
3. Where do the yellow and orange colors in a leaf come from?
   
   
   
   
   
   
   
4. How are red and purple leaf colors different from yellow and orange colors?
   
   
   
   
   
   
   
   
   
   
   
   
5. Imagine you are a leaf. Describe how you change from summer to fall.
   
   
   
   
   
   
   
   
   
   
   
   
   

Fall Leaf Worksheet Answer Key

Part 1: Fill in the Blanks

1. Plants make their own food through a process called photosynthesis.
2. The main ingredient that makes leaves look green is chlorophyll.
3. In the fall, days get shorter and cooler, causing chlorophyll to break down.
4. Yellow and orange colors are usually hidden by the green chlorophyll until it fades away.
5. Red and purple colors are made by the plant when there is a lot of sunlight and cool nights.

Part 2: Short Answer Questions

1. What is the main job of chlorophyll in a leaf?

   • Chlorophyll's main job is to help the plant make its own food using sunlight, water, and air (photosynthesis). It also gives leaves their green color.

2. Why do leaves stop being green in the fall?

   • Leaves stop being green in the fall because the days get shorter and cooler. This signals to the plant to stop producing chlorophyll, and the existing chlorophyll breaks down, revealing other colors.

3. Where do the yellow and orange colors in a leaf come from?

   • Yellow and orange colors are pigments (like carotenoids) that are present in the leaf all summer long. They are just covered up by the abundant green chlorophyll until it fades in the fall.

4. How are red and purple leaf colors different from yellow and orange colors?

   • Yellow and orange colors are present in the leaf all the time, just hidden by green chlorophyll. Red and purple colors (anthocyanins) are newly made by the plant in the fall, especially during sunny days and cool nights.

5. Imagine you are a leaf. Describe how you change from summer to fall.

   • Self-correction/Example Answer: "In the summer, I'm busy making food for my tree, so I'm full of green chlorophyll. But when fall comes, the days get shorter and colder, so I stop making chlorophyll. My green color fades away, and the beautiful yellow and orange colors that were hiding inside me all along finally get to show! If the weather is just right, with lots of sun and cool nights, I might even make some brand new red or purple colors to add to the show before I fall off the tree!"

Cool-Down: Reflecting on Fall Colors

Name: _____________________________

One New Thing I Learned:

What is one new and interesting thing you learned today about why leaves change color in the fall?

Conflict Rx: Resolve It! Script

Session 1-6 Overview

This script provides guidance for each 25-minute session, focusing on developing conflict resolution skills. Adapt as needed based on student engagement and progress.

Week 1: Understanding Conflict & Identifying Behaviors

Warm-Up & Check-In (5 minutes)

Teacher: "Welcome, [Student's Name]! How are you doing today? Anything exciting or challenging happen since we last met?"

Teacher: "Great. Today, we're starting our journey into becoming conflict resolution experts. We'll be looking at how we can handle disagreements in a way that helps everyone involved. Our goal for today is to understand what conflict is and to start figuring out what kinds of words and actions are helpful, and which ones aren't, when we have a problem with someone else. Does that sound like a plan?"

Introducing Acceptable vs. Unacceptable (15 minutes)

Teacher: "Let's begin by thinking about conflict. What comes to mind when you hear that word? Is conflict always a bad thing?"

Teacher: "That's a really interesting point. You're right, conflict can be uncomfortable, but it's also a normal part of life. We all have different ideas and feelings, and sometimes those differences bump into each other. What's important isn't whether conflict happens, but how we choose to deal with it."

Teacher: (Refer to Slide Deck: Conflict Rx: Resolve It! - Slide 2: "What is Conflict?") "As you can see, conflict is simply a disagreement. It can happen with friends, family, or even people you don't know well. The good news is, we can learn skills to make these disagreements easier to handle."

Teacher: (Refer to Slide Deck: Conflict Rx: Resolve It! - Slide 3: "Acceptable vs. Unacceptable Responses") "Now, let's look at how people act and what they say during a conflict. Some ways of responding are helpful, and some just make things worse. We call helpful responses 'acceptable' and unhelpful ones 'unacceptable.'"

Teacher: "Can you give me an example of something someone might say that would be unacceptable during a disagreement? What about an unacceptable action?"

Teacher: "Exactly. Name-calling, yelling, or ignoring someone are definitely unacceptable. They hurt feelings and don't help solve the problem. Now, what about acceptable behaviors or language? What would be a helpful thing to say or do?"

Teacher: "Great examples! Using a calm voice, listening, and saying 'I feel...' are all fantastic ways to handle conflict respectfully. Let's try some practice scenarios. I have some Conflict Scenario Cards here. We'll pick one, and you tell me what you see as acceptable or unacceptable, and what a better response might be."

Choose one or two scenarios from Conflict Scenario Cards. Read it aloud to the student.

Teacher: "In this scenario, what behaviors or language are unacceptable? Why?"

Teacher: "And what would be a more acceptable way for the characters in this scenario to communicate or act?"

Wrap-Up & Next Steps (5 minutes)

Teacher: "We covered a lot today! We talked about what conflict is and started distinguishing between acceptable and unacceptable ways to react. What's one big idea you're taking away from our session today?"

Teacher: "Excellent. For next time, try to notice if you see any acceptable or unacceptable behaviors in conflicts around you, or even in shows you watch. We'll continue with more scenarios and dig deeper into how our emotions play a role. See you next week!"

Week 2: Deeper Dive into Behaviors & Language

Warm-Up & Check-In (5 minutes)

Teacher: "Welcome back, [Student's Name]! How are things going? Did you notice any acceptable or unacceptable conflict behaviors this past week, like we talked about?"

Teacher: "Thanks for sharing! Last week, we started looking at what conflict is and how our behaviors and words can either help or hurt. Today, we're going to dive deeper into those ideas with more scenarios and really focus on identifying specific acceptable and unacceptable actions and language."

Introducing Acceptable vs. Unacceptable (15 minutes)

Teacher: (Refer to Slide Deck: Conflict Rx: Resolve It! - Slide 3: "Acceptable vs. Unacceptable Responses") "Let's quickly review our acceptable and unacceptable lists from last time. Anything you'd like to add or clarify?"

Teacher: "Okay, let's grab another one or two Conflict Scenario Cards. This time, I want you to be a detective. After I read the scenario, tell me all the specific unacceptable behaviors or words you hear, and then for each, tell me an acceptable alternative."

Choose one or two scenarios from Conflict Scenario Cards. Read it aloud to the student.

Teacher: "What unacceptable behaviors or words did you notice in that scenario? Why are they unacceptable?"

Teacher: "For each unacceptable one you identified, what would be a more acceptable way for that person to act or speak?"

Repeat with a second scenario if time permits. Use Conflict Resolution Discussion Prompts as needed to expand on student responses.

Wrap-Up & Next Steps (5 minutes)

Teacher: "Great job today, [Student's Name]! You're really getting good at spotting those different behaviors. What was the most challenging part of today's activity, or what did you feel most confident about?"

Teacher: "That's great insight. Next week, we'll start to connect these behaviors to the emotions people feel during conflict and learn how to respond to those emotions effectively. See you then!"

Week 3: Emotions & Appropriate Responses

Warm-Up & Check-In (5 minutes)

Teacher: "Hi [Student's Name]! How was your week? Any reflections on our discussions about acceptable and unacceptable behaviors?"

Teacher: "Thanks. Today, we're going to add another layer to our conflict resolution skills. We'll be talking about emotions – both our own and others

Teacher: (Refer to Slide Deck: Conflict Rx: Resolve It! - Slide 4: "Understanding Emotions in Conflict") "Our emotions play a huge role in how we act during a conflict. When we feel angry, frustrated, or misunderstood, it can be really hard to respond acceptably. But if we can recognize those feelings, we can choose better responses."

Practicing Appropriate Responses (15 minutes)

Teacher: "Let's look at another scenario from our Conflict Scenario Cards. This time, pay attention to the emotions that might be happening, and then think about how you could respond to those emotions in an appropriate way."

Choose a scenario from Conflict Scenario Cards that clearly involves different emotions.

Teacher: "In this situation, what emotions do you think the people involved might be feeling?"

Teacher: "If someone is feeling [Student-identified emotion, e.g., frustrated], what would be an appropriate, acceptable way to respond to them? What would you say or do?"

Teacher: "Now, let's use the Appropriate Response Worksheet. We'll work through a few situations, and you'll write down what an appropriate response would be to the emotional state presented."

Guide the student through 2-3 questions on the Appropriate Response Worksheet.

Wrap-Up & Next Steps (5 minutes)

Teacher: "Great work today, [Student's Name]! Recognizing emotions and choosing appropriate responses is a big step. What was the most important thing you learned about emotions today?"

Teacher: "Fantastic. Next week, we'll continue practicing with emotions and introduce a fun game to help solidify these skills. Keep thinking about how emotions impact how people act. See you then!"

Week 4: Game On: Responding to Emotions

Warm-Up & Check-In (5 minutes)

Teacher: "Hi [Student's Name]! How are you feeling today? Any opportunities to think about emotions and responses this week?"

Teacher: "Great. Today, we're going to continue our work on understanding emotions and choosing appropriate responses. We'll reinforce these ideas with a fun activity: the Emotion Reaction Game."

Practicing Appropriate Responses (15 minutes)

Teacher: "Let's review a couple of the situations from our Appropriate Response Worksheet from last time. What was an emotion identified, and what was an appropriate response?"

Teacher: "Excellent memory! Now, let's play the Emotion Reaction Game! The goal is to quickly come up with an appropriate response to different emotional situations. Remember, there are no 'wrong' emotions, just more or less helpful ways to react."

Facilitate the Emotion Reaction Game. Provide feedback and encouragement as the student plays.

Teacher: "You're doing a fantastic job thinking on your feet! It's tricky sometimes to come up with the best response quickly, but that's what practice is for."

If time allows, use another scenario from Conflict Scenario Cards and discuss emotions and responses.

Wrap-Up & Next Steps (5 minutes)

Teacher: "Fantastic effort today, [Student's Name]! The Emotion Reaction Game really helped us practice. What's one new strategy or idea you'll try to remember when you're feeling a strong emotion, or when someone else is?"

Teacher: "Awesome. Next week, we'll put all these skills together with some role-playing to really practice using them in action. Keep an eye out for emotions and good responses around you. See you soon!"

Week 5: Role-Playing & Application

Warm-Up & Check-In (5 minutes)

Teacher: "Hey [Student's Name]! How are you doing? Anything you want to share about conflicts or emotions this week?"

Teacher: "Thanks for that. Today is all about putting our skills into action! We're going to do some role-playing, which means we'll act out some conflict situations so you can practice using acceptable behaviors and language, and responding appropriately to emotions."

Role-Playing and Application (15 minutes)

Teacher: "Role-playing is a safe way to practice real-life situations. We can pause, try again, and think through different options. I'll read a scenario from our Conflict Scenario Cards, and then we'll act it out. We can switch roles, too, if you'd like. Remember to focus on what we've learned: acceptable language, behaviors, and responding to emotions."

Choose 1-2 scenarios from Conflict Scenario Cards or ask the student for a hypothetical situation they've experienced or worried about.

Teacher: (After reading the scenario) "Okay, let's set the scene. Who are you in this scenario? Who am I? Let's start!"

Engage in role-playing. Pause as needed to provide feedback, ask guiding questions, and allow the student to try different responses.

Teacher: "That was great! I noticed you [praise specific acceptable behavior/language]. What did you feel went well in that interaction?"

Teacher: "If you could do one thing differently, what might it be?"

Repeat with another scenario if time permits. Use Conflict Resolution Discussion Prompts to debrief after each role-play.

Wrap-Up & Next Steps (5 minutes)

Teacher: "You did a fantastic job with the role-playing today, [Student's Name]! It takes courage to practice like that. What did you learn about yourself or your conflict skills today?"

Teacher: "That's really insightful. Next week will be our last session for this unit, and we'll be starting a fun project where you can show off everything you've learned. I'll introduce the My Conflict Resolution Project Guide. Keep thinking about how you can use your new skills!"

Week 6: Conflict Resolution Project

Warm-Up & Check-In (5 minutes)

Teacher: "Hello, [Student's Name]! How are you doing today? We're at our last session for this unit, and I'm excited for you to share your learning."

Teacher: "Fantastic. Today, we're going to introduce your My Conflict Resolution Project Guide. This project is your chance to show off all the amazing conflict resolution skills you've developed over the past few weeks. It's a way for you to be creative and teach others what you've learned!"

Conflict Resolution Project (15 minutes)

Teacher: (Hand the student the My Conflict Resolution Project Guide and Project Rubric.) "Take a look at this guide. It outlines a few different options for your project, like creating a short story, a comic strip, or even a mini-presentation about resolving conflict. The main goal is to demonstrate that you can distinguish between acceptable and unacceptable behaviors, and that you know how to respond appropriately to different emotional states."

Teacher: "We also have this Project Rubric, which shows exactly how your project will be assessed. It's here to help you understand what I'll be looking for in your work."

Review the My Conflict Resolution Project Guide and Project Rubric together. Answer any questions the student has. Provide initial time for brainstorming or starting the project.

Teacher: "Which project option sounds most interesting to you? What are some initial ideas you have for demonstrating the skills we've practiced?"

Teacher: "Those are great ideas! We can use the rest of our time today to brainstorm more or even get started on your project. Remember, the Answer Key: Conflict Scenario Cards & Worksheet can be a helpful resource if you want to review some examples."

Wrap-Up & Next Steps (5 minutes)

Teacher: "Excellent job today, [Student's Name]! I'm really looking forward to seeing your project. Remember that these conflict resolution skills are valuable not just for this project, but for your life outside of school as well. I'm proud of the progress you've made. We'll check in on your project's progress in our next scheduled meeting. Keep up the great work!"

Appropriate Response Worksheet

Name: ________________________

Date: ________________________

Part 1: Identifying Emotions

Read each mini-scenario. What emotion do you think the person or people involved might be feeling? (You can choose more than one!)

1. Your friend borrowed your favorite pencil and accidentally broke it. They look really sad.

   • Emotion(s) your friend might be feeling:
     
     
     
   • Emotion(s) you might be feeling:
     
     
     

2. You are trying to explain a game to your younger sibling, but they keep interrupting you and running off to play with toys.

   • Emotion(s) your sibling might be feeling:
     
     
     
   • Emotion(s) you might be feeling:
     
     
     

3. A classmate loudly whispers a joke about your new haircut to their friend, and they both laugh.

   • Emotion(s) your classmate might be feeling:
     
     
     
   • Emotion(s) you might be feeling:
     
     
     

Part 2: Choosing Appropriate Responses

For each scenario below, imagine you are the person experiencing the situation. What would be an appropriate (acceptable and helpful) response? Think about what you would say and what you would do.

1. Scenario: Your friend is clearly angry because you accidentally deleted their saved game on your console.

   • Your appropriate response (what you would say/do):
     
     
     
     
     
     

2. Scenario: Your younger sibling is feeling very frustrated because they can't figure out a puzzle.

   • Your appropriate response (what you would say/do):
     
     
     
     
     
     

3. Scenario: A classmate looks sad because they didn't get picked for a team during gym class.

   • Your appropriate response (what you would say/do):
     
     
     
     
     
     

4. Scenario: Someone in your group project is acting very annoyed because their ideas aren't being chosen, and they start to sigh loudly.

   • Your appropriate response (what you would say/do):
     
     
     
     
     
     
     
     
     

5. Scenario: You feel confused and a bit left out because your friends are talking in a code you don't understand.

   • Your appropriate response (what you would say/do):
     
     
     
     
     
     
     
     
     

Conflict Scenario Cards

Instructions: Read each scenario. Discuss the acceptable and unacceptable behaviors/language you observe. Then, identify the emotions involved and brainstorm appropriate responses.

Scenario Card 1: The Group Project Mix-Up

You and two classmates are working on a history project. One of your classmates, Alex, hasn't done their share of the research, and now the deadline is tomorrow. The other classmate, Maya, is really frustrated and starts raising her voice, saying, "Alex, you always do this! Now we're going to get a bad grade because of you!"

Scenario Card 2: The Borrowed Item

Your best friend, Sam, borrowed your favorite hoodie last week. You saw them wearing it yesterday, and it has a big, noticeable stain on it. When you ask Sam about it, they shrug and say, "Oh, yeah, that happened at soccer practice. No big deal, right?"

Scenario Card 3: Lunchtime Seating

You walk into the cafeteria and see your usual lunch table is full. You spot an empty seat next to a new student you don't know well. As you walk towards it, another student rushes over and loudly says, "Hey, that seat's for my friend who's coming! Go find another spot."

Scenario Card 4: The Game Controller

You and your younger sibling are playing a video game. It's your turn, but your sibling grabs the controller out of your hand, yells, "No, it's my turn!" and starts playing. You feel angry because you were just about to win the round.

Scenario Card 5: Misunderstanding Online

You sent a text message to a friend, joking about something that happened in class. Your friend misunderstood your text and replied with a very upset message, saying they felt hurt by what you said. You didn't mean to upset them at all.

Scenario Card 6: The Unfair Game

You are playing a board game with your family. Your older cousin suddenly changes a rule that you all agreed on at the beginning of the game, making it impossible for you to win. When you point it out, they just say, "Well, I'm making a new rule now! Get over it." You feel frustrated and like it's unfair.

Scenario Card 7: Sharing Supplies

In art class, you need the red marker, but your classmate, who has it, is taking a very long time to finish their drawing. You politely ask if you can use it next, but they just ignore you and keep drawing, even though they can clearly hear you.

Scenario Card 8: Different Opinions

Your group for a science project has to choose a topic. You suggest one idea, and another group member immediately says, "No, that's boring! We should do my idea, it's way better." They don't even let you explain why you liked your topic.

Scenario Card 9: The Loud Distraction

You're trying to concentrate on your homework at home, but your younger sibling is playing music really loudly in the next room and singing along. You're starting to get really annoyed and can't focus.

Scenario Card 10: Feeling Left Out

During recess, you see a group of your friends planning a game, but they don't invite you to join, even though you usually play with them. You feel a bit sad and left out, but you're not sure what to say or do.

Emotion Reaction Game: What's Your Move?

Instructions: The counselor will read out an emotion or a short conflict scenario. Your job is to quickly (but thoughtfully!) come up with an appropriate verbal response (what you would say) and/or a non-verbal response (what you would do). Try to explain why your response is appropriate.

There are no 'wrong' emotions, but there are more helpful and less helpful ways to react! Let's practice making helpful moves!

Game Prompts

Round 1: Feeling Focused

1. If someone looks really ANGRY and crosses their arms, what's your move?

   • Think about: What can you say or do to avoid making them more angry, or to show you're listening?
     
     
     

2. If a friend is really FRUSTRATED because they can't solve a math problem, what's your move?

   • Think about: How can you offer support without doing the work for them, or making them feel silly?
     
     
     

3. If you accidentally bump into someone and they look ANNOYED, what's your move?

   • Think about: What can you say to show you recognize their feeling and take responsibility?
     
     
     

4. If a classmate is SAD because they dropped their lunch, what's your move?

   • Think about: How can you show empathy and offer help?
     
     
     

5. If someone seems CONFUSED by instructions the teacher just gave, what's your move?

   • Think about: What can you do or say to clarify or help them understand?
     
     
     

Round 2: Scenario Speed Round

The counselor will present a quick scenario. What's your immediate, appropriate move?

1. Scenario: Your friend is telling a long story, and you need to leave. They look like they're about to get upset if you interrupt.

   • Your Move:
     
     
     

2. Scenario: Someone calls you a silly name, and you feel a little hurt, but also annoyed.

   • Your Move:
     
     
     

3. Scenario: You hear two friends arguing loudly about a game, and one of them looks like they're about to cry.

   • Your Move:
     
     
     

4. Scenario: A peer is making fun of someone else's drawing, and the person who drew it looks embarrassed.

   • Your Move:
     
     
     

5. Scenario: You feel really proud of something you did, but your friend says, "That's easy, I could do that too." You feel a bit disappointed.

   • Your Move:
     
     
     

Conflict Resolution Discussion Prompts

Instructions: These prompts are designed to encourage deeper thinking and conversation about conflict resolution skills. Use them during individual counseling sessions to explore the student's understanding and personal experiences.

Understanding Conflict and Emotions

1. Can you think of a time when you saw a small disagreement turn into a big one? What do you think made it escalate?
   
   
   

2. What are some common emotions you feel when you are in a conflict or witnessing one?
   
   
   

3. How do your feelings (like anger, frustration, or sadness) change how you want to respond in a conflict?
   
   
   

4. Is it always easy to tell how someone else is feeling during a disagreement? What clues do you look for (facial expressions, body language, tone of voice)?
   
   
   

5. Why is it important to understand the other person's emotions, even if you don't agree with them?
   
   
   

Acceptable vs. Unacceptable Responses

1. When someone uses unacceptable language (like name-calling or yelling), how does that make you feel? How does it affect the conflict?
   
   
   

2. What's the difference between ignoring a problem and taking a break to calm down during a conflict?
   
   
   

3. "Using I-statements" means saying things like, "I feel frustrated when you interrupt me." How is this different from saying, "You always interrupt me, and it's annoying!"?
   
   
   

4. Can you think of a situation where you chose an acceptable response even when you were feeling very upset? What happened?
   
   
   

5. What are some ways to show you are actively listening to someone, even if you don't agree with what they're saying?
   
   
   

Applying Conflict Resolution Skills

1. Imagine you and a friend both want to play with the same toy. What are three different ways you could try to resolve this conflict using acceptable behaviors?
   
   
   

2. If you tried to resolve a conflict, but it didn't work, what would be your next step?
   
   
   

3. Why is it important to take responsibility for your part in a conflict, even if you think the other person is mostly to blame?
   
   
   

4. How can practicing these conflict resolution skills help you in different parts of your life (e.g., at home, with friends, at school)?
   
   
   

5. What's one new strategy or idea about conflict resolution that you want to try to use this week?

Answer Key: Conflict Scenario Cards & Worksheet

Note to Counselor: These answers provide a guide for appropriate responses. Student answers may vary but should demonstrate an understanding of acceptable behaviors, appropriate language, and effective emotional responses in conflict resolution. Focus on the reasoning and application of skills.

Part 1: Conflict Scenario Cards - Suggested Responses

Scenario Card 1: The Group Project Mix-Up

Unacceptable Behaviors/Language:

• Maya raising her voice.
• Maya blaming Alex ("you always do this!").
• Maya using accusatory language ("now we're going to get a bad grade because of you!").

Emotions Involved:

• Maya: Frustration, anger, worry.
• Alex: Guilt, defensiveness, embarrassment, fear of failure.
• You: Frustration, worry.

Appropriate Response (You or Maya):

• Verbal: "Alex, I'm feeling really worried about this project deadline because we still have a lot of research to do. Can we talk about how we can get everything done by tomorrow?" (Using an I-statement and focusing on the problem, not the person).
• Non-Verbal: Maintain calm body language, make eye contact, avoid pointing or aggressive gestures.

Scenario Card 2: The Borrowed Item

Unacceptable Behaviors/Language:

• Sam shrugging and saying, "No big deal, right?" (Dismissing your feelings, lack of responsibility).

Emotions Involved:

• Sam: Defensiveness, nonchalance, possibly guilt.
• You: Annoyance, disappointment, feeling disrespected.

Appropriate Response (You):

• Verbal: "Sam, I'm feeling really disappointed about my hoodie. It's important to me, and seeing it stained makes me upset. Can we figure out how to get the stain out, or how to replace it?" (Using an I-statement, stating feelings, focusing on a solution).
• Non-Verbal: Keep a calm voice, show you're serious with your facial expression, avoid yelling.

Scenario Card 3: Lunchtime Seating

Unacceptable Behaviors/Language:

• The other student rushing over and loudly telling you to find another spot (aggressive, unwelcoming).

Emotions Involved:

• Other student: Possessiveness, impatience.
• You: Embarrassment, annoyance, confusion.
• New student: Awkwardness, discomfort.

Appropriate Response (You):

• Verbal: "Oh, I didn't realize someone was sitting here. Is your friend joining you soon?" (Calmly seeking clarification, not reacting defensively). Or, if they insist, "No problem, I'll find another spot." (Choosing to de-escalate).
• Non-Verbal: Step back slightly, avoid direct confrontation, maintain a neutral expression.

Scenario Card 4: The Game Controller

Unacceptable Behaviors/Language:

• Sibling grabbing the controller.
• Sibling yelling, "No, it's my turn!"

Emotions Involved:

• Sibling: Impatience, excitement, possibly frustration.
• You: Anger, frustration, feeling unfairly treated.

Appropriate Response (You):

• Verbal: "Hey, I'm feeling angry because it was my turn, and you grabbed the controller. We agreed to take turns. Can you please give it back so I can finish?" (Stating feelings, reminding of rules, clear request).
• Non-Verbal: Speak calmly but firmly, hold your hand out for the controller, avoid grabbing back.

Scenario Card 5: Misunderstanding Online

Unacceptable Behaviors/Language:

• None from you (it was a misunderstanding), but your friend's upset message shows a strong emotional reaction.

Emotions Involved:

• Friend: Hurt, sadness, anger.
• You: Guilt, confusion, concern.

Appropriate Response (You):

• Verbal: "Oh no, I'm so sorry! I didn't mean for my text to sound that way. I was actually joking about [explain the original intent]. I feel bad that I hurt your feelings." (Apologize, clarify intent, acknowledge their feelings).
• Non-Verbal: If possible, talk in person or via voice call to better convey tone. Use a sincere tone.

Scenario Card 6: The Unfair Game

Unacceptable Behaviors/Language:

• Cousin changing the rules without agreement.
• Cousin dismissing your feelings ("Get over it.").

Emotions Involved:

• Cousin: Dominance, stubbornness.
• You: Frustration, feeling unfairly treated, anger.

Appropriate Response (You):

• Verbal: "I'm feeling frustrated because we all agreed on the rules at the beginning, and now you're changing them. That doesn't feel fair. Can we stick to the original rules, or maybe discuss new rules before we start a new game?" (State feelings, refer to agreement, suggest fair compromise).
• Non-Verbal: Calm voice, direct eye contact, avoid aggressive posture.

Scenario Card 7: Sharing Supplies

Unacceptable Behaviors/Language:

• Classmate ignoring your polite request.

Emotions Involved:

• Classmate: Absorption, possibly selfishness.
• You: Annoyance, impatience.

Appropriate Response (You):

• Verbal: (Wait a moment, then try again) "Excuse me, [Classmate's Name], I'm feeling a bit impatient because I really need the red marker to finish my project. Could I please use it for a few minutes when you're done with that part?" (Politely repeat request, state need, offer a solution).
• Non-Verbal: Stand near, but not over, them. Maintain a polite expression. Avoid sighing loudly or tapping your foot.

Scenario Card 8: Different Opinions

Unacceptable Behaviors/Language:

• Group member immediately dismissing your idea and promoting their own ("No, that's boring!").
• Not letting you explain your idea.

Emotions Involved:

• Other group member: Eagerness, enthusiasm for their idea, possibly dismissiveness.
• You: Frustration, feeling unheard, disappointment.

Appropriate Response (You):

• Verbal: "I hear you're excited about your idea, but I'm feeling unheard because I didn't even get a chance to explain mine. Can we take turns sharing our ideas and listen to everyone before we decide?" (State feelings, suggest fair process).
• Non-Verbal: Remain calm, maintain eye contact, suggest a structured approach.

Scenario Card 9: The Loud Distraction

Unacceptable Behaviors/Language:

• Sibling being inconsiderate of your need for quiet.

Emotions Involved:

• Sibling: Happiness, excitement.
• You: Annoyance, frustration, irritation.

Appropriate Response (You):

• Verbal: "Hey [Sibling's Name], I'm feeling really annoyed and can't focus on my homework with the loud music. Would you mind turning it down, or maybe using headphones for a little while until I finish this?" (State feelings, explain impact, suggest a compromise).
• Non-Verbal: Approach calmly, avoid yelling over the music, use a polite tone.

Scenario Card 10: Feeling Left Out

Unacceptable Behaviors/Language:

• Friends not inviting you (though this might be unintentional, it causes negative feelings).

Emotions Involved:

• Friends: (Potentially unaware, or might feel awkward).
• You: Sadness, feeling left out, loneliness, shyness.

Appropriate Response (You):

• Verbal: (Approach calmly) "Hey everyone, what are you planning? I'm feeling a bit left out and was hoping to play too. Is there room for one more?" (State feelings, express desire to join, ask directly).
• Non-Verbal: Approach with open body language, smile gently, make eye contact.

Part 2: Appropriate Response Worksheet - Suggested Answers

Part 1: Identifying Emotions

1. Your friend borrowed your favorite pencil and accidentally broke it. They look really sad.

   • Emotion(s) your friend might be feeling: Sadness, guilt, worry, embarrassment.
     
     
     
   • Emotion(s) you might be feeling: Disappointment, frustration, sadness (for the pencil), annoyance.
     
     
     

2. You are trying to explain a game to your younger sibling, but they keep interrupting you and running off to play with toys.

   • Emotion(s) your sibling might be feeling: Excitement, boredom, impatience, misunderstanding.
     
     
     
   • Emotion(s) you might be feeling: Frustration, annoyance, impatience, feeling ignored.
     
     
     

3. A classmate loudly whispers a joke about your new haircut to their friend, and they both laugh.

   • Emotion(s) your classmate might be feeling: Amusement, mischief, thoughtlessness.
     
     
     
   • Emotion(s) you might be feeling: Embarrassment, hurt, anger, self-consciousness, sadness.
     
     
     

Part 2: Choosing Appropriate Responses

1. Scenario: Your friend is clearly angry because you accidentally deleted their saved game on your console.

   • Your appropriate response (what you would say/do):
     • Say: "I can see you're really angry, and I am so sorry. I didn't mean to delete your game. I understand why you're upset. Is there anything I can do to help, like help you restart or play with you to get back to where you were?"
     • Do: Make eye contact, listen calmly, offer a sincere apology, try to find a solution or offer to make amends. Avoid getting defensive.

2. Scenario: Your younger sibling is feeling very frustrated because they can't figure out a puzzle.

   • Your appropriate response (what you would say/do):
     • Say: "It looks like you're really frustrated with that puzzle. It can be tricky! Do you want me to help you look for a piece, or would you like a small hint?"
     • Do: Approach calmly, offer gentle assistance, show empathy with your tone and facial expression. Avoid taking over the puzzle.

3. Scenario: A classmate looks sad because they didn't get picked for a team during gym class.

   • Your appropriate response (what you would say/do):
     • Say: "Hey, I noticed you look a bit sad. It's tough not getting picked. Want to walk together, or maybe we can play [another game] later?"
     • Do: Approach them kindly, offer a sympathetic look, offer company or an alternative activity. Avoid saying clichés like "It's okay."

4. Scenario: Someone in your group project is acting very annoyed because their ideas aren't being chosen, and they start to sigh loudly.

   • Your appropriate response (what you would say/do):
     • Say: "I notice you're sighing a lot, and you seem annoyed. Is everything okay, or are you feeling frustrated that your ideas aren't being chosen? We want to hear what you have to say." (Open the door for them to express themselves).
     • Do: Make eye contact, use an open posture, genuinely listen if they choose to respond. Avoid ignoring their non-verbal cues.

5. Scenario: You feel confused and a bit left out because your friends are talking in a code you don't understand.

   • Your appropriate response (what you would say/do):
     • Say: "Hey guys, I'm feeling a little confused and left out because I don't understand what you're talking about. Could you explain it to me, or maybe talk about something we all know?"
     • Do: Approach them calmly, use a clear and direct but not accusatory tone, maintain eye contact. Express your feelings clearly.