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This collection of opening and closing activities encourages students to explore their thoughts, feelings, and choices while building habits that support reflection and growth. Opening activities use emojis, discussion prompts, and movement to help students connect with their emotions and set a tone of respect, curiosity, and readiness for learning. Closing activities invite students to slow down, look inward, and practice calming techniques as they reflect on their experiences and explore ways to shift habits and mindsets. Together, these moments bookend the day with purpose and self-awareness!

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About 3rd-5th Graders

Before you get started with the kid-grit social and emotional learning openers and closers into your routine, let's understand the rationale behind these activities and share some practical tips to enhance the learning experience.

In the 3rd to 5th grades, students are navigating a crucial stage of development. Their increasing independence and interest in social interactions highlight the importance of fostering effective communication and the ability to articulate their feelings. They need more vocabulary. It becomes our responsibility to elevate their skills in these areas. Additionally, by 4th grade, academic challenges intensify, emphasizing the need for enhanced reading habits and critical thinking abilities. This age group absorbs information and emotions swiftly, showcasing a blend of sensitivity and occasional stubbornness.

Working with this age group, we have a unique opportunity to raise the bar by actively listening, presenting challenges, and instilling unwavering belief in their capabilities.

Implementing openers becomes pivotal as soon as students enter the learning space. Establishing connections with the youth is important before diving into content delivery. On the other hand, closers contribute to developing critical thinking and reflective skills.

Understanding that 8 to 11-year-olds appreciate playfulness and yearn to be acknowledged for who they are, and with these activities we are creating a platform for students to thrive. A safe space encompassing emotional, intellectual, and physical aspects is essential for their growth. By incorporating these openers and closers, you'll enrich the learning experience and foster strong and meaningful relationships with your students.

Building Emotionally Safe Spaces

When facilitating social and emotional exercises, let students share at will. All students learn differently. Don’t force students to share. Providing students with an opportunity to listen is a healthy way for students to engage until they feel comfortable participating in an activity. At the end of class, check in with them and try to learn why they didn’t feel like sharing. Here are five ways to encourage sharing:

Encouraging 3rd - 5th graders to share their emotions is crucial for their emotional development. Here are five ways to help them express their feelings:

1. Create a Safe Environment:

Foster a safe and non-judgmental space where children feel comfortable expressing their emotions without fear of criticism.
Let them know it's okay to feel a range of emotions and that their feelings are valid.

2. Use Creative Outlets:

Introduce creative activities like drawing, painting, or crafting as outlets for expressing emotions.
Provide various materials and encourage them to use art to convey their feelings. This allows for self-expression without relying solely on words.

3. Storytelling and Role-Playing:

Encourage storytelling or role-playing activities where children can create characters and scenarios reflecting their emotions or experiences.
This provides a more indirect way for them to express feelings while promoting imaginative thinking.

4. Emotion-Focused Games:

Play games that focus on emotions, such as emotion charades or board games that discuss feelings.
These activities make talking about emotions enjoyable and provide a structured format for sharing without direct confrontation.

5. Establish Regular Check-Ins:

Set aside dedicated times for check-ins, where children can share their feelings.
You can use a feelings chart with emoticons or faces representing different emotions. Then, you can have the students point to or circle the emotions they're experiencing.

Remember, the key is to be patient, supportive, and consistent. Creating an open dialogue about emotions at an early age sets the foundation for healthy emotional expression and understanding.

NOTE: Students may react to the activities in different ways. Sometimes, their reaction may depend on how their day is going. Here are a few things to consider if navigating potential responses to the activity.

Some students may be reluctant to share. When facilitating social and emotional exercises, let students share at will. All students learn differently. Don’t force students to share. Let students listen as a way to participate. It’s a healthy strategy for students to stay engaged in the activity until they feel comfortable sharing. At the end of class, check in with them and try to learn why they didn’t feel like sharing.
Some students may be uncomfortable exploring social and emotional exercises by making fun of or saying negative things about an activity. If students respond to the activity this way, let them sit out and tell them it’s okay if they don’t take it seriously. However, being respectful to others is valuable, and they can contribute by listening. At the end of class, check in with them and try to learn what they didn’t like about the activity.

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Discuss and share thoughts about differences.

","materials","

Soothing music of your choice

Whiteboard or Chart Paper

A device with speakers to play music

","preparation","

Familiarize yourself with this activity.

Make sure there is enough space in the classroom for one large circle.

","worksheets","","multimedia","steps","

15 minutes before the end of class, have students join you in the center of the room. Ask students to make one large circle.
Write the word ‘DIFFERENCE’ on a board or chart paper.
Ask students if they know what ‘difference' means when it comes to other people.
Listen for their replies, if they understand, keep going if they don’t share this definition with them: the quality that makes one person or thing unlike another.
Share that being different is amazing! And that while a person can share several similar qualities and looks, we can also have unique qualities! And, when you have a unique quality, you have something no one else has. That is special and exciting.
Ask students to walk around the room in silence and notice positive things about one another that are different from themselves. Play instrumental music to help keep that pace and movement going.
Have them walk for about two minutes in this exploration.
Ask students to return to the big circle and use this sentence to describe what they observed; you can also write it on the board. (Ask each student to share what they observed.)
- “ I noticed that somebody has _________, and that’s cool because__________.”
Ask students now to go around the circle and share one unique quality they have that no one else has. If they have a challenge coming up with something, ask the class to join in, or you can share one.
End with asking students to shake one other student's hand who has a different quality than they do. And remind students that it is wonderful to admire people for their differences.
*If a student displays interruptive behaviors, appears to be withdrawing/isolating multiple times, or seems to respond differently than usual to activities, acknowledge their feelings privately. If this is a recurring behavior or you have concerns with something you observe, it might be something to share with a supervisor.

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Think critically about their own level of satisfaction of learning and collaborating.

","

Familiarize yourself with this activity.

Make sure there is enough area in the learning space for students to sit in a circle.

","

Write this word on the board or chart paper: “SATISFACTION”
Ask students to say it out loud. Help them pronounce it: SA-TIS-FACT-SHUN
Now, ask them if they know what it means. If they don’t share the definition…to be satisfied means to have enjoyment or to be gratified or to feel happy about an action.
Ask students to reflect and think carefully. Can they describe what they think about their own work, thinking, and learning today? Ask, “What brought you the most satisfaction and why?”
To help prompt thinking, you may provide examples such as:
- In class today, I learned something new and understood it.
- In gym class, I was able to do 10 push-ups, which felt great.
- In art class, my drawing looked good.
- During afterschool, my friends and I had fun doing a STEM project.
- Spending time with family or friends makes me laugh; it feels good.
- On my way to school, I saw a new community garden; it made me smile.
Have students share in small groups or pairs.
15 minutes before the end of the program, bring students together and ask them to make one large circle.
Then, ask students if they can share what they heard in their groups or pairs with the larger group/class.
Listen for students to share anything valuable to them. Do not judge and acknowledge everything they share.
Tell the group that it isn't always easy to find satisfaction in everyday activities, but if they keep a positive mindset and strive for the best they can do, they will find themselves satisfied more often.
*If a student displays interruptive behaviors, appears to be withdrawing/isolating multiple times, or seems to respond differently than usual to activities, acknowledge their feelings privately. If this is a recurring behavior or you have concerns with something you observe, it might be something to share with a supervisor.

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In this closing, reflection activity, students will learn a mindfulness exercise they can practice to access positive thoughts and events in their lives. Helping students remain positive is useful for maintaining a productive learning environment.

",[267],[111,112,125,126,115,114,326],"

Learn a mindfulness technique used to recall positive events, memories, or thoughts.
Compare how they feel before and after using a mindfulness exercise to recall positive events, memories, or thoughts.

","

Familiarize yourself with this activity.

Visit the kid-grit Pro Tip in the Related Pro Tips Section for helpful resources on building emotionally safe spaces.

Find an activity space with enough room for the whole group to form a circle.

","

15 minutes before the end of the program period, ask students to meet in the center of the room to form one large circle. They may sit in chairs or on the floor.
Ask students if they have ever heard of mindfulness and if they know what it is.
Share that mindfulness is a kind of activity that you can do for yourself over and over again to find a sense of being calm and peaceful. The more you do it, the more it works!
Share that mindfulness can help with nerves, increase focus, and help keep emotions calmer.
Begin by asking students to take three deep breaths together as a group. Explain that breathing deeply helps calm down their nerves, anxiety, or stress. You can count to four on the inhales and try counting to six on the exhale.
Say to students, “Today, we will do a mindfulness exercise. Sometimes, this can feel weird or uncomfortable. But when you try it, you’ll find that giving it a chance can be wonderful! This is called keeping an open mind.”
Let them know that the more they keep an open mind about it, the more it can help them.
Remind them that this is only an exercise and this is a safe space.
Ask students to close their eyes, if they are comfortable. If they prefer to keep their eyes open, have them take a soft gaze in front of them.
Using a soft tone and slow pace of your words, say to students, “Think of something that happened that was exciting or fun and made you feel good and safe.”
Say, \"Think about the event, the time of day, see the colors, see the person you were with, notice any sounds or smells that you remember.\"
Say, \"Picture that memory, all the way until the end.\"
After a couple of minutes, have the students open their eyes and take one deep breath together.
Ask students how they feel. Have them go around the circle and use two words to share how they feel. Students may be shy or unsure at first, but let each student share and watch how others are slowly inspired to share. You will hear answers like calm, peaceful, happy, etc. If a student has a different or negative response, talk with them after the activity and try to find out what is happening.
Close the circle by sharing that doing a mindfulness activity like this is a good way to keep emotions positive and calm. It’s really good to practice mindfulness before taking a test, auditioning for a show, or playing a competitive sport.
*If a student displays interruptive behaviors, appears to be withdrawing/isolating multiple times, or seems to respond differently than usual to activities, acknowledge their feelings privately. If this is a recurring behavior or you have concerns with something you observe, it might be something to share with a supervisor.

",{"_14":319,"_16":320,"_18":320,"_71":321,"_149":-5,"_24":150,"_20":151,"_152":43,"_153":322,"_155":322,"_156":157,"_158":321,"_160":161,"_162":163,"_164":323,"_166":321,"_167":150,"_168":322,"_169":-5,"_170":-5,"_171":-5,"_172":-5,"_173":-5,"_174":43,"_175":-5,"_176":324,"_178":325},[315,316],[314],{"_14":298,"_16":191,"_18":191,"_131":15,"_194":300,"_196":301,"_134":15},{"_14":232,"_16":69,"_18":233,"_71":234,"_73":235,"_40":236,"_76":-5,"_45":318,"_48":238,"_63":238},{"_14":95,"_16":69,"_18":96,"_71":97,"_73":98,"_40":99,"_76":-5,"_45":317,"_48":101,"_63":101},[101,102,103,104,105,106,107,108,109,110,111,112,113,114,115,86,116,117,118,119,120,121,122,123,124,125,126,127],[239,240,241,242,94,108,243,244,245,246,247,248,249,114,250,251,252,253],"ea4928ba-68a6-48ee-84d3-066d9641455b","2025-08-05T17:59:49.141Z","hero-image-clc56g02pi5ou08039h4ggpwa","9355e710-7da6-4803-a6d6-e7f7909a73a7",1148877,"https://cdn.mizzen.org/9355e710-7da6-4803-a6d6-e7f7909a73a7/","https://cdn.mizzen.org/9355e710-7da6-4803-a6d6-e7f7909a73a7/-/resize/1000x/","memory","1cef6fd0-d8ea-478e-8c44-80eb37b0b954",{"_14":330,"_16":331,"_18":332,"_22":333,"_24":25,"_26":144,"_201":334,"_30":335,"_36":336,"_32":33,"_34":35,"_45":337,"_205":338,"_207":212,"_209":339,"_211":212,"_213":212,"_214":340,"_216":212,"_217":212,"_218":212,"_38":219,"_40":341,"_47":-5,"_48":-5,"_49":50,"_51":-5,"_59":342,"_222":343,"_63":330},6,"8af3890a-fff7-4b47-bdbd-d6c1e88883ca","2025-07-28T19:34:56.248Z","2025-09-18T19:59:19.647Z","Flip It","In this closing activity, students think about differences intentionally as they recognize that they can change their actions, habits, and mindsets. By letting students solve their challenges, they build and fortify their resiliency skills.",10,[267],[121,122,108,297,356,357,358,113,112,115,86],"

Explore how to flip a negative attitude to a positive attitude by learning about a growth mindset.

","

Familiarize yourself with this activity.

Make sure there is enough space for one large circle.

","

10 minutes before the end of class, bring students together as a group. Ask students to make one large circle.
Ask students to reflect on the day's events. Ask them to think about something negative they witnessed or saw around them. Ask them to share out loud. A few examples can be:
- They did poorly on a test.
- Witnessed a fight or altercation on a school campus or in the afterschool program.
- Argued with a family member or a friend.
- Didn’t understand an assignment and were nervous about asking for help.
Ask them to share one word to describe how it made them feel. Go around the circle. Examples can be:
- Sad
- Mad
- Confused
Now, explain that they have different choices for what they can do with their feelings when something bothers them. Share that they can keep it to themselves and hold it inside, or they can take action! Taking an action is like ‘flipping a switch’. Ask students to think of a positive action will help them overcome the negative experience they had that day. A few examples can be:
- They studied and prepared harder for the test.
- They went to a staff member to report the altercation or helped the person who got into the altercation.
- They apologized to the family member or friend.
- Raised their hand in class and asked a question, boosting their self-esteem.
Share with students that when they flip their thinking from negative to positive, they are going from a negative mindset to a positive one; this is an important trait to practice. Tell students it's ok to have hard days; just keep trying. A change of 1% daily can make a large difference over time. Remind them that this is a process, a journey, not a destination. *
*If a student displays interruptive behaviors, appears to be withdrawing/isolating multiple times, or seems to respond differently than usual to activities, acknowledge their feelings privately. If this is a recurring behavior or you have concerns with something you observe, it might be something to share with a supervisor.

",{"_14":349,"_16":350,"_18":350,"_71":351,"_149":-5,"_24":150,"_20":151,"_152":43,"_153":352,"_155":352,"_156":157,"_158":351,"_160":161,"_162":163,"_164":353,"_166":351,"_167":150,"_168":352,"_169":-5,"_170":-5,"_171":-5,"_172":-5,"_173":-5,"_174":43,"_175":-5,"_176":354,"_178":355},[345,346],[344],{"_14":327,"_16":17,"_18":17,"_131":15,"_194":329,"_196":330,"_134":15},{"_14":95,"_16":69,"_18":96,"_71":97,"_73":98,"_40":99,"_76":-5,"_45":348,"_48":101,"_63":101},{"_14":68,"_16":69,"_18":70,"_71":72,"_73":74,"_40":75,"_76":-5,"_45":347,"_48":78,"_63":78},[79,80,81,82,83,84,85,86,87,88,89,90,91,92,93,94],[101,102,103,104,105,106,107,108,109,110,111,112,113,114,115,86,116,117,118,119,120,121,122,123,124,125,126,127],"2c27123c-2055-414b-9932-14e0e5797312","2025-08-05T17:09:08.123Z","hero-image-cm3sv2q186epl074227z1iprh","909a184c-048d-4bc3-a72b-d64e52095d34",1196792,"https://cdn.mizzen.org/909a184c-048d-4bc3-a72b-d64e52095d34/","https://cdn.mizzen.org/909a184c-048d-4bc3-a72b-d64e52095d34/-/resize/1000x/","skills","skill building","differences","c1dfc59f-28f1-43b1-89c3-cf7c260f500b",{"_14":361,"_16":362,"_18":363,"_22":364,"_24":25,"_26":144,"_201":365,"_30":65,"_36":366,"_32":33,"_34":35,"_45":367,"_205":368,"_207":369,"_209":370,"_211":212,"_213":212,"_214":371,"_216":212,"_217":212,"_218":372,"_38":373,"_40":374,"_47":-5,"_48":-5,"_49":50,"_51":-5,"_59":375,"_222":376,"_63":361},"b15e533c-d143-4171-a69d-88c34c6810fe","2025-07-28T19:34:54.424Z","2026-09-02T17:54:38.409Z","Tap to Your Toes","In this closing activity, students explore physical exercises and tapping methods to relieve stress. Using physical stress relievers is another way to reduce anxiety, especially for students who don’t like to talk about it. This activity can be used anytime, all year round!",[267],[389,249,390,250,244,391,114,101,297],"

Discuss their feelings about stress/anxiety.
Practice tapping methods to relieve stress.

","

No materials required

","

Familiarize yourself with this activity.

This activity is important to practice before you run it, but it’s worth it!

","

15 minutes before the end of class or session, bring students together and create small groups of 4-5 students. (This can also be done anytime students need some movement in their day.)
1. Ask students if they have ever felt nervous, scared, or anxious. If they don’t know what anxiety is share this:
Anxiety is a feeling of unease, such as worry or fear – it's an understandable reaction when there is a sudden change, a stressful event is happening, or we are unsure about something.
- Provide examples and ask students to raise their hand if any of those resonate with them/if that happens to them. Such as:
  - Before an exam, quiz, or a test
  - When speaking aloud
  - When an adult is angry
  - At school when someone may not like them, or they get made fun of
  - When competing at sports events or performing at a play, music, or dance concert
Ask students if they have other ideas/circumstances where or when they feel nervous, or if they can share how and what stress feels like for them. A few more examples are:
- Stress can show up as having a big or strong emotion that you don’t understand.
- Nervousness or fear can show up as a confusing emotion and you just don’t know why you feel that way.
- Listen as they share.

Say to students, “One way to relieve anxiety, fear, or nervousness is to do something physical to get it out of your system. First, you have to recognize when you feel this way.”
- Now say, “We are going to try something called tapping for stress relief. Think of something that causes you anxiety or upsets you. Now, tap at each point at least 20 times with your fingertips on your head.” Continue the tapping points in sequence, which are as follows:
  - Top of the head (TOH) — directly in the center
  - Beginning of the eyebrow (EB) — the beginning of the brow, just above and to the side of the nose.
  - Side of the eye (SE) — on the bone at the outside corner of the eye.
  - Toe taps (TT) - tap the floor with their toesAs you lead through the sequence, ask them to listen to the beautiful harmony of sounds in the room.

The entire process should take about one minute, but it can be extended if you like.
Ask students how they feel.
Let them know they can do this quick relaxation anytime they begin to feel anxious or stressed in a space they feel most comfortable.*

*If a student displays interruptive behaviors, appears to be withdrawing/isolating multiple times, or seems to respond differently than usual to activities, acknowledge their feelings privately. If this is a recurring behavior or you have concerns with something you observe, it might be something to share with a supervisor.

","

If students cannot tap on their own, here are a few other ideas for students:

They can practice taking three deep breaths in a row to calm their anxiety down.
They can run in place or do 10 push ups.
They can journal or draw their feelings.

","6c483409-9482-479b-a2a6-74a41fa93ede",{"_14":382,"_16":383,"_18":383,"_71":384,"_149":-5,"_24":150,"_20":151,"_152":43,"_153":385,"_155":385,"_156":157,"_158":384,"_160":161,"_162":163,"_164":386,"_166":384,"_167":150,"_168":385,"_169":-5,"_170":-5,"_171":-5,"_172":-5,"_173":-5,"_174":43,"_175":-5,"_176":387,"_178":388},[378,379],[377],{"_14":359,"_16":191,"_18":191,"_131":15,"_194":35,"_196":361,"_134":15},{"_14":232,"_16":69,"_18":233,"_71":234,"_73":235,"_40":236,"_76":-5,"_45":381,"_48":238,"_63":238},{"_14":95,"_16":69,"_18":96,"_71":97,"_73":98,"_40":99,"_76":-5,"_45":380,"_48":101,"_63":101},[101,102,103,104,105,106,107,108,109,110,111,112,113,114,115,86,116,117,118,119,120,121,122,123,124,125,126,127],[239,240,241,242,94,108,243,244,245,246,247,248,249,114,250,251,252,253],"80e9f545-8f64-4dc2-a768-e754f4579026","2025-08-05T18:07:40.215Z","hero-image-clc52wuyai55u0803ihbwfbji","30ac5082-9e0f-42b0-81ff-0a856b802af6",2528153,"https://cdn.mizzen.org/30ac5082-9e0f-42b0-81ff-0a856b802af6/","https://cdn.mizzen.org/30ac5082-9e0f-42b0-81ff-0a856b802af6/-/resize/1000x/","movement","dancing","self reflection","c78022bc-3536-4fe5-8610-3870fae09de3",{"_14":395,"_16":396,"_18":397,"_22":398,"_24":25,"_26":144,"_201":399,"_30":65,"_36":400,"_32":33,"_34":35,"_45":401,"_205":402,"_207":403,"_209":404,"_211":212,"_213":212,"_214":405,"_216":212,"_217":212,"_218":212,"_38":219,"_40":406,"_47":-5,"_48":-5,"_49":50,"_51":-5,"_59":407,"_222":408,"_63":395},4,"d78bf3a7-4f54-474c-a51f-9d903fe805b3","2025-07-28T19:34:54.237Z","2025-09-18T20:12:31.657Z","I Am Not My Actions","In this opening activity, students will learn that a negative behavior does not define who they are as a person. A negative behavior is an action that doesn't have to be permanent.",[267],[111,391,101,102,421,422,249,114],"

Explore the difference between making bad decisions and being a bad person.

","

Optional: paper and writing utensils

","

Familiarize yourself with this activity.

","

Gather students into one larger circle. Share with students that we will discuss who they are versus what their actions mean.
Ask students to share an example of how they feel when they don’t make the right choices. Students who don’t want to share aloud may write or draw their responses with paper and pen/pencil. A few examples are:
- You decided to play with your friends instead of studying. Then, you failed a test.
- You decided not to go to practice and messed up in a sports game.
- You were in a bad mood and were mean or disrespectful to someone.
Listen to the students’ replies. Next, ask students to think about why they felt the way they did. Next, share that when you don't prepare and study for a test, or make a mistake in a sports game because you didn't practice, or you weren't thinking about kindness when you were mean or disrespectful to someone-- that's when a decision can lead to an outcome that is different than what someone would like to see in a situation.
Share with students that if they think about the outcome they want to have in advance, they can have more control over how to make decisions.
Sometimes, students are resistant to making new or positive choices. This is because they think that they are stuck the way they are and can not change. Tell students that their actions are not who they are. They can change behavior and actions. Stay to students students, “Remember, your actions don't define your personality. You have the power to change your behaviors and actions and make better choices. Mistakes are opportunities to learn and improve.”
For deeper learning, remind students they have choices, and if they have a question about how to make a good choice or a bad choice, ask an adult. Remind them that just because they make one bad choice doesn't mean they are a bad person.
At the end of this conversation, ask students to share one action they can change or would like to change. Listen to their responses and reply with positive feedback.
*If a student displays interruptive behaviors, appears to be withdrawing/isolating multiple times, or seems to respond differently than usual to activities, acknowledge their feelings privately. If this is a recurring behavior or you have concerns with something you observe, it might be something to share with a supervisor.

",{"_14":414,"_16":415,"_18":415,"_71":416,"_149":-5,"_24":150,"_20":151,"_152":43,"_153":417,"_155":417,"_156":157,"_158":416,"_160":161,"_162":163,"_164":418,"_166":416,"_167":150,"_168":417,"_169":-5,"_170":-5,"_171":-5,"_172":-5,"_173":-5,"_174":43,"_175":-5,"_176":419,"_178":420},[410,411],[409],{"_14":392,"_16":191,"_18":191,"_131":15,"_194":394,"_196":395,"_134":15},{"_14":95,"_16":69,"_18":96,"_71":97,"_73":98,"_40":99,"_76":-5,"_45":413,"_48":101,"_63":101},{"_14":232,"_16":69,"_18":233,"_71":234,"_73":235,"_40":236,"_76":-5,"_45":412,"_48":238,"_63":238},[239,240,241,242,94,108,243,244,245,246,247,248,249,114,250,251,252,253],[101,102,103,104,105,106,107,108,109,110,111,112,113,114,115,86,116,117,118,119,120,121,122,123,124,125,126,127],"7e467382-3e8f-4c3a-ad59-10ebeb06d371","2025-08-05T18:11:38.592Z","hero-image-clbb4aatwgal90803x56vkwbg","c9756e8a-8b10-479e-977e-b05fbaf33f7a",1373777,"https://cdn.mizzen.org/c9756e8a-8b10-479e-977e-b05fbaf33f7a/","https://cdn.mizzen.org/c9756e8a-8b10-479e-977e-b05fbaf33f7a/-/resize/1000x/","Problem Solving","self management","ff4a3c4a-fb28-4646-8464-2d4aca774ec2",{"_14":425,"_16":426,"_18":427,"_22":428,"_24":25,"_26":144,"_201":429,"_30":65,"_36":430,"_32":33,"_34":35,"_45":431,"_205":432,"_207":212,"_209":433,"_211":212,"_213":212,"_214":434,"_216":212,"_217":212,"_218":212,"_38":219,"_40":435,"_47":-5,"_48":-5,"_49":50,"_51":-5,"_59":436,"_222":437,"_63":425},"f66a153a-11f7-4688-b117-37d909e3ac59","2025-07-28T19:34:54.221Z","2025-09-18T20:11:22.092Z","Ruley Rules","In this opening activity, you will break down the students' understanding of a rule and why we have them. Understanding the value of guidelines, rules, and expectations are an important part of personal development.",[267],[117,111,112,450,105,296,297,451],"

Discuss the definition of a rule.
Share their beliefs about the importance of rules.

","

Familiarize yourself with the activity.

Make sure there is enough space in the classroom for one large circle (chairs are suggested).

","

As students enter the classroom, ask them to take a seat in one large circle.
Ask students, “What is a rule or guideline?” Next, ask, “Why do you think we have rules or guidelines?”
After the group has shared their thoughts on the definition and purpose of rules and guidelines, tell them we will take a closer look at them.
Below are several questions to ask in the circle. Depending on how much time you have, choose one or more. After the first volunteer shares, pick a direction to go in and ask each student to share one at a time. If a student wants to pass, let them pass, and ask them one more time at the end of the activity if they want to share. Don’t force them to share; let students participate as listeners. Listening is a healthy way for students to participate until they feel comfortable sharing.
- Ask, “Do you think different people understand rules differently or the same way? Why or why not?”
- Ask, “What would the world look like without rules or guidelines? What are the consequences of not having a rule or a guideline?”
- Ask, “How can you best follow rules or guidelines?”
After everyone has shared, ask the group what new things they learned from this \"circle talk.\" Then, ask if anyone might do something differently because of their discussion. Finally, explain that rules and guidelines help keep everyone safe and feeling good, whether in the classroom, gym, or at home.
*Note: Pay attention to students who appear upset or withdrawn. Acknowledge their feelings privately, you can say, “I noticed you seem quiet. Would you like to talk about it later?”
*If a student displays interruptive behaviors, appears to be withdrawing/isolating multiple times, or seems to respond differently than usual to activities, acknowledge their feelings privately. If this is a recurring behavior or you have concerns with something you observe, it might be something to share with a supervisor.

",{"_14":443,"_16":444,"_18":444,"_71":445,"_149":-5,"_24":150,"_20":151,"_152":43,"_153":446,"_155":446,"_156":157,"_158":445,"_160":161,"_162":163,"_164":447,"_166":445,"_167":150,"_168":446,"_169":-5,"_170":-5,"_171":-5,"_172":-5,"_173":-5,"_174":43,"_175":-5,"_176":448,"_178":449},[439,440],[438],{"_14":423,"_16":191,"_18":191,"_131":15,"_194":33,"_196":425,"_134":15},{"_14":95,"_16":69,"_18":96,"_71":97,"_73":98,"_40":99,"_76":-5,"_45":442,"_48":101,"_63":101},{"_14":68,"_16":69,"_18":70,"_71":72,"_73":74,"_40":75,"_76":-5,"_45":441,"_48":78,"_63":78},[79,80,81,82,83,84,85,86,87,88,89,90,91,92,93,94],[101,102,103,104,105,106,107,108,109,110,111,112,113,114,115,86,116,117,118,119,120,121,122,123,124,125,126,127],"e0aaf571-7544-4457-a333-96adf143fdea","2025-08-05T18:04:43.401Z","hero-image-clbb3ffzhga8k0803n96g7fz6","e1f37b0a-0813-4d71-81e6-2000be794b20",1432477,"https://cdn.mizzen.org/e1f37b0a-0813-4d71-81e6-2000be794b20/","https://cdn.mizzen.org/e1f37b0a-0813-4d71-81e6-2000be794b20/-/resize/1000x/","self awareness","decision making","ab12a6e7-bd63-42a5-9094-78471617c967",{"_14":455,"_16":456,"_18":457,"_22":458,"_24":25,"_26":144,"_201":459,"_30":65,"_36":460,"_32":33,"_34":35,"_45":461,"_205":462,"_207":463,"_209":404,"_211":212,"_213":212,"_214":464,"_216":212,"_217":212,"_218":212,"_38":219,"_40":465,"_47":-5,"_48":-5,"_49":50,"_51":-5,"_59":466,"_222":467,"_63":455},2,"ce25d40b-5e9b-4e1e-a19f-a5d4c4bb220e","2025-07-28T19:34:54.244Z","2025-09-18T20:03:36.967Z","Emotional Triggers","

Through this interactive icebreaker, students will learn valuable skills in expressing, exploring, and dealing with their feelings positively and constructively. This sets the stage for a supportive and emotionally intelligent learning environment.

",[267],[115,482,297,117,116,125,111,112,122,118],"

Recognize emotional triggers.
Learn coping strategies, by practicing techniques for managing and responding to challenging emotions in healthy and positive ways.
Identify feelings that negatively influence their behavior and understand the situations that cause them.

","

Notepads and a writing utensil (if needed)

","

Welcome students to class/program.
Say to students, “We are going to discuss what ‘sets’ you off emotionally. This can be an emotional reaction that you can’t control. For example, when you burst into tears or scream at someone, you have difficulty managing that first reaction. This is often called a trigger. Common emotional triggers for 3rd-5th graders are:
- Friendship Issues: Friendship dynamics become more complex, and conflicts with friends can trigger emotions like sadness, frustration, or loneliness.
- Academic Challenges: Struggles with schoolwork or fear of failure can evoke feelings of stress, frustration, and self-doubt.
- Family Changes: Transitions such as moving to a new home, parents separating, or the arrival of a new sibling can trigger a range of emotions, including anxiety and sadness.
- Performance Pressure: Whether in sports, arts, or other activities, feeling pressured to perform well can trigger anxiety and stress.
- Bullying or Teasing: Experiencing or witnessing bullying or teasing can lead to feelings of fear, sadness, or anger.
- Feeling Left Out: Being excluded or feeling left out in social situations can trigger emotions like loneliness or sadness.
- Negative Feedback: Receiving criticism or negative feedback from peers or a can trigger feelings of inadequacy or self-consciousness.
- Media Influence: Exposure to distressing news, images, or media content may evoke fear or confusion.
Share with students that this is a no-judgement zone and this ice breaker is only a discussion. No one will get in trouble for sharing honestly.
Ask students why they get angry, sad, upset, or depressed (use appropriate language for each grade level).
Ask students when they become angry, sad, upset, or depressed.
Ask students if they have any ideas about how to deal with or manage these feelings. Explain they are real feelings, but how they act upon them makes a difference.
- They can reply by writing it down, sharing it with friends, talking to a school counselor, using art to express themselves, or playing a sport.
- Ask the students for their additional ideas.
Share with students that it's important to remember that emotional triggers can be unique to each of them, and the ways to cope with these triggers vary. Encouraging open communication, creating a supportive environment, and providing healthy coping processes can help students navigate and manage their emotions effectively. These may include breathing exercises, physical activity to get the stress out of their system, using a feeling chart or other visual aids, drawing, journaling, playing with sensory tools, and practicing scenarios where they can rehearse managing emotions and responses.
At the end of this activity, explain to students that there is no perfect answer here. Still, as they get older, it will be important for them to identify their triggers and have ways to manage their responses during hard and stressful situations. “It’s ok to have feelings; what you do with them makes the difference in healthy choices.”
*If a student displays interruptive behaviors, appears to be withdrawing/isolating multiple times, or seems to respond differently than usual to activities, acknowledge their feelings privately. If this is a recurring behavior or you have concerns with something you observe, it might be something to share with a supervisor.

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Use writing to reflect on a unique or positive thing they did during the day.

","

Paper

Writing utensil

","

As students enter the learning space, ask them to think of one thing they did differently from anyone else that day or one thing they are proud they did that day. Ask them to write a few sentences about it when they get to their seat.
Once the class or session starts, do a quick check to see how students are doing with their writing. If students struggle to find something from their day, ask them to think about what they would like to be proud of or stand out for the next day.
Ask students to share aloud. Sharing can be done as a whole group or in small groups.
After everyone has had an opportunity to share, ask students why they think you are asking them to write the sentences.
Following their replies, share with students that:
- Thinking for yourself can provide you with self-esteem and help you understand that you don’t have to be like anyone else to be yourself.
- Finding things you do that you are proud of helps build confidence and confidence is important. It doesn't mean showing off; it means feeling good about your positive choices. These choices can be focused on being a good friend, a hard worker, and someone who studies hard or does something nice for a loved one, paying a compliment, and thinking about other people before you think about yourself (feel free to provide your own examples).
*If a student displays interruptive behaviors, appears to be withdrawing/isolating multiple times, or seems to respond differently than usual to activities, acknowledge their feelings privately. If this is a recurring behavior or you have concerns with something you observe, it might be something to share with a supervisor.

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",[267],[296,297,111,112,113,108,121,122],"

Self-reflect on their day to explore how they feel.
Identify a feeling to express themselves using emojis.

","

For each student:

“Faces and Feelings” worksheet
Blank paper, white or colored paper (1 sheet per student)
Writing utensil (pen, pencil, marker, or crayon)
Glue
Scissors

","

Familiarize yourself with this activity.

Make enough copies of the “Faces and Feelings” worksheet for each student.

Create your own emoji sheet as an example to share with the group.

Ensure that all materials are prepared and available for students to use.

","

Share with students that they will be taking time to reflect or look back on their day. It is important to stop and think about their feelings and thoughts - good and bad.
Distribute blank paper, glue, and writing utensils. Then, give each student a copy of the “Faces and Feelings” worksheet.
Share your own emoji as an example, and a written sentence of what it means to you. Describe why you choose that feeling and emoji.
If a student has more than one feeling for the day, let them know it’s ok to have more than one feeling in a day.
Students should use their creativity to paste the faces of their feelings.
If students can explain why they had those feelings, write it on the sheet and then share it aloud, one at a time.
When closing this activity, share with students that learning how to identify and explain an emotion or feeling is an important quality to learn ways to manage feelings, especially really big feelings. Sharing feelings is a way to help us share how we experience our world. It can also help us build our strength and confidence.
*Note: Pay attention to students who appear upset or withdrawn. Acknowledge their feelings privately, you can say: “I noticed you seem quiet. Would you like to talk about it later?”
*If a student displays interruptive behaviors, appears to be withdrawing/isolating multiple times, or seems to respond differently than usual to activities, acknowledge their feelings privately. If this is a recurring behavior or you have concerns with something you observe, it might be something to share with a supervisor.

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Closing Activities

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Opening Activities

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Welcome to Nickelodeon's Our World The Design Lab, where young learners discover how to engineer fun! As Junior Funologists, youth explore how engineers approach problems and use engineering skills to imagine, create, test, and improve solutions. Designed for grades K–2, each mission focuses on one part of the engineering design process, helping youth build their engineering toolbox one skill at a time.

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Opening and Closing Activities for Grades 3-5

Overview

Opening and Closing Activities for Grades 3-5

Opening and Closing Activities for Grades 3-5

Overview

Opening and Closing Activities for Grades 3-5