Bullying Lesson/Activity Idea - Alexandra Rizzo's Portfolio · the scars they left behind. And that...

Bullying Lesson/Activity Idea

"Paula - A teacher in New York was teaching her class about bullying and gave them the

following exercise to perform. She had the children take a piece of paper and told them to

crumple it up, stamp on it and really mess it up but do not rip it. Then she had them unfold the

paper, smooth it out and look at how scarred and dirty is was. She then told them to tell it they’re

sorry. Now even though they said they were sorry and tried to fix the paper, she pointed out all

the scars they left behind. And that those scars will never go away no matter how hard they tried

to fix it. That is what happens when a child bullies another child, they may say they’re sorry but

the scars are there forever. The looks on the faces of the children in the classroom told her the

message hit home."

Bullying Stinks Bulletin Board

Students could write/draw examples of bullying on a piece of paper, paste their example on a

piece of trash (empty Goldfish box, empty cereal box, etc.) and put in in the trash can.

© 2012 The Nemours Foundation/KidsHealth. Reproduction permitted for individual classroom use.

KidsHealth.org/classroom

Grades 3 to 5 • Health Problems Series

BullyingBullying is a serious problem. Nearly half of kids who took a recent KidsHealth poll said they’d been bullied at least once. Bullying can turn a school into a place to be feared rather than a safe place to learn. The following activities and discussion questions will help your students understand exactly what constitutes bullying and learn ways to deal with bullies.

Related KidsHealth Links

Articles for Kids:

Dealing With Bullies KidsHealth.org/kid/feeling/emotion/bullies.html

How Do I Help a Kid Who’s Bullied? KidsHealth.org/kid/feeling/friend/being_bullied.html

How Cliques Make Kids Feel Left Out KidsHealth.org/kid/feeling/friend/clique.html

The Scoop on Gossip KidsHealth.org/kid/feeling/friend/gossip.html

A World Without Bullying: Brigitte’s Story KidsHealth.org/kid/talk/kidssay/stop_bullying.html

What Kids Say About: Bullying KidsHealth.org/kid/feeling/school/poll_bullying.html

School Counselors KidsHealth.org/kid/ feeling/school/school_counselors.html

Discussion Questions

Note: The following questions are written in language appropriate for sharing with your students.

1. What are some ways kids can be bullied? Is making fun of someone considered bullying?

2. Why do some kids bully other kids?

3. How can talking about someone turn into bullying?

4. If you see a kid being bullied, what should you do? Should you tell someone?

Teacher’s GuideThis guide includes:

• Standards

• Related Links

• Discussion Questions

• Activities for Students

• Reproducible Materials

StandardsThis guide correlates with the following National Health Education Standards:

Students will:• Comprehend concepts related

to health promotion and disease prevention to enhance health.

• Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.

• Demonstrate the ability to access valid information and products and services to enhance health.

• Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.

• Demonstrate the ability to use decision-making skills to enhance health.

• Demonstrate the ability to use goal-setting skills to enhance health.

• Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

• Demonstrate the ability to advocate for personal, family, and community health.

Your state’s school health policies:nasbe.org/HealthySchools/States/State_Policy.asp


Activities for Students

Note: The following activities are written in language appropriate for sharing with your students.

Acting Against Bullying

Objectives:Students will:• Define and explain characteristics of bullying• Learn strategies to handle or overcome bullies

Materials:• Computer with Internet access• “Acting Against Bullying” handout• Pens or pencils

Class Time:• Two 1-hour class periods

Activity:Bullying is being mean and hurtful to other kids over and over. Sometimes the people being bullied have problems standing up for themselves. And sometimes, the bystanders (kids who witness the bullying) are too scared to stand up to bullies as well. Bullies like it when they get reactions out of the people they’re bullying. Sometimes kids act like bullies because people have been mean to them. Some bullies use physical violence, like pushing or hitting. Other bullies tease, threaten, scare, or pass rumors. Some bullies do hurtful things like excluding or isolating kids from groups. You may have even heard of cyberbullying, when kids text or post mean things online. No matter how it’s done, when someone is intentionally hurting another kid over and over, it’s bullying. Bullying affects the kids who are bullied, the bullied kids’ family members, the kids who see it or who hear about it, and the bullies themselves.

After reading the KidsHealth articles “Dealing with Bullies” and “How Do I Help a Kid Who’s Bullied?”, we’ll divide into small groups to role-play bullying situations. We’ll also create and role-play possible solutions about how to handle bullying situations. Each skit will include four or five actors: the bully or bullies, the victim, a bystander, and an adult. Use one of the situations from the handout or your group can come up with its own bullying situation. After each skit, we’ll talk about the bullying and discuss if there are other possible solutions to the bullying situation.

Extensions:1. If your school has a bullying policy, communicate the rules clearly to your students and their parents. If your

school doesn’t have a bullying policy, research any relevant state policies or guidelines online, then brainstorm with your class about what rules and guidelines your school should adopt. Draft a policy to forward to the principal.

2. Check out stopbullying.gov and share appropriate videos and other content with your students and school community.


Bullying


KidsHealth.org is devoted to providing the latest children’s health information. The site, which is widely recommended by educators, libraries, and school associations, has received the “Teachers’ Choice Award for the Family” and the prestigious Pirelli Award for “Best Educational Media for Students.” KidsHealth comes from the nonprofit Nemours Foundation. Check out www.KidsHealth.org to see the latest additions!

Bully-Proofing Your School

Objectives:Students will:• Identify strategies to prevent or reduce bullying

Materials:• Computer with Internet access• Pens or pencils, chart paper

Class Time:• 1 hour

Activity:Because some kids have been bullied in your school lately, your job is to help start an anti-bullying campaign. The goal is to help kids understand what bullying is, create a safe school environment, and let kids know what to do if they’re bullied or they see someone else get bullied. In small groups, read the KidsHealth articles on bullying and related topics and write down tips you think are important to include in the campaign. Then write five tips about dealing with bullying that can be read during the morning announcements. As a class, we’ll combine the tips and develop a Top 10 list of the best ways to deal with bullying, so one or two can be read during the morning announcements each day.

Extensions:1. Create signs or posters for your school hallways that show that bullying isn’t acceptable. Use slogans like “Bully-

Free Zone,” “No Bullying Allowed,” “Bullies Not Welcome,” etc. Use some of the tips you collected from the KidsHealth articles.

2. Bullies are less likely to pick on kids they are friends with, and kids who are bullied feel less isolated when other kids reach out in to them friendly ways. To promote these behaviors, have your students interview and write a brief report about a different classmate or other student each week, to encourage friendships. The reports can be as simple as describing the students’ families, pets, likes and dislikes, hobbies and favorite activities, etc.

Reproducible MaterialsHandout: Acting Against Bullying KidsHealth.org/classroom/3to5/problems/emotions/bullying_handout1.pdf

Quiz: Bullying KidsHealth.org/classroom/3to5/problems/emotions/bullying_quiz.pdf

Answer Key: Bullying KidsHealth.org/classroom/3to5/problems/emotions/bullying_quiz_answers.pdf


Bullying


Name: Date:

Personal Health Series

Bullying


Instructions: Work with your group to act out a bullying situation and pick a role to play for each person. Make sure to write each person’s name next to the role. Also write and act out a possible solution to the bullying situation. Use props from your classroom if necessary.

Bullying situation 1:Almost every day, a bully steals a snack from one kid in the cafeteria. The bully tells the kid that he’ll beat the kid up after school if the kid tells on him.

Bully:

Victim:

Bystander: Adult:

Possible Solution:


Name: Date:


Bullying



Bullying situation 2:A new student just joined your class from another country. She doesn’t speak much English and she’s very quiet. She eats alone at lunch and kids make fun of her at recess.

Bully or bullies:

Victim:

Bystander: Adult:

Possible Solution:


Name: Date:


Bullying



Bullying situation 3:A rumor is going around that a student’s parents are getting divorced. It seems like everyone is talking about this student, who appears to be very sad.

Bully or bullies:

Victim:

Bystander: Adult:

Possible Solution:


Name: Date:


Bullying



Bullying situation 4:Each day at the bus stop, an older student takes lunch money from a younger kid. The older kid has threatened the younger kid more than once.

Bully:

Victim:

Bystander: Adult:

Possible Solution:


Name: Date:


Bullying


Instructions: Work with your group to write a bullying situation to act out and pick a role to play for each person. Make sure to write each person’s name next to the role. Also write and act out a possible solution to the bullying situation. Use props from your classroom if necessary.

Bullying situation 5:

Bully or bullies:

Victim:

Bystander: Adult:

Possible Solution:


Name: Date:


Bullying


Instructions: Work with your group to write a bullying situation to act out and pick a role to play for each person. Make sure to write each person’s name next to the role. Also write and act out a possible solution to the bullying situation. Use props from your classroom if necessary.

Bullying situation 6:

Bully or bullies:

Victim:

Bystander: Adult:

Possible Solution:


Name: Date:


Bullying

Quiz

Instructions: Answer each question.

1. True or false: Bullies are mean to kids on purpose over and over.

2. True or false: Bullying can make kids who are bullied feel physically sick.

3. True or false: If someone bullies you, you should bully that kid back.

4. True or false: Ignoring a bully and not reacting to the bullying can help sometimes.

5. True or false: If you or someone you know is being bullied, you should tell a trusted adult.

6. True or false: It’s only considered bullying when bullying is physical.

7. List two things you can do to help a kid who’s being bullied:

8. List two things you can do to defend yourself against bullies:



Bullying

Quiz Answer Key

1. True or false: Bullies are mean to kids on purpose over and over.

2. True or false: Bullying can make kids who are bullied feel physically sick.

3. True or false: If someone bullies you, you should bully that kid back.

4. True or false: Ignoring a bully and not reacting to the bullying can help sometimes.

5. True or false: If you or someone you know is being bullied, you should tell a trusted adult.

6. True or false: It’s only considered bullying when bullying is physical.

7. List two things you can do to help a kid who’s being bullied:

Any two of the following: tell an adult; be friendly to the kid; stick up for the kid; tell the bully to knock it off

8. List two things you can do to defend yourself against bullies:

Any two of the following: ignore the bully; don’t bully back; stand tall and be proud; don’t show your feelings; don’t react;

be confident in yourself; stay away from the bully; hang with a buddy when you think the bully will bother you



PreK to Grade 2 • Personal Health Series

Self-EsteemSelf-esteem is the value you put on yourself and how important you feel. It’s not about bragging about your accomplishments - it’s quietly knowing that you are important and talented. A healthy self-esteem gives you the courage to try new things and make good choices. Students will acknowledge their talents and recognize ways that can help them achieve and keep a healthy self-esteem through the following discussion questions and activities.


Articles for Kids:

The Story on Self-EsteemKidsHealth.org/kid/feeling/emotion/self_esteem.html

Dealing With Peer PressureKidsHealth.org/kid/feeling/friend/peer_pressure.html

Talking About Your FeelingsKidsHealth.org/kid/feeling/thought/talk_feelings.html

Why Am I So Sad?KidsHealth.org/kid/feeling/thought/sadness.html

Saying You’re SorryKidsHealth.org/kid/feeling/home_family/sorry.html



It’s important to feel good about yourself. Some children feel very good when they learn how to do something well, like being able to skate without falling down. What kinds of things do you do that make you feel good?

How do you feel when people say something nice about you? Does it make you feel happy and important? What kinds of things do they say?

Mary was trying to ride her bicycle for the first time. She kept losing her balance and falling. And that hurt! Soon she started to cry, not just because she was hurt, but because she was angry that she couldn’t ride the bike the way her older sister did. If you were Mary’s friend, how could you help?

What makes you sad? Angry? Share a story with the class about a time when you were frustrated because you couldn’t do something or get something right. What happened? Were you able to find an answer to your problem? How?

1.

2.

3.

4.


Standards

Related Links



Reproducible Materials

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Students will:Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.Demonstrate the ability to use decision-making skills to enhance health.Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

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The Garden of Greatness

Objectives:Students will:

Recognize their personal talentsUnderstand that a healthy self-esteem is a personal feeling of importance and value

Materials:Art supplies (pens, markers, crayons)Large, traceable circle and other shapesConstruction paperScissors Glue

Class Time: 40 minutes

Activity:What are you good at doing? Playing a certain game? Making your bed? Making your mom smile? Things that you are good at doing are called your talents. What are your talents? For example, you might be talented in the way you take good care of your pet. Knowing that you have a talent or are good at doing something makes you feel good. That good feeling is part of your self-esteem, or the way you feel about yourself. A talent can make you have such good self-esteem that it can give you courage to try new things and to make good choices.

Make your own personal flower to add to a classroom display called the Garden of Greatness. This display will showcase everyone’s talents! Using art and drawing supplies, make a flower that has pictures of you and all of your talents. Trace a large circle on a sheet of construction paper for the head of a flower. Draw and color a picture of you inside the flower and cut it out. Then, draw or trace leaves and petals for the flower. On each leaf and petal, draw and color a talent you have. Cut out those pieces, make a green construction paper stem, and glue all the flower parts together. Finally, attach your flower on a bulletin board to stand with your friends’ flowers and talents.

Extensions:Play a guessing game with your friends. On a sheet of paper, write down three clues that tell something special about you and your talents. The teacher will read the clues and students will guess who has those talents.

Make a “Marvelous Me” collage to celebrate being you! Look through old magazines and newspapers and cut out pictures and words that describe you. Paste them on a sheet of paper to make a collage.

Helping your family, neighbors, and friends makes you feel good about yourself. What kinds of things do you do for them and for your school? Pick up garbage that is blowing across the soccer field? Protect library books by carefully putting them in the return box? Make a class book that shows the neat things everyone does to help out in your class.

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2.

3.


Self-Esteem



Chain of Compliments

Objective:Students will:

Recognize how compliments can make a person feel valued

Materials:Chain of Compliments handout (available at: KidsHealth.org/classroom/prekto2/personal/growing/self_esteem_handout1.pdf)Art supplies (pens, markers, crayons)Tape or glue

Class Time:30 minutes

Activity:How can you be a good friend and classmate? How do you feel when you make someone happy or cheer someone up? Being helpful and friendly to others should make you feel important and good on the inside. One way that makes everyone feel good is to tell a classmate something nice about him or her. Those nice words are called a compliment.

Make a chain of compliments with your class and get some practice giving and receiving compliments. Read each sentence in the Chain of Compliments handout. Each sentence is a compliment with missing spaces where you can draw or write words and names to complete the sentence. Fill in the blanks and share your compliments with the class. Be sure to thank the people who compliment you. Then cut out all of the sentences and tape or glue them together in interlocking circles to make a chain.

Extensions:Share your day’s lows and highs with this class activity. Sit with your friends in a circle. Share something that happened to you today that made you feel sad. Then share an event that made you feel happy. Continue around the circle. Practice good listening and friendship skills as all of your friends share.

A skit is a very short performance or play. Make up a skit that shows an event where two friends get into a disagreement that leaves them both sad and angry. Then make up a skit about the same event where both friends work together to come to an agreement and feel happy. Perform both for the class and talk about the changes that the friends made so that they both felt good.

Reproducible MaterialsHandout: Chain of ComplimentsKidsHealth.org/classroom/prekto2/personal/growing/self_esteem_handout1.pdf

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2.


Self-Esteem


Name:

Date:


Self-Esteem

Chain of ComplimentsInstructions: Read each compliment. Then, fill in the blanks with a name and/or skill to make it a complete sentence. Do you have other compliments you’d like to make? Use the last two blank lines to write your own original compliments. Then, cut along the dotted lines and attach the ends together to make a paper chain.

When I need to , I can ask for help.

is the best at .

makes me happy when he or she .

is very good at .

1. Follow directions

2. Complete all assignments neatly and on time

3. Be polite, courteous, and respectful at all times (to teacher and classmates)

4. Raise your hand and wait to be called on

5. Listen quietly while others are speaking

6. Stay on task

7. Respect other people's property

8. Always do your best

9. Keep your hands to yourself

10. Be quiet in lines, hallways, and restrooms

11. Obey all school rules



Grades 3 to 5 • Personal Health Series

Conflict ResolutionArguments, disagreements, disputes, oh my! You can help your students solve problems without fighting by teaching them conflict resolution skills. The following discussion questions and activities will help your students identify potentially explosive scenarios, and develop strategies for dealing with them.


Articles for Kids:

Dealing With Anger KidsHealth.org/kid/feeling/emotion/anger.html

Train Your Temper KidsHealth.org/kid/feeling/emotion/temper.html

Talking About Your Feelings KidsHealth.org/kid/feeling/thought/talk_feelings.html

What Should I Do if My Family Fights? KidsHealth.org/kid/talk/qa/family_fights.html

Getting Along With Parents KidsHealth.org/kid/feeling/home_family/parents.html

Getting Along With Brothers and Sisters KidsHealth.org/kid/feeling/home_family/sibling_rivalry.html

Getting Along With Teachers KidsHealth.org/kid/feeling/school/getting_along_teachers.html

Dealing With Bullies KidsHealth.org/kid/feeling/emotion/bullies.html



What is conflict? Describe a conflict you’ve had with someone in the past. What did you do? How did the conflict get resolved? How did the conflict make you feel?

Conflict can make you angry and frustrated, but it isn’t always such a bad thing. Brainstorm a list of reasons why conflict can be good.

To resolve conflict, people need to be able to talk and listen to each other. Why do you think this is? Why is it important to talk with each other about your feelings and not keep them inside?

1.

2.

3.


Standards

Related Links



Reproducible Materials

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Students will:Comprehend concepts related to health promotion and disease prevention to enhance health.Analyze the influence of family, peers, culture, media, technology, and other factors on health behaviors.Demonstrate the ability to access valid information and products.Demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks.Demonstrate the ability to use goal-setting skills to enhance health.Demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks.

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Fairy Tale Conflict


Identify the feelings and needs behind conflictsGenerate creative solutions for resolving conflicts cooperatively

Materials:Fairy tales (print or Internet versions)Fairy Tale Conflict handout (available at: KidsHealth.org/classroom/3to5/personal/growing/conflict_resolution_handout1.pdf)


Activity:Fairy tales are loaded with conflict. Think about it: You have Goldilocks breaking into the bears’ house, the Big Bad Wolf destroying the pigs’ property, and Cinderella being treated unfairly by her stepmother. It’s about time that someone helps these characters resolve their conflicts in a healthier way! Choose a fairy tale to examine, and read it over as you think about the conflict in the story. Answer the following questions using the Fairy Tale Conflict handout:

What is the conflict in the story?How do the main characters feel about the conflict?What does each of the characters want or need?

Then imagine you could convince the characters to work together solve their problem. List three possible solutions that would benefit everyone. Remember, we’re talking about fairy tales, so be as creative as you can!

Extensions:Select your favorite solution to the fairy tale characters’ problem and rewrite the ending of the fairy tale, showing how the characters work together to resolve their conflict. Share your version with your class, and compare the solutions created by your classmates. Which solution is the most creative? Which would be the most likely to work? Which solution would make the characters the happiest?

Fairy tale characters aren’t the only ones who get angry and get into arguments! Think about what you do when someone makes you angry. Then come up with one way that you could deal with your anger in a healthier way. Make a goal for yourself of controlling your anger better the next time it happens. How will you know if you’ve met your goal?

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2.


Conflict Resolution



Conflict Corner

Objective:Students will:

Identify strategies for managing and resolving conflict

Materials:Computer with Internet accessConflict Corner handout (available at: KidsHealth.org/classroom/3to5/personal/growing/conflict_resolution_handout2.pdf)Computer word processing program, or pen and paper

Class Time:1 hour

Activity:Conflict Corner is a weekly radio show where people call in with conflicts that they’re having and the hosts of the show help them solve their problems. This week, you’ll be a guest host and give advice to kids. The producers of the show have lined up several callers and gathered information about their conflicts ahead of time so that you’ll have time to prepare your responses. Take a look at the Conflict Corner handout to find out about the conflicts the callers are having. Select one of the callers to give advice to. Before you start writing, check out articles on KidsHealth for ideas and information about dealing with conflict. Then, write a response to the caller that you can use during the radio broadcast, including the following information:

A clear description of the conflictReasons why it’s important to resolve the conflict Suggestions for resolving the conflict (include at least three)

Extension:Choose one of the scenarios from the Conflict Corner handout and act it out with a friend. Try it in two ways – one way in which the conflict is resolved, and one way in which it isn’t. What’s the difference between the two scenes? Identify what made the difference in resolving the conflict.

Reproducible MaterialsHandout: Fairy Tale Conflict KidsHealth.org/classroom/3to5/personal/growing/conflict_resolution_handout1.pdf

Handout: Conflict Corner KidsHealth.org/classroom/3to5/personal/growing/conflict_resolution_handout2.pdf

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Conflict Resolution


Name: Date:

Fairy Tale ConflictInstructions: Fairy tales are loaded with conflict. You have Goldilocks breaking into the bears’ house, the Big Bad Wolf destroying the pigs’ property, and Cinderella being treated unfairly by her stepmother. Someone needs to help these characters resolve their conflicts in a healthier way! Choose a fairy tale to examine, and answer the following questions:

1. What is the conflict in the story? 2. How do the main characters feel about the conflict? 3. What does each of the characters want or need?

Then imagine you could convince the characters to work together to solve their problem. List three possible solutions that would benefit all of the characters. Remember, we’re talking about fairy tales, so be as creative as you can!


Conflict Resolution

What’s the Conflict?

Possible Solutions:1. 2. 3.

Characters:

Feelings About Conflict:

Wants and Needs:


Conflict CornerInstructions: Conflict Corner is a weekly radio show where people call in with conflicts they’re having and the hosts of the show help them solve their problems. This week, you’ll be a guest host on the show, giving advice to kids with conflicts. The producers of the show have lined up several callers and gathered information about their conflicts ahead of time so that you’ll have time to prepare your responses. Select one of the callers to give advice to. Before you start writing, check out articles on KidsHealth for ideas and information about dealing with conflict. Then, write a response to the caller that you can use during the radio broadcast, including the following information:

1. A clear description of the conflict 2. Reasons why it’s important to resolve the conflict 3. Suggestions for resolving the conflict (include at least three)

Now you’re ready to hit the airwaves to help kids resolve their conflicts! Caller, you’re on the air...


Conflict Resolution

Caller One: Katie

... and my teacher, Mrs. Miller,

is so mean to me! She gives us so much

work to do, and we never do anything

fun. And when you get a question

wrong in class, well, sometimes the kids

cry, she’s so hard on us. No matter what

I do, Mrs. Miller’s not going to like me,

so I figure I’m just not going to do any

more work. She’s going to pick on me

anyway, so what difference does it

make? This one time ...

Caller Two: Ryan

... and then my parents actually let her pick the toy she wanted at the store. Can you believe that? It’s all because my sister is the baby, and my parents pay so much attention to her. It’s like I’m not even in the family. And I’ve been waiting for like a whole year for a new gaming system, but she always gets whatever she wants. When we go on a trip, it’s always somewhere babyish, where she can go on little kid rides. I don’t even want to be around her any more. I just go into my room whenever she comes near me. She makes me feel ...

Caller Three: Luke

... so I said, “You think your parents are mean?

Mine won’t even let me watch more than

an hour of TV a day!” Can you believe that?

I want to go to the movies with my friends

on Saturday, and they said I couldn’t. Well,

last time they told me I couldn’t do

something, I just snuck out of the

house and went anyway. I got in

a lot of trouble, but ...

Caller Four: Hannah

... I mean, I don’t even want to go to school. I just know that Penny is going to say something horrible about me in front of everyone. Like last week, when she tripped me in the cafeteria on purpose and I fell into my lunch tray, she made fun of me all day. Penny says the meanest things that hurt my feelings, and now even some of my friends don’t want to hang out with me, because they don’t want Penny to start picking on them. Once, she actually said ...




FeelingsKids can have a tough time knowing how to deal with different feelings in appropriate ways. Understanding and appreciating others’ feelings can be difficult, too. This lesson guide provides you with lessons you can use to help your students identify and deal with feelings.


Articles for Kids:

Talking About Your Feelings KidsHealth.org/kid/feeling/thought/talk_feelings.html

Being Afraid KidsHealth.org/kid/feeling/emotion/afraid.html

Taking Charge of Anger KidsHealth.org/kid/feeling/emotion/anger.html

Train Your Temper KidsHealth.org/kid/feeling/emotion/temper.html

Shyness KidsHealth.org/kid/feeling/thought/shy.html

Why Am I So Sad? KidsHealth.org/kid/feeling/thought/sadness.html

What Kids Say About Worrying KidsHealth.org/kid/feeling/emotion/poll_worry.html

The Story on Self-Esteem KidsHealth.org/kid/feeling/emotion/self_esteem.html

The Story on Stress KidsHealth.org/kid/feeling/emotion/stress.html



What are feelings? Name some feelings that you have felt.1.

Name feelings that you like and feelings that you don’t like.2.

What do you do when you feel happy? What do you do when you feel sad? What 3. helps you feel better when you’re feeling down about something?

How do your feelings affect people around you?4.


Standards•

Related Links•

Discussion Questions•

Activities for Students•

Reproducible Materials•


Students will:Comprehend concepts related •to health promotion and disease prevention to enhance health.Demonstrate the ability to use •interpersonal communication skills to enhance health and avoid or reduce health risks.Demonstrate the ability to •use decision-making skills to enhance health.Demonstrate the ability to •advocate for personal, family, and community health.





Good Feelings Journal


Identify positive feelings•List things that make them feel good•Create a class book illustrating many of the things that make them feel good•

Materials:Chart paper and markers, or chalkboard and chalk•Paper to draw and write on•Pencils, crayons, and markers•Hole punch and brass paper fasteners or a binding machine•Good Feelings Journal handout (available at: KidsHealth.org/classroom/prekto2/personal/feelings/handout1.pdf)•


Activity:There are many kinds of good feelings: You can feel happy, silly, calm, safe, relaxed, proud, or excited. What other types of feelings would you consider to be “good” feelings? What makes you feel good? Sometimes special things can make you feel good, like a vacation or birthday party. Even little everyday things can make you feel good, like playing with pet or when your friend shares toys and games with you.

Let’s come up with a list of things that make us feel good. Then, we’ll make a class Good Feelings Journal. Each of you will make one page for our journal. You’ll draw a picture of something that makes you feel good, then write a sentence at the bottom of the page describing your picture. (Preschool students can dictate a sentence for the teacher to write under their pictures. Older students can fill in the blank on the Good Feelings Journal handout or can write their own sentences under their pictures.)

Extension:Students can make their own Good Feelings Journal in which they create at least five pages of different things 1. that make them feel good.


Feelings



Feelings and Faces


Define these feelings: angry, embarrassed, worried, excited, surprised, sad•Identify and discuss how they’d feel if they were involved in a variety of scenarios provided by the teacher•Demonstrate the ability to listen to and appreciate other kids’ opinions and feelings•

Materials:Feelings and Faces (available at: • KidsHealth.org/classroom/prekto2/personal/feelings/handout2.pdf)Tape and index cards (one for each child with his/her name on it)•


Activity:Look at these six faces. What feeling do you think each of these faces is showing? They are angry, embarrassed, worried, excited, surprised, and sad. Have you ever felt any of these feelings before? If so, when? Today, I’m going to share some short stories with you and you’re going to think about how you’d feel if you were in each story. After you decide how you’d feel, you’ll come up to the board and tape your name card under the face that shows how you’d feel. After reading each scenario, ask the following questions: Why would you feel that way in that story? Do you think it’s OK for other people to feel different than you would? Why or why not? Continue reading as many of the short scenarios as your class time allows.

Extensions:Kids can make up other scenarios and share them with the class.1.

Kids can work in small groups to role-play each of the scenarios. 2.

Reproducible MaterialsHandout: Good Feelings Journal KidsHealth.org/classroom/prekto2/personal/growing/feelings_handout1.pdf

Handout: Feelings and Faces KidsHealth.org/classroom/prekto2/personal/growing/feelings_handout2.pdf


Feelings


Name: Date:


Feelings

Good Feelings JournalInstructions: Draw a picture of something that makes you feel good, then write a sentence at the bottom of the page describing your picture or tell your teacher what to write for you. You and your classmates can put all the pages together to create a Good Feelings Journal for the class.



Feelings

Feelings and FacesTeacher’s note: Give each student a card or piece of paper with his or her name on it. Tape the six faces in this handout to a wall. Then read each of these situations to your students. After reading each situation, let the students tape their name card under the face that describes their feelings related to each situation. Ask the kids to explain why they feel that way.

Situation 1

It’s time for recess! You’re planning to play on the swings, but when you get to the playground, all the swings are being used.

How do you feel?

Situation 2

It’s the end of the school day. Parents have already picked up all your classmates, but your mom or dad isn’t there yet.

How do you feel?

Situation 3

You and your friends are playing a board game. All of a sudden your dog runs through the living room and over your game. Game pieces go flying and you lose your spot on the board.

How do you feel?

Situation 4

You’re at an amusement park, next in line to get an autographed picture with your favorite superhero or princess.

How do you feel?

Situation 5

You’re at an amusement park waiting in line to go on a new roller coaster that goes really fast and high.

How do you feel?

Situation 6

Your parents are going to go out to dinner and a babysitter is coming to watch you while your parents are gone.

How do you feel?

Situation 7

You painted a really pretty picture in art class and the teacher holds it up to show everyone.

How do you feel?

Situation 8

Your best friend invited you to a play date Saturday. But that morning, your friend’s mother calls to say that your friend is sick and the play date is canceled.

How do you feel?



Feelings

Feelings and Faces


Feelings and Faces


Feelings



Sportsmanship

Good Sports CharadesInstructions: When you play Good Sports Charades, someone performs an action and everyone else tries to guess whether or not the person is acting like a good sport. Pull a slip of paper from the “Sports Stories” bag. Your teacher will read the story aloud. Then pull a slip of paper from the “Actions” bag. If you get a “Good Sport” slip, show how a good sport would react. If you get a “Not a Good Sport” slip, show what a kid who’s not being a good sport does. Then your class will raise their hands to vote for whether you were acting like a good sport or not.

Teacher’s note: Before the activity, print a copy of the Good Sports Charades handout. Cut out the scenarios and place them in a bag labeled “Sports Stories.” Cut out the “Good Sport / Not a Good Sport” slips and place them in a bag labeled “Actions.”

Sports Stories:

Your soccer team needs one more goal to tie the game. Kendra dribbles the ball down the field and kicks, but misses the goal. Your team loses. What do you do?

Your team just lost a baseball game. Your friend, Chase, is on the winning team. He comes over to talk to you. What do you do?

Your team just won a soccer game. Your friend, Molly, is on the losing team. She comes over to talk to you. What do you do?

You’re playing a board game with your little brother. Your mom calls you into the kitchen for a minute. When you return, you notice that your brother has moved his game piece to a much better position than where it was when you left. What do you do?

You go to your friend Lucy’s house after school a lot. Lucy likes playing basketball in her driveway. When you play, she always brags about how good she is and she keeps track of how many baskets you miss. What do you do?

You’re really good at basketball and score lots of points for your team. A new kid, Karin, just joined the team. She’s never played basketball before and she isn’t too good yet. The coach asks you to sit out at the end of the game so Karin can have a turn. What do you do?



Sportsmanship

Good Sports Charades

Actions:

Good Sport Not a Good Sport




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