• Skill focus: sharing, negotiating, patience, compromise, respectful communication • Time: 10–15 minutes • Materials: A small set of limited supplies (examples: one set of markers, one puzzle, a few building blocks, or onetoy) intentionally fewer than the number of participants Setup: 1. Create 2–3 “stations,” each with only one set of materials. 2. Place 3 children at each station and assign roles: o Owner – the person currently using the item. o Requester – the person asking for a turn. o Negotiator – the helper who supports both sides to reach a fair agreement. 3. Post simple scripts or sentence starters on a chart for kids to use (examples below). Scripts for Practice: • Requester: o “May I use it when you’re done?” o “Can we take turns?” • Owner: o “Sure, I’ll give it to you when I’m finished.” o “I’m not ready yet, but we can set a timer.” • Negotiator: o “How about setting a timer for 2 minutes?” o “Maybe you can both work on it together.” o “What’s a fair way to share this?” How to Play: 1. Start the round with the Owner using the supply. 2. The Requester politely asks for a turn, using the script. 3. The Negotiator steps in to help if the Owner and Requester don’t immediately agree. 4. Once an agreement is reached, they follow through (pass the item, set a timer, or share). 5. After 2–3 minutes, rotate roles so each child practices being Owner, Requester, and Negotiator. 6. Continue rotations until all children have tried each role. Variations: • Silent Round: Children use only gestures and pointing with the scripts written on cards — helps highlight bodylanguage. • Timer Challenge: Use a sand timer or digital timer for quick rotations, making turn - taking visible andpredictable. • Whole-Class Demo: Act out a round with volunteers before stations begin so everyone sees how it works. • Problem Scenarios: Introduce challenges (e.g., the Owner says “no,” or the Requester grabs) and practice solving them respectfully. Discussion / Reflection:

Skill focus: Clear instructions, clarifying questionsTime: ~10 minutesMaterials: Paper, pencils/markers, folders (or something to create a barrier so partners can’t see each other’s paper) Setup: 1. Pair students and have them sit back-to-back with a folder or divider between them so they cannot see each other’s paper. 2. Give Partner A simple picture (example: a house with a tree, a star, or a smiley face). How to Play: 1. Describe: Partner A describes the picture out loud using only words (no gestures). Example: “Draw a big square in the middle of your paper. Put a triangle on top of the square.” 2. Clarify: Partner B listens and draws. Partner B may ask only clarifying questions (e.g., “Should the triangle be bigger than the square?” or “Do you want it in the middle or on the side?”). 3. Reveal: After 3–4 minutes, have them turn papers around and compare the original picture to the drawing. 4. Switch roles: Give a new picture and let Partner B be the describer. Discussion/Reflection: - What made the instructions clear or confusing? - How did asking clarifying questions help? How does this skill connect to real life (classroom directions, teamwork, family tasks)?

- Skill focus: responsibility, empathy, initiating help - Time: ongoing (integrated into daily routine) - Materials: “Helper of the Day” badge, sticker, or small sign Setup: 1. Introduce the role: each day one student is chosen as the Helper of the Day. 2. Give them a visual marker like a badge, sticker, or lanyard so others know who has the role. 3. Explain their mission: Find at least one way to help a peer during the day. How to Play: 1. Assign or rotate a new Helper of the Day each morning. 2. That student looks for chances to help: sharing supplies, holding the door, inviting someone to play, or helping clean up. 3. At the end of the day (or during closing circle), the helper shares:Who they helpedWhat they didWhy it mattered 4. Class gives a round of applause or cheer to celebrate their effort. Discussion / Reflection: - How did it feel to be the Helper of the Day? - What was the most meaningful way you helped? - Why is it important to notice when someone might need help, even if they don’t ask? - How can we all be “everyday helpers,” even without the badge?

- Skill focus: reading emotional cues, empathy, nonverbal communication - Time: 5–10 minutes - Materials: emotion cards (each with a feeling word or picture) Setup: 1. Create or print cards with different emotions (happy, sad, angry, excited, nervous, surprised, etc.). 2. Review with children how we can notice feelings through eyes, voice, and body language. How to Play: 1. One child draws an emotion card and acts it out without using words. 2. The rest of the group guesses the emotion. 3. After a correct guess, ask: “Which clue helped you figure it out — eyes, voice, or body?” 4. Rotate so everyone has a turn acting and guessing. Variations: - Team Charades: Small groups act out an emotion together. - Silent Round: Children must act using only body language, no sounds. - Mixed Emotions: Add cards with two emotions (e.g., “excited + nervous”) for older kids to act out. - Real-Life Connection: After guessing, ask children to share a time when they felt that emotion. Discussion / Reflection: - Which emotions were easiest to guess? Which were hardest? - What clues (eyes, voice, body) helped you the most? - How can noticing these clues help us in real life with friends or family? - Why is it important to pay attention to other people’s feelings?

· Skill focus: self-regulation, mindfulness, emotional awareness · Time: 5–8 minutes · Materials: simple items for each station (paper and crayons, wall space, quiet area) Setup: 1. Create 3–4 calm-down stations around the room. Examples:Breathing Station: Take 5 slow breaths.Movement Station: Do wall push-ups or another simple movement.Coloring Station: Color a square or small design.Counting Station: Count 20 things you can see in the room. 2. Post a simple sign or visual at each station with the instructions. How to Play: 1. Guide children to rotate through the calm-down stations in order. 2. At each stop, they complete the activity before moving on. 3. After finishing all stations, they rejoin the group and name one feeling they notice in themselves (e.g., calm, focused, relaxed). Variations: - Choice Circuit: Children choose which 2–3 stations to complete instead of all. - Partner Circuit: Pairs move through together and encourage each other. - Silent Circuit: Do the full circuit without speaking to increase focus. - Creative Station Swap: Add options like listening to soft music, stretching, or drawing a happy memory. Discussion / Reflection: - Which station helped you calm down the most? - How did you feel at the start of the circuit compared to the end? - When might it help to use a calm-down circuit during the day? - What other strategies could we add to make it even more helpful?