• 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: turn-taking, active listening, respectful communication - Time: 5–7 minutes - Materials: 1 soft ball or small stuffed toy Setup: 1. Have students sit in a circle. 2. Explain the rule: Only the person holding the ball may speak. Everyone else listens until it’s their turn. How to Play: 1. Start with a fun prompt (e.g., “Share your favorite snack,” or “Tell us something you like to do outside”). 2. The first speaker shares, then passes the ball to the next person. 3. Before speaking, the new speaker must reflect one thing they heard from the previous person (e.g., “I heard that you like apples…”) before adding their own response. 4. Continue passing the ball until everyone has had a turn. 5. Encourage patience and listening bodies (eyes on speaker, quiet mouths, still hands). Discussion / Reflection: - How did it feel to know everyone was really listening to you? - Was it hard to remember something the last person said? - Why is reflecting what we hear important in conversations? - How can we use this strategy with friends or family?

· Skill focus: respectful disagreement, perspective-taking, communication · Time: 10 minutes · Materials: “Would you rather” cards or simple debate prompts (e.g., “Would you rather have a pet dragon or a pet unicorn?”) Setup: 1. Prepare a stack of fun “Would you rather” questions or silly debate topics that kids will enjoy discussing. 2. Teach the group sentence stems to use during the activity:“I see it differently…”“One reason is…”“We can still be friends.” How to Play: 1. Pair students or place them in small groups. 2. Read a “Would you rather” question aloud and have each person share their choice. 3. Encourage students to listen and respond using the sentence stems. Example:Child A: “I’d pick a dragon.”Child B: “I see it differently. One reason is unicorns are magical. We can still be friends.” 4. After each round, rotate pairs or read a new card so children practice with different classmates and topics. Variations: - Whole-Class Circle: Discuss questions as a group, taking turns to disagree respectfully. - Silent Round: Children write their responses using the stems before sharing aloud. - Challenge Mode: Children must give at least two reasons for their choice before ending with “We can still be friends.” Discussion / Reflection: - How did it feel to disagree politely? - Why is it important to respect other people’s opinions? - Did you learn something new about your classmates’ perspectives? - How can you use “We can still be friends” in real-life situations?

- 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?