Scribd
Upload
78 views4 pages

Social Skills Lesson Plan #6: School Counseling Program Goal(s) Addressed

This social skills lesson plan aims to teach kindergarten and first grade students emotion regulation and calming down skills. The lesson uses an activity where students take turns dropping marbles into a small floating bowl, speaking about what makes them angry each time, to demonstrate how frustrations can build up. The lesson teaches students to recognize when they need a break to manage their emotions, and discusses calming techniques like breathing and coloring. Effectiveness will be evaluated through student perception surveys and pre/post tests on social skills comprehension.

Uploaded by

api-491162111
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
78 views4 pages

Social Skills Lesson Plan #6: School Counseling Program Goal(s) Addressed

This social skills lesson plan aims to teach kindergarten and first grade students emotion regulation and calming down skills. The lesson uses an activity where students take turns dropping marbles into a small floating bowl, speaking about what makes them angry each time, to demonstrate how frustrations can build up. The lesson teaches students to recognize when they need a break to manage their emotions, and discusses calming techniques like breathing and coloring. Effectiveness will be evaluated through student perception surveys and pre/post tests on social skills comprehension.

Uploaded by

api-491162111
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Social Skills Lesson Plan #6

School Counselor: Mrs. Moore & Cindy Hoang Date: 4/17/2019


Activity: Emotion Regulation & Calming Down Skills
Grade(s): Kinder- First Grade

School Counseling Program Goal(s) addressed:


Social Skills - Acceptable behaviors that improve social interactions, such as
those between peers or between students and adults.
Self-management Skills: Continued focus on a goal despite obstacles (grit or
persistence) and avoidance of distractions or temptations to prioritize higher
pursuits over lower pleasures (delayed gratification, self-discipline, self-control).

ASCA Student Standards or ASCA Mindsets & Behaviors standards


addressed:
ASCA Domain:
Social/Emotional Development – Standards guiding school
counseling programs to help students manage emotions and
learn and apply interpersonal skills.

ASCA Student Standards:


A:A3.2 Demonstrate the ability to work independently, as well as the ability to
work cooperatively with other students
PS:C1.10 Learn techniques for managing stress and conflict
PS:C1.11 Learn coping skills for managing life events

ASCA Mindsets and Behaviors:


B-LS 2. Demonstrate creativity
B-SMS 2. Demonstrate self-discipline and self-control
B-SMS 3. Demonstrate ability to work independently
B-SMS 4. Demonstrate ability to delay immediate gratification for long-term
rewards
B-SMS 7. Demonstrate effective coping skills when faced with a problem
Learning Objective(s): (If using the ASCA Mindsets &
Behaviors, objectives should align with competencies that can
be found here.)

1. Demonstrate self-discipline and self-control


2. Demonstrate critical-thinking skills to make informed decisions
3. Develop tools to increase self-control, self-awareness and to promote positive
mental health
4. Demonstrate effective coping skills when faced with a problem

Materials:
- Two clear bowls, one half the size of the other
- Water
- Marbles (clear or colored) in a Ziplock bag or waterproof container

Procedure (30mins):
- First go over group rules to ensure safety during this activity
- Go over rules of the activity: one student drops the marble at a time when
prompted, marble must be dropped gently into the smaller bowl
- Have students stand in a circle about 8-10 ft away around the table that the
water bowls will be placed on
- Fill the larger bowl about half to ¾ of the way with water
- Place the empty smaller bowl into the larger bowl to allow the bowl to float
above the water
- Facilitator can open the bag of marbles and hold onto it without allowing
students access to marbles for safety
- Describe to each student that the goal of the activity is to keep adding marbles
until the bowl sinks. - Going around the circle, when prompted, each student will
walk up to the table, grab a marble and speak of a time what makes them angry
and them slowly drop the marble into the small bowl.
- Emphasize the goal of keeping the smaller bowl afloat
- For younger children, go around the circle once verbally to practice the flow and
have each child stay at their spot and tell the group what makes them mad
- Play out the activity until the bowl seems like it’s about the drop
- Talk about the risk of adding more marbles and if the student thinks it’s close to
dropping
- Tie the activity to students adding and piling up frustrations daily and the
importance of noticing when they might need a “break” to keep their little bowl
afloat.
-Talk about different calming down skills such as breathing, bubble blowing,
coloring, or self-talk to calm themselves down after they have piled up different
stressors during the day

Plan for Evaluation: How will each of the following be collected?

Process Data:
1 Kindergarten student, 1 First grader ( Ideally, 4-6 for lower elementary)
During group counseling session for Social Skills

Perception Data: Ask the children how they feel after coloring from a Likert
scale of 5 being really worked up and unable to learn to 1 being very calm and
ready to learn. Using the visual attached, each student will be able to identity
every group session in the beginning and end of group how they would self-rate
themselves on level of readiness to learn and what it would take them to move a
level higher in terms of concentration (i.e. self-talk, breathing, mindfulness
coloring).

Outcome Data: Pre/Post Tests data will be measured to evaluate if students


understand the concept of the different social skills presented (calming down
skills, conflict resolution, and empathy skills).

Follow Up: Tie the activity to students adding and piling up frustrations daily
and the importance of noticing when they might need a “break” to keep their
little bowl afloat. Talk about different calming down skills such as breathing,
bubble blowing, coloring, or self-talk to calm themselves down after they have
piled up different stressors during the day.

You might also like