Write different emotion words (happy, sad, angry, surprised, scared, excited, confused, calm, proud) on slips of paper. Take turns picking a slip and acting out the emotion for the other person to guess. Discuss what it feels like to experience that emotion.

Using a large piece of paper, draw a large circle and divide it into sections. In each section, write or draw an emotion. You can make it colorful like a rainbow! Discuss different intensities of feelings (e.g., annoyed, angry, furious). Add these nuances to your wheel if you like.

Decorate a new journal to be your 'Emotion Journal.' For the first entry, write or draw about a feeling you experienced today. How did it make your body feel? What did you think?

Share one new feeling word you learned or thought about today.

Discuss what it means to feel overwhelmed or upset. Brainstorm different ways to calm down. Examples: deep breaths (like box breathing: inhale for 4, hold for 4, exhale for 4, hold for 4), the 5-4-3-2-1 senses technique (name 5 things you see, 4 you can touch, 3 you hear, 2 you smell, 1 you taste), taking a quiet break, listening to calming music, squeezing a stress ball, drawing or coloring, talking to a trusted adult.

Choose 1-2 tools to create:

• Glitter Jar: Fill a clear jar with water, a bit of clear glue, and glitter. Shake it and watch the glitter slowly settle – it's very calming to observe.
• Stress Ball: Fill a balloon with flour, rice, or playdough (be careful not to overfill). Tie it securely.
• "Calm-Down Corner" Poster: Design a poster listing your favorite calming strategies that you can put in a quiet space.

Think of a time you felt a little stressed or upset. Try using one of your new calming tools or strategies. How did it feel? Discuss which ones you like best.

Which calming tool are you most excited to use when you need it?

Look at pictures of people's faces from magazines or online (ensure they are age-appropriate). Discuss what emotion each person might be feeling based on their facial expression. Then, watch short, silent video clips of actors showing emotions. Discuss body language cues (e.g., slumped shoulders for sadness, wide eyes for surprise).

Read an age-appropriate story with clear character emotions. Choose one character. Create an 'Empathy Map' for them: draw a large head and divide it into sections for 'Thinking,' 'Feeling,' 'Saying,' and 'Doing.' Fill it in based on the character in the story.

Practice responding with empathy in different scenarios. Example: "Your friend falls and scrapes their knee." What could you say or do that shows you understand how they feel? (e.g., "Oh no, that looks like it hurts. Are you okay? Can I help you get a band-aid?"). Practice phrases like "I see you're feeling..." or "It sounds like you're..."

How does it feel when someone shows empathy towards you?

Discuss that 'gut feeling' or intuition. It's that little voice or feeling inside that tells you something is right or wrong, safe or unsafe, even if you can't explain why. Share age-appropriate examples of when listening to a gut feeling was helpful. Common physical cues for gut feelings: butterflies in stomach, feeling uneasy, goosebumps, a sense of 'knowing'.

Write down various feelings (nervous, excited, scared, happy, suspicious, uncomfortable) and related body cues (e.g., tight chest, racing heart, sweaty palms, warm feeling, frown, smile). Take turns acting out a body cue and guessing the associated feeling or situation.

Discuss scenarios and what body cues might arise:

• "A stranger offers you candy and asks you to come with them." (Likely cues: alarm bells, stomach ache, desire to run away). What should you do? (Say NO, run, tell a trusted adult).
• "You're about to perform in a school play." (Likely cues: butterflies (nervous/excited), shaky hands). What can you do? (Deep breaths, remember practice).
• "Someone tells you a secret that makes you feel uncomfortable." (Likely cues: tight feeling, wanting to tell someone). What should you do? (Talk to a trusted adult).

Name one body cue you'll pay more attention to this week and what it might be telling you.

Explain that many messages we see (ads, TV shows, online content, news) are created for a specific purpose. A key question to ask is: "Who benefits if I believe this message or do what it suggests?" Example: A toy commercial wants you to buy the toy; the toy company benefits from the sale.

Gather various advertisements (from magazines, newspapers, or screenshots of online ads – ensure they are age-appropriate). For each one, discuss and answer:

• What is this ad trying to make me think or feel?
• What does it want me to do (e.g., buy something, believe something)?
• Who benefits if I do that? (e.g., the company, the seller).
• Are there any other sides to this story?

Design a simple positive advertisement. For example, an ad to encourage reading. State what the ad wants people to do, and who benefits (e.g., "Read for 20 minutes a day! Benefit: Your imagination grows! Who benefits: You! Your brain!").

Share one example of an ad you saw recently and who you think benefited from it.

Write various statements on cards – some facts (e.g., "The Earth revolves around the Sun," "Water boils at 100°C at sea level") and some opinions (e.g., "Blue is the best color," "Pizza is tastier than ice cream"). Sort them into 'Fact' and 'Opinion' piles. Discuss how facts can be checked and proven, while opinions are personal beliefs.