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Objective: Students will be able to understand what it means to be a good friend. 

Estimated Duration: 20 minutes

Description: Friendships have an enormous impact on ʯ����Ƶ��ɫ��' mental health and happiness. 

Teaching children what it means to be a good friend will help them to develop positive relationships with their peers. Not only do ʯ����Ƶ��ɫ�� need to know the qualities of a good friend, but they also need to know that friendships take work. They must give to get. 

This activity will help ʯ����Ƶ��ɫ�� recognize what qualities they look for in a friend as well as ask them to practice being a good friend to others. 

Teachable Moments: There are many ways you can help ʯ����Ƶ��ɫ�� to develop positive relationships with their peers:

Help ʯ����Ƶ��ɫ�� feel confident and have a positive self-esteem. Highlight their best attributes regularly (e.g., honesty, compassion, thoughtfulness, etc.) to set them up to be a good friend to others.

• Model good friendship behavior with others at school. 
• Teach ʯ����Ƶ��ɫ�� the golden rule. 
• Talk about what a not-so-good friend is and does.
• Read books about friendship and talk about what the characters do to make them good friends.

Objective: Students will be able to identify ways to calm down to help resolve conflicts constructively.

Estimated Duration: 20 minutes

Description: Conflicts can cause stress, anger, feelings of resentment, and they can make it difficult to focus. Skills for conflict resolution are crucial throughout life. Itʯ����Ƶ��ɫ��s important to teach ʯ����Ƶ��ɫ�� how to appropriately manage conflicts and the feelings that come along with them. 

Conflicts can be difficult to navigate because they bring out intense emotions that ʯ����Ƶ��ɫ�� may not be able to process. Before they can address the problem that caused the conflictʯ����Ƶ��ɫ��whether it was a fight over a toy or betrayal by friendʯ����Ƶ��ɫ�� ʯ����Ƶ��ɫ�� need to be able  to calm down and get to a place emotionally where they can think before they act.

This activity will help ʯ����Ƶ��ɫ��ʯ����Ƶ��ɫ��think of ways they can calm down when their emotions start to bubble up.ʯ����Ƶ��ɫ��They will draw or write strategies that they can useʯ����Ƶ��ɫ��to calm down and help them think clearly, so they canʯ����Ƶ��ɫ��resolve conflicts.ʯ����Ƶ��ɫ��

Teachable Moments: There are many ways you can help ʯ����Ƶ��ɫ�� to calm down when their emotions bubble up:

• Have ʯ����Ƶ��ɫ��ʯ����Ƶ��ɫ��countʯ����Ƶ��ɫ��toʯ����Ƶ��ɫ��or down fromʯ����Ƶ��ɫ��10.
• Have ʯ����Ƶ��ɫ�� take some deep breaths.
• Have ʯ����Ƶ��ɫ�� take a walk in a designated area. 
• Have ʯ����Ƶ��ɫ�� go to a spot that you have designated as a ʯ����Ƶ��ɫ��chill spot.ʯ����Ƶ��ɫ��
• Have ʯ����Ƶ��ɫ�� listen to soothing music.
• Have ʯ����Ƶ��ɫ�� do yoga or stretching exercises.
• Have ʯ����Ƶ��ɫ�� draw or color quietly.
• Have ʯ����Ƶ��ɫ�� look at a book or read.

Objective: Students will be able to recognize and communicate leadership skills in themselves and others. 

Estimated Duration: 20 minutes

Description: It is important for ʯ����Ƶ��ɫ�� to learn and build on their leadership skills to open new possibilities and help make better decisions. 

Leadership is a multi-faceted skill that helps ʯ����Ƶ��ɫ�� learn to communicate, empathize with others, solve problems, and work in teams. Good and effective leadership is a skill that can be learned, practiced, and improved on. 

Most think of the loud and confident personalities as the obvious leaders. But even the quiet, shy kid in class can be a leader. In fact, it is likely that at some point in their life, everyone will be called upon to lead in some way or another. For this reason, it is crucial that we help ʯ����Ƶ��ɫ�� learn how to prepare for leadership roles. 

This activity helps ʯ����Ƶ��ɫ�� think about what makes a good leader. They are asked to write about ways that they think leaders should act, things they should say, and things they should think.  

Teachable Moments: To help ʯ����Ƶ��ɫ�� build their leadership skills: 

• Be sure to involve ʯ����Ƶ��ɫ�� in leadership opportunities in the classroom. Some ideas include handing out papers or leading the line. It is best to make these opportunities become a part of the classroom routine every day. 
• Demonstrate how you exhibit leadership skills. Explain what your leadership responsibilities are each day. 
• Share good examples of leadership in your community and in the world around you. Discuss the leadership your principal must show. Look for other examples of leadership in coaches, parents, athletes, movies, etc. 
• Provide opportunities for group projects where ʯ����Ƶ��ɫ�� can rise to the occasion and lead within a group setting. 

1. Cut along the solid black lines of the large Standing Display Foldable. 
   
   
2. Fold along the three dotted lines of the Foldable.  Always fold so the dots are visible along the fold line.  For this Foldable, fold each fold again in the opposite direction.  This allows the folded tabs to move forward and backward.  Students might help each other fold and refold. 
   
   
3. Have ʯ����Ƶ��ɫ�� draw a scene for a conflict or disagreement. It could be something they experienced themselves or something that happened to someone else.
   
   
4. Then have them write or draw ways they can stay calm when they feel upset. Remind them that calming strategies help clear their mind so they can handle difficult situations like conflicts and disagreements. 
   
   
5. When ʯ����Ƶ��ɫ�� are finished drawing and writing on the display, fold in the side tabs and fold the whole display flat into a rectangle.  Glue the back of the display rectangle (where ʯ����Ƶ��ɫ�� wrote) onto the large gray rectangle in the student book.  Have ʯ����Ƶ��ɫ�� ask a friend or the teacher if they are folding and positioning it correctly BEFORE gluing.  

NOTE: After it is glued into the student book, the display should fold in and fold flat so the book can be closed.  When the book is open to this page, the display can be opened and folded into a standing diorama.