Emotional Fuel

Spatial Requirements: Gym/outdoor space requiredActivity Type: Movement/groupGrades: 3-12Group Size: 6 or moreTime: 20-30 minutes Introduction: This is an exciting, active game to demonstrate that all emotions have energy. Students will begin to understand that they can use the energy from both positive and negative emotions as motivation to accomplish their goals. Materials: Masking tape Orange cones (optional)  Activity: Before the activity, […]

Spatial Requirements: Classroom with moderate space requiredActivity Type: GroupGrades: 3-12Group Size: 3 or moreTime: 15 minutes Introduction: This activity is designed to help students identify the variety of emotions they feel every day. They will understand that they can’t always control the situation, but they can control their reaction to it. Materials: A container of Play Dough for each group Activity:

Spatial Requirements: Regular classroom setup; little or no space requiredActivity Type: GroupGrades: 5-12Group Size: 2 or moreTime: 10 minutes Introduction: In this fast-paced game, students will attempt to create a positive and negative combination without being able to communicate. They will connect the positive and negative cards to positive and negative emotions, showing that both positive and negative emotions can lead

Spatial Requirements: Regular classroom setup; little or no space requiredActivity Type: ObjectGrades: 3-12Group Size: 1 or moreTime: 5-10 minutes Introduction: This is an amusing object lesson for students to understand how they approach and handle their stressors. It illustrates the way we experience stressors – many over time or all at once – and it opens communication lines for how that

Spatial Requirements: Regular classroom setup; little or no space requiredActivity Type: Movement/groupGrades: 5-12Group Size: 8 or moreTime: 20 minutes Introduction: This emotional activity forces students to feel singled out, stupid, or frustrated as they work to understand the difficult pattern of what makes a “good frog” and what makes a “bad frog.” They’ll come to recognize their own responses to emotional