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Children are required to write and fill out the 'bucket filler' sheet, which states "I would like to fill ___'s bucket. By ________".
Following this, students will then hand their sheet to the person next to them to edit their partners work, checking for spelling, capital letters and full stops.

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Have you filled a bucket today?

Bucket filling is a fun way to encourage children to be kind to each other in the classroom. These Bucket Filler Note Cards are one fun way to do that.

In a general sense, bucket fillers are people who are kind and do nice things to fill other people's metaphorical buckets with positivity, happiness and self-confidence.

There are many ways you can encourage children to fill each other's buckets, but these bucket filler note cards are a fun way to the practice of bucket filling into a daily classroom routine.

Maybe everyday students could choose a classmate and deliver a note card to them, saying something they like or appreciate about that person. Or maybe there could be little mailboxes in the classroom that students need to check daily.

This activity is great for primary students of all ages.

Making kindness a priority in the classroom

You'd be surprised at the morale that simple activities like bucket fillers in the classroom can have on a class. They're a great way to encourage good behaviour and motivate students to support and appreciate each other.

Luckily, we have a great range of bucket filling activities available at Twinkl. Encourage students to get involved with these nifty certificates; a great reward for diligent bucket fillers. Rewards like this are a great way to make students aware of their duty to be kind.

You could also use these Bullying Scenario Discussion Cards to start classroom conversations on how to be kind. These cards provide children with scenarios to reflect on, so if such an opportunity arises, they'll be better prepared to make good choices.

How to be a bucket filler

Bucket fillers are people who work hard to build each other up and have a positive effect on those around them.

Students can do this in countless ways. For example, by taking part in random acts of kindness, being polite, following class rules, helping a classmate with their homework, or stopping to talk to someone who's feeling a bit down.

Bucket fillers look for opportunities to help people and make their day a little better.

The opposite of this is bucket dipping, which refers to people who try to take away from other people's happiness. Some examples of bucket dipping include bullying, being disrespectful, or refusing to help someone who needs it.

Avoid bucket dipping by thinking about what you say before you say it, and being careful not to say or do things that make those around us feel unsafe.

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Bucket filling is a fun way to encourage children to be kind to each other in the classroom. These Bucket Filler Note Cards are one fun way to do that. In a general sense, bucket fillers are people who are kind and do nice things to fill other people's metaphorical buckets with positivity, happiness and self-confidence.

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The educator will create a discussion about how there is both imaginative and informative books. The children will be seated in a circle and the educator will have a Venn diagram shaped from hula-hoops, with labels in the middle of each saying "imaginative, informative and both". The children will be given all the books in the classroom to then categorise into a hula-hoop. For example: 'Have You Filled a Bucket Today' will go into the "both" hula-hoop.

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Identify some differences between imaginative and informative texts (ACELY1648)

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Participate in shared editing of students' own texts for meaning, spelling, capital letters and full stops (ACELY1652)

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Students are required to perform a group 2 minute oral presentation to the class. This presentation will need to include 'how we can fill our buckets'. Students will work together and write a short script so they remember what they are going to say.

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Deliver short oral presentations to peers (ACELY1647)

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Following on from the oral presentations, students that are watching the presentation will be needing to use their interaction skills so that the students that are presenting are feeling valued and respected, which fills their 'bucket'.

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Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1784)

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Students are required to retell examples, from the book, of what we can do for someone to be  a 'bucket filler' and examples of a 'bucket dipper'.
Students are to write their examples onto a plain strip of paper for the educator to read aloud to the class.

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Identify some features of texts including events and characters and retell events from a text (ACELT1578)

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Children are given materials such as cardboard and paint to create a 'Bucket Filler Station' where children can give out 'bucket fillers' by writing on a piece of card and putting it in someone's bucket that comes up to the 'Bucket Filler Station'.

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Innovate on familiar texts through play (ACELT1831)

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Students are required to retell examples, from the book, of what we can do for someone to be  a 'bucket filler' and examples of a 'bucket dipper'.
Students are to be put in pairs to create a performance of the examples they used, to then perform to the class.

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Retell familiar literary texts through performance, use of illustrations and images (ACELT1580)

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Students are required to write a personal response in a blog format to then upload to Seesaw. Students are required to write as many words as they can within their response, focussing on their feelings and thoughts about the book.
General capabilities:
- Literacy (writing)
- ICT competence
- Personal and social competence

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Share feelings and thoughts about the events and characters in texts (ACELT1783)

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Students are required to go around in a circle and say how we might use our language to express what we need. The educator will write the children's answers on the board.
The educator will explain to the class that we can use our language to express ourselves in either a good or bad way and sometimes if we do it in a bad way that can help empty our 'buckets' and the people around us.

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Understand that language can be used to explore ways of expressing needs, likes and dislikes (ACELA1429)

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Student are required to invite family members that speak another language into the classroom to tell the class about their language and where it comes from. Students are then encouraged to practice 'bucket' filling by filling the visitors bucket in some way when they visit the class.
Children are then required to make a map of the world on the wall to pin where in the world different languages are from that are spoken in Australia.

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Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community (ACELA1426)

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The educator creates a class discussion about when we feel like our 'bucket' is empty from someone making us upset it is important to know what to do, to make us feel safe and healthy. The students are required to add to the online padlet which is the QR Code is displayed on the screen. Children add protective behaviours that we should do to make us feel safe. For an example: saying no, telling a teacher/adult, asking for help.
To extend: another online mind map about people that make you feel safe in our society.
General capabilities:
- Literacy (speaking and typing)
- ICT competence
- Critical and creative thinking

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The educator will create a class discussion about how 'encouragement' can be a way of filling up our friends buckets, therefore, our own as well.
Children are then required to play hopscotch and jump with two feet onto each square. The other children are then to practice expressing 'encouragement' by speaking to whoever is doing the hopscotch.
General capabilities:
- Literacy (speaking)
- Ethical behaviour
- Critical and creative thinking

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The educator creates a class discussion about if we feel like our 'bucket' is empty it is important to make sure we tell someone how we are feeling in a appropriate way so we can fill our 'bucket' back up again. Children are then required to talk to a partner (think-pair-share) about what are appropriate ways of expressing our feelings, then creating a class discussion. Students are required to then create a class poster and write all the ways we can express our feelings in the right way.
This poster will then be displayed in the classroom for students to use throughout the year.
General capabilities:
- Literacy (speaking and writing)
- Critical and creative thinking
- Personal and social competence

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Protective behaviours to keep safe and healthy:

saying 'no'

moving away

telling an adult

asking for help

(ACPPS003)

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Locomotor skills:

run

jump (two foot)

hop

gallop

(ACPMP008)

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Communicating and Interacting for Health and Wellbeing:

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Communicating and Interacting for Health and Wellbeing:

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Appropriate language and actions to communicate feelings in different situations (ACPPS005)

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Students are required to bring in a photo of themselves to add to 'Our Classroom Map' which is a map of the world that each child's photograph is placed where they are from, from around the world. The educator will then have a discussion about how no matter where we are all from, we all should be treated equally and this is another way of how we can fill each others 'buckets'.
To extend: Children can then create a family tree of all the members of their family. Then the educator will create a class discussion about all the different types of families their are in the world and how great that is!

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The different structures of families and family groups today (e.g. nuclear, only child, large, single parent, extended, blended, adoptive parent, grandparent) and what they have in common (ACHASSK011)

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Children are given a group of different strips of paper with different acts or quotations written on them. For an example: "I don't like you!". The children are then required to group these into two different categories called 'Bucket Fillers' and 'Non-Bucket Fillers'.

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Students are required to create a 'bucket' of ideas of what to do when they want to fill someone's 'bucket'. Students will be given a recycled bucket and are to write on bits of recycled paper of things they can do to fill someone's 'bucket'.
For an example: saying thank you.
The students will then have these buckets on their desks for them to use whenever during the rest of the school year.
Cross-curriculum priority:
- Sustainability
General capabilities:
- Literacy (writing)
- Critical and creative thinking
- Personal and social competence

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Looking at the book, students are to identify how the words in the book and the pictures in the book both come together to create meaning. Children will do 'think-pair-share' to come up with ideas about how the words and the illustrations link to create meaning, to then share to the class.
Students will be split into their reading groups to do the same activity but with other books from the reading corner.

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Students are provided with the opportunity for a day excursion lead by Nyungar Tours, which are at South Perth or Kings Park. Students get to walk with the Traditional Owners, learn about the Aboriginal culture and view Aboriginal artefacts.
From the book the educator will draw a focus on how it is important to care for the Nyungar land which we live on and this is how we can fill up the 'buckets' of Aboriginal people. Students will be required to write 3 ways they could help care for Aboriginal places of significance. (ACHASSK016)

https://nyungartours.com.au

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After reading the story, the educator will hold a class discussion and brainstorm about how the words in this text create a meaning towards to reader. Prompt students by asking "What this text might tell us/mean?" and "what is the purpose for this story?"
The students are then required to write a short 'bucket filler' letter to someone in the class to then put it in their bucket in the classroom.
General capabilities:
- Literacy
- Ethical Behaviour
- Personal and social competence

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Students are required to create a collage from natural and recycled materials in the classroom of the things that they like about about a peer in the classroom. The educator will secretly give a name to each student to begin the activity.
Cross-curriculum priority: Sustainability
General capabilities:
- Ethical Behaviour
- Critical and creative thinking
- Personal and Social competence

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Excursion to 'Sculptures by the Sea' in Cottesloe.
Students are provided the opportunity for a class excursion to 'Sculptures by the Sea' in Cottesloe. Throughout the excursion the students are required to think about acknowledging the role of the artist and the audience as they start to interpret meaning from the artwork. Students are required to create discussions about why the artwork was created and what materials were involved in the process.
Specifically relating to the book: Students are then asked to thank the artist the next day at school by writing/drawing a letter to their favourite artist from the excursion, to 'fill their bucket'.
General capabilities:
- Personal and Social competence
- Ethical behaviour
- Literacy

https://sculpturebythesea.com/cottesloe/education-program-overview/program-information/

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Development of artistic skills through experimentation with:

shape (familiar shapes; simple 2D shapes)

colour (primary colours, secondary colours)

line (curved, straight, wavy, zigzag)

texture (familiar objects)

to create artwork (ACAVAM107)

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Appreciation of where and how artwork is displayed in the local community (ACAVAR109)

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Exploration of tactile techniques, such as block printing, clay work or collage(ACAVAM107)

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The reasons some places are special to people and how they can be looked after, including Aboriginal and Torres Strait Islander Peoples' places of significance(ACHASSK017)(ACHASSK016)

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Sort and record information and/or data into simple categories (e.g. use graphic organisers, drawings) (WAHASS04)

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Explore the different contribution of words and images to meaning in stories and informative texts(ACELA1786)

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Recognise that texts are made up of words and groups of words that make meaning (ACELA1434)

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By Carol McCloud