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Students will create a salad that is a collection of traits that each student will demonstrate within friendships throughout the year.  Students will brainstorm a trait with a partner that they'll demonstrate within a friendship and present that trait on a piece of the classroom's salad.  The trait will be displayed on a part of a salad ingredient which the students will create out of construction paper.  Once everyone has a piece of the salad everyone will paste them onto a bowl that the teacher printed out on a poster board.  The classroom salad will be displayed for the whole year allowing students to look back on it and reflect.
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Each student will be given a rectangular piece of construction paper with either a math problem or an answer to a math problem on it.  The student will have to apply their knowledge of math to either solve the math problem or find the problem correlating with their answer.  Each piece of paper will have a match and once the students analyze their pieces and connect with another student they will join their papers together.  The papers will be connected with tape forming a chain.  After everyone finds their match the whole class will come together to link everyone's chains.  Once the chain is complete the class will gather and discuss the benefits of working together and utilizing the different traits (like in their friendship salad) to help complete the chain.
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Students will participate in a game called "Friendship Stoplight" which is where there will be three hula hoops correlating with the colors of a stoplight. The hula hoops will be set out vertically in the order of a stoplight and placed in the gym. They will be spaced out and clearly visible for the students to see. The teacher will talk about a scenario in regards to friendship and the students will have to decide whether it is a good sign, a warning sign, or a bad sign. The teacher will instruct students how to get to the hula hoop, such as skip or hop. Once students decide on what sign the scenario fits in they will move towards the corresponding hula hoop. After everyone has moved to a hula hoop the class will come together and discuss what the scenario was and reflect on the hula hoop they chose.  Repeat with different scenarios and have students demonstrate different forms of movement each round.
Source: https://www.peelregion.ca/health/commhlth/bodyimg/changes-in-me/lessons/pdf/LessonSeven.pdf

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Students will listen to a read-aloud of The Cool Bean and be engaged with discussion questions throughout the story.  Students then will break into small groups and list qualities of what it means to be "cool" in different places.  These different places could be the classroom, playground, or community.  Using these lists students will compare with other groups and come together to make one giant list with the teacher.  With this list, the teacher will go over what it means to be "cool" and how to present that during the school year.  The term "cool" will be compared to what being a good friend is and using the list will help benefit one's actions in different locations.
Source: https://www.counselorkeri.com/2019/12/09/the-cool-bean-activities/

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The Cool Bean - Books Alive! Read Aloud Books for children

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-Students cut out a part of the salad using different materials to write one friendship trait on it.
-Students use speaking and listening to brainstorm with a partner to come up with a friendship trait.

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-Students use speaking and listening to communicate with their classmates to figure out who they match with so that they can connect their pieces together.
-Students read the problems/answers on the pieces to determine the answers or the problems they belong to.

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-Students use speaking and listening while watching the read-aloud of the book and engaging with the discussion questions.
-Students write lists of the qualities of being "cool" in different locations.
-Students read to compare their classmates lists with their own and use speaking to discuss with everyone of the final list.

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-Students use listening to understand the instructions of the activity as well as what scenario they are answering.
-Students use speaking to answer reflection questions based upon the scenarios to further discuss their answers with the class.