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I'm working on an Instagram assignment and template. This is a work in progress. Student's posts should reflect their assigned character's viewpoints. I would assign this to assess their knowledge after a few Industrialization lessons.

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Not as easy to find letters that line up to make words specific for my math topic so I made two boards. I did not put the in the Jamboard yet.

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Here are some starting points.  I add to the folder as I find them.

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*A work in progress!* These are some activities that I have compiled to check in on students and for surveys. I will continue to add based on our topics and needs.

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A collection of videos that I have collected. I have linked them to my google classroom Bitmoji. If the kids are DONE I have them just sit and watch the videos.

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Share your videos with friends, family, and the world

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!950-2021

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Students practice changing backgrounds on slide presentations and explaining themselves.

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"La Vostra Vera Casa" - "Your True Home"

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"La Vostra Vera Casa" - "Your True Home"

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Students take the quiz to find out if they prefer living in the city or in a small town. Students will read short phrases in Italian and find out their results at the end. This goes perfectly as a segue from our Around the House unit to our Communities & Neighborhoods Unit.

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Domanda 1: Com'è la casa dei tuoi sogni?

A. Fresca, moderna e smart, sia per design, che per tecnologia.

B. Rustica e caratteristica, meglio se con ampio giardino.

Domanda 2: Cosa conta di più in questa fase della tua vita?

A. Lavorare molto, ma divertirmi altrettanto.

B. Il tempo in famiglia è la prima cosa.

Domanda 3: Di quanto spazio hai bisogno per vivere comodamente?

A. Tecnologia smart e vita sociale sono tutto ciò che mi serve.

B. Tanto spazio per me, la mia famiglia e gli ospiti.

Domanda 4: Un'ottima posizione significa per te...

A. Trovarsi nel cuore dell'azione.

B. Aria aperta, verde e una comunità locale di cui sentirsi parte.

Domanda 5: Come preferisci muoverti?

A. Con i mezzi pubblici, lasciando l'attività fisica al fine settimana.

B. In auto, per avere libertà di movimento.

Domanda 6: Quali servizi desideri avere a portata di mano?

A. Negozi, bar, ristoranti, gallerie...tutti e sempre.

B. Prodotti locali e vicini gentili.

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Quiz: città o paese? Scoprite dove si trova la vostra vera casa

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A. Fresca, moderna e smart, sia per design, che per tecnologia. B. Rustica e caratteristica, meglio se con ampio giardino. A. Lavorare molto, ma divertirmi altrettanto. B. Il tempo in famiglia è la prima cosa. A. Tecnologia smart e vita sociale sono tutto ciò che mi serve. B.

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Using Pictures Template - Google Jamboard

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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A link I use for mindfulness activities.

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Written by Cassie (Teach Starter)
Posted Tuesday August 29, 2017

Put simply, mindfulness is "to pay attention, on purpose, to the present moment" (Grossman, 2016).

The positive benefits of teaching mindfulness to children have been proven across a number of studies. Incorporating mindfulness into everyday classroom activity is becoming more and more common. A five or ten-minute daily mindfulness practice can see students reduce stress and anxiety, increase concentration and engagement, sleep better, improve social skills, and develop problem-solving and decision-making skills.

5-10 Minute Mindfulness Activities for Children

Here are 18 quick and effective mindfulness activities you can do with your class. These activities are also available as a printable teaching resource, Mindfulness Activity Task Cards.

If you have never practised mindfulness before you may like to:

Breath Awareness Activities

These are the first stop on your students' journey to mindfulness. Their breath is the one thing that will always be with them.

Explicitly teaching mindful breathing is providing students with a skill that will be with them for life, in every situation they will ever encounter.

Is that not one of the most powerful lessons you can ever teach?

Students can stand or sit for this activity.

Ask students to put both hands on their belly.

Students should close their eyes, or look down to their hands.

Guide students in taking three slow deep breaths in and out to see if they can feel their hands being moved.

You may like to count "1, 2, 3" for each breath in and "1, 2, 3" for each breath out, pausing slightly at the end of each exhale.

Encourage students to think about how the breath feels, answering the following questions silently, in their mind.
- What is moving your hands? Is it the air filling your lungs?
- Can you feel the air moving in through your nose?
- Can you feel it moving out through your nose?
- Does the air feel a little colder on the way in and warmer on the way out?
- Can you hear your breath?
- What does it sound like?

If you'd prefer not to wing it, download and print our Mindful Breathing Guided Meditation Script.

#2 Pinwheel Breathing
(5 minutes)

Providing students with an object to focus on is a great way to encourage concentration during mindfulness lessons. Use pinwheels in conjunction with the mindful breathing exercise above, making the pinwheel spin with every exhale.

We have created a beautiful, free pinwheel template that combines mindfulness colouring with this simple craft activity.

#3 Belly Buddies
(10 minutes)

Ask students to bring in a small stuffed toy, or provide a class set of small, light-weight objects such as small bean bags or wooden blocks.

Students lay on their backs and place the toy or object on top of their belly buttons.

Take students through the guided breathing activity above, asking them to watch the object as it moves up and down with their breath.

#4 Shark Fin
(2 minutes)

Coined by former Mindful Schools co-founder Laurie Gossman and Mr Musumeci's Grade 5 class of the book "Master of Mindfulness: How to Be Your Own Superhero in Times of Stress" fame, the Shark Fin is a fantastic tool that you can use during any quick moment in your day. It will help to calm your class, or individual students, when their minds and bodies may be fighting against them.

Place the side of your hand on your forehead, with your palm facing out to the side.

Close your eyes.

Slide your hand down your face, in front of your nose.

Say "shhh" as you slide your hand down your face

If you are sitting down, you do the 5 S's while you move your hand: Sit up straight, sit still, sit silently, soft breathing, shut eyes.

If you are standing do the same but you are standing straight, still, silently, using soft breathing and shut eyes while you move your hand down your face.

"Master of Mindfulness" (Grossman & Alvarez, 2016)
This activity is similar to the first mindful breathing activity, however it uses visualising colours as a means to increase focus and awareness. You may like to download our printable Breathing Colours Guided Meditation Script.

Ask students to think of a relaxing colour. It can be any colour they like, as long as it is one that makes them think of relaxation.

Ask students to think of a colour that represents stress, sadness or anger. Whichever of those emotions is most relevant or suitable for your class group to explore.

Students imagine breathing in the relaxing colour and visualise it filling their lungs.

Students then imagine breathing out the stress, sadness or anger colour.

Your spoken instructions may be along these lines:

1. Imagine you are surrounded by the relaxing colour. No longer is the air clear, it is the relaxing colour.

2. You can still make out shapes, but your world is now a different colour.

3. Imagine that as you breathe in, you breathe in this colour too.

4. See the colour filling up your lungs.

5. Imagine as you breathe out, that your breath is the colour of stress.

6. See the stress colour mix into the relaxing colour around you. Watch the stress colour slowly disappear.

7. Breath in your relaxing colour.

8. Breath out the stress colour.

#6 Breathing Hands
(2 minutes)

Spread one hand out like a star.

Use the index finger on your other hand to trace the outline of your star hand.

Take a deep breath in as you move to the top of your thumb.

Breathe out as you move down between your thumb and first finger.

Take another breath in as you move to the top of your first finger.

Breathe out as you move down between your first and second finger.

Repeat until you have taken five slow, deep breaths.

#7 Back-to-Back Breathing
(10 minutes)

Students work in pairs for this partnered breathing activity.

Sitting tall, with their back resting against their partner's back, begin the mindful breathing from activity #1.

Encourage students to notice their partner's breath.
- Is it shallow or deep?
- Fast or slow?
- Can they feel their partner's back moving as they breathe?

After a little while, students may find that their breath falls into sync with their partner.

Or it may not! These are all talking points for bringing awareness to the breath, in the present moment.

You could incorporate your Mindfulness Pinwheels into this activity too.

(Jennifer Cohen Harper, Little Flower Yoga)
This is a fantastic activity that students can "take home" with them. It can be particularly useful to do a body scan to help relax before sleep. Download our printable Body Scan Guided Meditation Script to use with your class.

Students lay on the floor, with their eyes closed if they are comfortable (or they may prefer to look at the ceiling).

Encourage students to pay attention to their feet for 5 or 10 seconds.
Questions to ask during a body scan:
- How does this body part feel?
- Is it cold or warm?
- Does it feel tight or relaxed?
- Is all or part of that body part touching the floor?
- Or clothing?
- What does that feel like?

Move on to their toes, then ankles, then calves and knees. Continue body part by body part until you reach the head.

Question how each part of the body feels to bring students' awareness to their body in the moment.

If there is tightness or stress, imagine breathing the stress out of that part of the body with each exhale.

Practising Active Mindfulness

Mindful breathing is arguably the most important skill you can teach your students when it comes to mindfulness. However, being able to incorporate into everyday activities the calm and focused state of mind that the breathing activities practise can be viewed as a more tangible end-goal.

The following 'active' practices help to hone the skill of mindful action. Some students who struggle with the 'still' mindfulness activities may be more likely to feel successful during active practices.

#9 Mindful Eats
(5 minutes)

This is a great activity to bring attention to how mindlessly we sometimes eat! Whether sitting in front of the tv, chatting to friends at lunch, or scrolling through something on the internet or social media, we often "switch off" when eating because it is such a familiar action.

Mindful eating can combat over-eating, it helps bring our attention to the flavours and tastes of different foods and helps us to realise what effects different foods have on how our bodies feel.

Students need something small to eat for this activity. Often a square of chocolate is a fun "challenge", although you could provide a piece of fruit or any food item that you feel will work with your class. Be sure to take any allergies into consideration!

Begin this practice with three deep breaths, or the Shark Fin activity (#4 above).

Direct students to take small nibbles or bites of the food.

Bring awareness to the sensations of eating.
- What is the taste like? Is it sweet or savoury?
- What does the food feel like on your tongue?
- Do you need to crunch it between your teeth, or can you slowly dissolve it in your mouth?
- Try taking a slightly smaller or slightly larger bite.
- How does this change the way eating this food feels?
- Notice which muscles in your mouth, neck and body move as you swallow the food.
- Pause between each bite and notice any changing sensations in your mouth or body.

#10 Mindful Steps
(10 minutes)

This activity is best completed outdoors and if suitable, students may like to walk barefoot.

Give students a clear boundary for where they can walk during this activity.

Each student selects a small area where they can walk in a line for about 5 or 6 steps and back then back to where they started without getting into another person's way.

Begin this practice with three deep breaths, or the Shark Fin activity (#4 above).

Take 5 or 6 steps in one direction, turn slowly and then take 5 or 6 steps back to where you started.

While walking, students bring their awareness to their breath and their body.
- What does the ground feel like under your feet?
- Which part of your foot touches the ground first when you take a step?
- Does your body feel heavy or light today?
- Are you slouching when you walk?
- Or, is your back up quite straight?
- Try not to change the way you walk, but instead just notice how your body naturally moves.

#11 Mindful Sounds
(2 minutes)

For this mindfulness activity, you will need something that makes a bell sound. There are some great meditation apps that have recorded bell, meditation cymbal and singing bowl sounds, however, if you can have one of these small instruments in real life, the sound is much better!

Begin this practice with three deep breaths, or the Shark Fin activity (#4 above).

Give the following instructions before ringing the bell:
- When I ring the bell concentrate on the sound that you hear.
- Pay attention to whether you hear it louder in one ear than you do in the other.
- Keep your eyes closed until the sound is completely gone.
- If you notice your thoughts wandering, just bring your attention back to the sound of the bell.
- After you open your eyes, remain silent until you hear my voice again.

Students close their eyes, while the teacher rings the bell.

The activity is finished when the sound has completely dissipated.

#12 Spidey Senses
(5 minutes)

Karen Young from Hey Sigmund has a beautiful collection of mindfulness activities for kids on her blog. Spidey Senses is a fun way to frame this traditional mindfulness exercise. Our five senses poster and graphic organiser can be useful resources for teaching the senses to younger students.

Ask students to switch their senses up to a superpower level, just like Spiderman.

In this moment,
- What can they hear?
- What can they see?
- What can they taste?
- What can they smell?
- What can they feel?

Guide students as they stay in this Spidey state for 2-3 minutes.

#13 Gratitude Practice
(5-10 minutes)

Students use a notebook or a folder and paper to make a Gratitude Journal.

Practise gratitude journaling at a regular time each day, perhaps first thing in the morning, after lunch or just before the end of the day.

Take five minutes to think of something that you feel grateful for today. Here are some topics or ideas you can use to guide your students:
- Something that someone else did for you that day.
- A person in your life that you appreciate.
- An activity or hobby you are grateful to be able to do.
- A positive quality of someone that can sometimes be hard to get along with.
- A skill or ability you have.
- A part of your body you are grateful for and why.
- An item that you love.
- Something that made you laugh.
- What you have learnt from something that was hard.

Another beautiful idea is for each student to put their day's thanks into their own Gratitude Jar, or to create a Gratitude Tree where each day's thanks is written onto a 'leaf'. This could either be on a notice-board or be hanging on a string from the limb of a real plant or tree branch. (Mayuri Gonzales, Little Flower Yoga)

#14 Glitter Bottle
(5 minutes)

Use this familiar sensory bottle concept as a mean to explicitly teach how mindfulness can help to calm us when we are feeling stressed, anxious, sad or angry.
Preparation

Fill a bottle or jar with water, leaving 2-3 cm of space at the top.

Add a generous amount of glitter glue to the bottle (or a combination of PVC glue and regular glitter).

Seal the bottle well!

You may like to make one large bottle to use as an example for whole-class instruction, or a set of bottles that can be used by individuals or for small group rotations.

Directions

Shake the bottle well to mix the glitter, water and glue.

Share the following words with your students:

"'Imagine that the glitter is like your thoughts when you're stressed, mad or upset. See how they whirl around and make it really hard to see clearly? That's why it's so easy to make silly decisions when you're upset - because you're not thinking clearly. Don't worry this is normal and it happens in all of us (yep, grown-ups too).

[ Now put the jar down in front of them.]

Now watch what happens when you're still for a couple of moments. Keep watching. See how the glitter starts to settle and the water clears? Your mind works the same way. When you're calm for a little while, your thoughts start to settle and you start to see things much clearer."
(by Karen Young of Hey Sigmund)
#15 Mindful Safari
(10-30 minutes)

Another beautiful child-friendly reframing of a traditional mindfulness practice is to take your students on a Mindful Safari.

Instruct students to remain quiet, calm their thoughts and move slowly while on safari.

Ask students to turn their sense of sight, touch and sound onto high.

Search for beautiful natural objects to explore.
- What does it look like?
- What colour is it?
- What does it smell like?
- Can I touch it?
- What does it feel like?

Search for mini-beasts and other creatures that move.

When they find a creature, encourage students to watch the creature in silence for as long as they would like to.
- What does it look like?
- How does it move?
- What colours can you see on its body?

#16 Sense Countdown
(5 minutes)

A great one for older students, this is an extension of the Spidey Senses activity that can be used to help calm a busy mind and bring our awareness to the present moment.

Think of:

5 things you can see

4 things you can touch

3 things you can hear

2 things you can smell

1 thing you can taste

#17 Heartbeat
(5 minutes)

Our heartbeat is an amazing representation of our emotions. Like our breath, it is always with us. So, we can use our heartbeat to connect with the present moment in times of difficulty or stress.

You might like to begin this practice with three deep breaths, or the Shark Fin activity (#4 above).

Students place their fingers or hands over the part of their body where they can best feel their pulse.
- on the side of their neck, under their jaw
- inside their wrist
- or, over their heart

Ask students to close their eyes and notice how quickly or slowly their heart is beating.

Encourage them to think about their current state of emotion and consider if this might be connected to how quickly or slowly their heart is beating.

Direct students to stand and jump up and down on the spot ten times.

Students return to sitting and feel their heartbeat again, noticing any changes.

Students may like to close their eyes and focus on their heartbeat until it slows back down.

#18 Add a Touchy Feely Focus
(5 - 10 minutes)

Saving the best for last, Shakti Burke gives these great tips for helping wiggly kids begin to master mindfulness. Burke suggests:

Restless minds are magnetised by the sensation of touch: we can't think and feel at the same time. The stroking and feeling itself (when using a prop to help children focus) becomes the meditation, in place of the breath awareness focus.

You might like to begin your class journey towards mindfulness with some of these more tactile activities.
Provide students with a prop to hold, touch, balance or focus their eyes on during one of the above activities.

small soft toys

small bean bags or beany pillows

stress balls

pieces of furry fabric

There you go! 18 amazing activities to help teach mindfulness in your classroom. Mindfulness truly is a skill that will benefit your students as individuals, long after they leave your classroom for the final time.

Check out our beautifully illustrated Mindfulness Activity Task Cards that you can use to support mindfulness practice with your students.

Whole Class Daily Mindfulness Activity Tracker

Track your class' progress to superhero status with these beautiful Mindfulness Activity Tracker Charts can be used to note each day of whole-class practice.

The charts are available in three formats:

Each download comes with a page of illustrated markers that can be stuck onto the chart. The black and white downloads of these trackers are also fantastic for students to use for their personal mindfulness practice.

If you are new to mindfulness for children, take a look at our post "Why You Should Be Teaching Mindfulness to Improve Student Learning" for practical tips and tricks to begin your class mindfulness practice routine. You can also download our free Mindfulness Information Sheet for Teachers with eight succinct and actionable tips.

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5 Minute Classroom Mindfulness Activities | Mindfulness for Children

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Written by Cassie (Teach Starter) Posted Tuesday August 29, 2017 Put simply, mindfulness is "to pay attention, on purpose, to the present moment" (Grossman, 2016). The positive benefits of teaching mindfulness to children have been proven across a number of studies. Incorporating mindfulness into everyday classroom activity is becoming more and more common.

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Fun practice for finding multiples and practicing rules of divisibility

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Fun practice for finding multiples and practicing rules of divisibility

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Please make a copy for yourself. :)

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Ice Breaker Activities to Get Kids Moving

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Ice Breaker Activities to Get Kids Moving

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30 Icebreaker Activities for High School and Middle School Students

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30 icebreaker activities for high school and middle school students that will help teenagers get to know each other and promote learning.

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A nice collection of articles (links) and ideas for building a culture of empathy/ gratititude in the classroom.

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Ah, Thanksgiving.

That time of year when students celebrate life's bounty by creating paper turkeys filled with colorful 'gratitude' feathers.

Meanwhile:

Older students may collect canned goods for the local food bank or gather coats for the homeless shelter.

As everyone buzzes with holiday anticipation, it's pretty easy to feel grateful.

However, the holidays aren't always rosy for everyone, including low-income students, students with disabilities, and those who live in negative or dangerous circumstances.

Even students with the greatest advantages can struggle with ingratitude, despite holiday activities that remind them to count their blessings.

What's the solution?

Exercise Empathy

According to Dr. Robert A. Emmons, a well-known psychologist who studies gratitude, those who regularly give thanks just plain feel better. Grateful people also feel more hope, optimism, and a desire to get along with others.

In fact:

Many social scientists view empathy and gratitude as sides of the same coin. Feeling down? Show gratitude to someone else and you'll also build empathy for their point of view.

But first, you need to know what empathy is. Dr. Brené Brown explains:

So, how do you exercise empathy in the classroom? Try these tips:

Role play- Choose a problem that the whole class has to solve. After dividing the class into two groups, assign each group a role (for example, the problem might be earning money for a class trip, and students may be assigned the role of the school principal or the bus driver). After 10 minutes of discussion in each group, have groups switch roles to build empathy for the other side.

Modeling - When facing a student who is upset about something, ask open-ended questions like "Right now you might be feeling X--is that right?" Or, offer a drop-down menu ("Are you really angry, fearful, or just tired?") By modeling an empathetic attitude, you can help students own their feelings while showing them what empathy looks like. And above all--try not to fix. Just listen.

Understanding - As shown in the above video, understanding lies at the core of all empathy. To understand another, you acknowledge what they're feeling ("I get it--and I'd probably react the same way you're reacting now").

Mindfulness - Consider engaging in 5-minute meditations, guided by you or a mindfulness practitioner. If you choose to do these every day, students will learn how to accept their feelings, including the negative ones, without reinforcing undesirable behaviors.

No-Bullying - Let class members come up with ideas for a non-bullying classroom and school. What does this safe space look like? Let students role-play (see above) to better understand what's behind bullying behavior. Then, incorporate their insights into a non-bullying policy.

Build a "Thank-You" Classroom Culture

For the 'gratitude' side of the coin, keep these tips in mind:

Journaling - There's a reason why gratitude journals work! However, they come in multiple forms. Don't want to use a hard copy? Download a gratitude journal app on phones and other electronic devices.

Praise - Research shows that while too much empty praise can create resentment and a sense of obligation, specific and targeted praise can foster gratitude and confidence. Don't be afraid to give that kind of praise to students!

Nature - Today's blended-learning environments help students in multiple ways--but when you need to unplug from technology, try a short walk. There's nothing like a little time outdoors to refresh the mind and spirit.

Helping - Those restless students in the corner may benefit from a special project. Enlist their help to benefit someone else in the class, another teacher, or the wider community. Projects could include tutoring a struggling reader, creating a get-well package for someone who is sick, or writing anonymous thank-you notes to another class member.

Optimism - While bad days happen, each class can choose to see the positive. Train that optimism by taking time every day to see people and situations in their best light.

How do you build empathy and gratitude in your class? Share your ideas below.

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Building Empathy and Gratitude at School

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Building Empathy and Gratitude at School Ah, Thanksgiving. That time of year when students celebrate life's bounty by creating paper turkeys filled with colorful 'gratitude' feathers. Meanwhile: Older students may collect canned goods for the local food bank or gather coats for the homeless shelter.

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Students practice "Around Town" vocabulary by answering questions about things they do around town in Italian.  As Ss answer questions, puzzle pieces of a famous piazza in Rome are revealed for them to assemble.

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I'm a Puzzle!

Convert any picture into a free jigsaw puzzle online.

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I'm a Puzzle | Free online puzzle maker | Daily jigsaw puzzles

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I'm a Puzzle! Convert any picture into a free jigsaw puzzle online. Your javascript is disable. You will see this page ad infinitum... I'm a Puzzle is a free puzzle game that allows you to create and play puzzles out of any picture or video.

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I think this would be something that most kids would enjoy making and can take it home or teachers could keep a bin of their bottles to use for a 'mindful minute'. To make it even more educational maybe turn it into a writing activity where the students do a step-by-step/how-to piece on how to make one!

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I found this slide deck in a group I'm in for grades 3-5 number talks. Definitely follows along with the ideas of WODB, I notice/I wonder, etc. I'm looking forward to incorporating more of these into my routines. I started introducing them yesterday and kids loved it!

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33 jam Jamboard

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Copy of Master-33 Page Jamboard Template - Google Jamboard

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Copy of Master-33 Page Jamboard Template

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How to Implement the Two-Word Check-In

1. Invite students to find a comfortable seat, either at their desk, on the floor, or together in a circle (if space allows). Make sure your own body language is relaxed and inviting.

2. Put both hands over your heart and take a few deep breaths. Ask students to do the same. Invite them to keep a soft gaze or close their eyes, whichever feels more comfortable and safe.

3. As you continue to breathe together, ask students to notice how they are feeling. Remind them that all emotions are welcome. Invite them to take a few moments to connect with their feelings and choose two words to describe them.

4. When the students have two words in mind, invite them to softly open their eyes and return their focus to the classroom.

5. Educators can start by sharing their two-word check-in. Students can take turns sharing their two words, or may pass if they are not comfortable.

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I'm posting this again here in case anyone missed the link in the chat. You can spend hours looking through this and pulling ideas. I made a copy and placed it in my Bob Ross TTT folder.

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"That’s how I’ll set the tone for this year. I want my students to believe risks are valuable. I want to have a class where risks are celebrated. I want my students to feel free to make mistakes in front of friends and peers and collaborate to figure out answers. I want them to try not just when they’re sure they’ll succeed—I want a class of risk takers."

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State teachers of the year explain how they make students feel safe enough to take risks—and then push them to do so.