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Lessons for teaching respect

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If your students lack it or could stand to learn more about it, we offer five lessons to get them talking and thinking about respect. Included: Have a Respect Popcorn Party!
Can respect be taught? Of course it can! Parents do it all the time. Teachers do it, too. Try these five lessons to help you weave the theme of respect into your curriculum and classroom routine.

Rules Rap
Respect! Respect!
Respect is the key.
For we all can be successful
when we work as a team.
Following directions
is important for you
Really can be learning
when you know what to do.
Respect! Respect!
Respect is the key
For we all can be successful
when we work as a team.

Click here for additional stanzas of this rap created by two teachers -- or have your own students write additional lyrics. Brainstorm a list of respect-related words and let them go -- see what they can do!

Before introducing this week's new lessons, here are a few ideas to start your students thinking and talking about respect:

Have students work as a class or in small groups to brainstorm responses to the question, What does "respect" mean to me? Will they mention the "Golden Rule" -- treat others the way you would like to be treated -- as a simple definition of the word?

Have students make a list of synonyms for the word respect. For example, esteem, honor, regard, value, cherish, appreciate, admire, praise, compliment

Share books in which respect is a clear theme. You can find an excellent booklist at Children's Books That Illustrate the Six Pillars on the Character Counts Web site.

You will find additional activities at the bottom of this page, but first we want to leap right into our:
Five lessons for teaching about respect
Click each of the five lesson headlines below for a complete teaching resource. (Appropriate grade levels for each lesson appear in parentheses.)

Everybody is unique: A lesson in respect for others
Teach respect for others' unique qualities. (Grades K-8)

Simon says "Who are you?"
Play a variation of Simon Says to highlight people's similarities and differences. (Grades K-5)

RESPECT popcorn party
Reinforce respect by celebrating examples of it in your classroom. Student work sheet included. (Grades K-8)

Positively respectful
Create a positive environment by teaching students to show respect and share compliments. (Grades K-8)

Property: Ownership, respect, and responsibility
Students learn to respect others' property by rating the severity of a variety of damaging acts. (Grades K-12)
Additional lesson ideas

Different people have different likes and dislikes. To emphasize that point, you might invite each student to share something he or she likes very much. That could be a food, an activity, a place or anything else. After students share, you might ask some of the students to identify things that other students like but they don't like as much. Conclude the discussion by emphasizing that people should treat one another respectfully in spite of their differences.

Have students look through magazines for pictures that show people respecting others' differences or pictures of different kinds of people working or playing together. Create a class "We Respect Differences" collage.

After talking about some of the things that respect means, you might start a class or small-group discussion about what respect does not mean. What kinds of things or actions could be considered disrespectful? Students might provide such responses as rudeness, malicious gossip, criticism, insults As a follow-up activity, ask students to offer synonyms for the word disrespect. For example, rudeness, dishonor, ridicule, scorn, disregard, ignore, disdain

Copyright © 2016 Education World

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Lessons and Activities for Teaching Respect | Education World

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If your students lack it or could stand to learn more about it, we offer five lessons to get them talking and thinking about respect. Included: Have a Respect Popcorn Party! Can respect be taught? Of course it can! Parents do it all the time. Teachers do it, too.

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https://www.youtube.com/watch?v=6qrEyjVMajY

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https://www.youtube.com/watch?v=JoyD2HUZ6mI

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Giraffes Can't Dance
A Bad Case of Stripes
Wemberly Worried
The Day you Begin

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Download Calendar

Kindness Beyond The Classroom™

NEW! Teach important kindness skills in an out of school time setting.

Kindness Beyond the Classroom™ is a concise yet comprehensive curriculum that you can use to extend kindness beyond the typical school day. There is a mix of whole group and small group lessons that focus on one of our six kindness concepts: Respect, Caring, Inclusiveness, Integrity, Responsibility, and Courage. We also have two "kindness boost" lessons at the end of each unit that you can use when you feel that students need a quick shot of kindness!

Download Lessons
Download Individual PDFs

Free Kindness in the Classroom® Training Materials

Don't expect kindness in schools-teach it! We'll show you how!

We are very proud to announce that all of our training materials are available online so that anyone can use them! Much of the training is focused on self-care for you-the educator. Specifically, building resilience, gratitude, kindness and reconnecting to what you do best-teaching. (That's why we titled the training "Kindness in the Classroom®: Cultivating Resilience Through Kindness".)

We hope you take the time to check out the new training! Here is a quick overview video to help you get acquainted. ( download video here if you can't access YouTube) If you aren't an educator, consider using it (with a few tweaks) where you work. The information & activities can be used in any context.

Better yet, share these materials with educators you know! The training (and the curriculum) is fun and will benefit anyone who participates because all the activities and information are based on scientific research. We invite you to share your feedback with us at teacherhelp@randomactsofkindness.org.

Download Training Materials

Our Approach

Why teaching kindness matters & how we go about it.

The Random Acts of Kindness (RAK) Foundation is a small nonprofit that invests our resources into making kindness the norm. We are rooted in the belief that all people can connect through kindness and that kindness can be taught. We follow a simple framework for everything we do: Inspire, Empower, Act, Reflect and Share. Our evidence-based Kindness in the Classroom® curriculum gives students the social and emotional skills needed to live more successful lives. We create a common language between schools, work and home with all of our resources.

What does social emotional learning (SEL) have to do with kindness?

Reading. Writing. Arithmetic. They're the keys to the success of our kids, right? But what about the skills that will help when things get tough?

What about the ability to communicate your feelings and needs? To really listen to others? To keep your emotions in check, and understand other points of view that you may not agree with? To empathize with people who are different?

We believe these skills-all linked to kindness-are just as important as academic skills.

Our Kindness in the Classroom ® program was created to integrate intentional kindness skill building with the development of social and emotional competencies. Our lessons include six kindness concepts which, when used consistently, provide students a scaffold to build the necessary skills to move from self-awareness to action.

According to a CASEL (the Collaborative for Academic and Social and Emotional Learning) study, 93% of teachers believe it's important to teach SEL-and 95% of them believe it can be taught. Their confidence was well founded-because they found that teachers who included SEL programs in their instruction saw an 11-17% increase in the academic scores of their students. Check out our research for more information on the benefits of teaching kindness.

The Kindness Framework

There's a lot to read about kindness here on our website. But one of the most beautiful things about kindness is its ease and simplicity.

That's reflected in our "Kindness Framework", which is what we call the simple, five-step cycle that we follow in each of our lesson plans. Here's how it works:

Kindness in the Classroom lessons teach kindness skills through a step-by step framework of Share, Inspire, Empower, Act, and Reflect. Each lesson starts with the 'share' step to reinforce learning from previous lessons. The 'act' piece is woven into the lessons but really takes place in the projects.

STEP 1: SHARE

Each of our lessons starts with a 'share' where the class can share what they've learned and experienced with others since the previous lesson. This reinforces what they've learned and experienced, helps others to experience it and makes it far more likely that they'll express kindness again!

STEP 2: INSPIRE

Through various modalities, each kindness lesson is designed to inspire students and allow teachers to feel inspired as well!

STEP 3: EMPOWER

Inspiration is good-but transformation begins to happen when students are given the tools that will let them act on that inspiration. The 'empower' step is for teachers to lead the class through discussions designed to empower students to find ways to be kind in their daily lives.

STEP 4: ACT

The opportunity to act exists throughout the lessons, but it really comes into play in the projects. Once students have the ideas and the tools, they put it all into action. The unit projects will have students bringing real, tangible kindness into the world.

STEP 5: REFLECT

At the end of each lesson and project, students will have experienced how great it feels to perform acts of kindness. And what does everyone want to do after doing something that feels great (besides 'do it again')? Talk about it, of course! At the end of each lesson, teachers guide students to reflect on what they've just experienced and learned & identify how doing kindness affects their own lives and the lives of those around them.

Success Stories

Read about other schools & districts who've seen great success using our curriculum.

D11 Colorado Springs Schools

Kindness in the Classroom is being implemented in 35 elementary schools (K-5) with a total of over 11,000 students over a five year period between 2017 and 2022. The first year of implementation, five schools taught the Kindness in the Classroom curriculum.

Teaching social emotional competencies, at a universal level, is one of the primary goals within our Comprehensive Student Support Model in Colorado Springs District 11. We were looking for a curriculum that would help increase prosocial behaviors and we have definitely seen the benefit to our community while using Kindness in the Classroom. We chose Kindness in the Classroom for many reasons including the fact that it had strong research behind it showing improved culture and student outcomes.

One of our pain points, as with many schools and districts, is how we'd find the time to implement the program. We ask teachers to spend 30 minutes, once a week, teaching the lessons and they have been able to integrate it very well. Some teachers have gone beyond with projects and ideas outside of the curriculum to embed the concepts into their schools.

Our students come from varying backgrounds and lifestyles, often coming to school lacking the skills needed to effectively and happily socialize, cope with various struggles and still perform academically. Kindness in the Classroom gives students a safe environment to discuss emotions and ethical/moral views with an educated and trusted adult. In one of our schools, we have seen a 38% decrease in discipline referrals after the first year of implementation. Staff, parents and students are really seeing a difference.

One student said, "No one is alone. There are people all around them. People just need to ask to be their friend or play with them." He explained that he has learned to "never give up, work hard, and help anyone that needs the help."

Generation Schools

Generation Schools Network's mission is to co-create healthy school ecosystems by partnering with educators, students, families and communities to elevate the education experience.

Along with their school improvement work, GSN has been offering their social/emotional program called "Advocacy" and using the Kindness in the Classroom curriculum in 11 rural schools in Colorado.

At Bayfield Primary School, grade level teams decided to work through the same units at the same time in order to keep a consistent message throughout each grade level. Students created artwork representing their interpretations of the concepts being taught to display throughout the school. The school counselor said, "The most significant outcome is witnessing students being able to advocate for their needs, resolve or avoid conflicts and employ the concepts of social emotional learning."

Student survey results showed that more than 78% of students agree that they have developed skills that will help them succeed in school, work and life and 93% of teachers reported that they have developed meaningful relationships with their students through GSN's Advocacy Program and use of the Kindness in the Classroom curriculum.

Rocky Top Middle School

One of the priorities at Rocky Top Middle School has always been to intentionally address the social emotional needs of staff and students in order to increase academic achievement and maintain a positive climate and culture throughout the building. However, last year was the first time we changed the structure of the master schedule to ensure delivery of direct instruction in the area of social emotional learning.

Using Kindness in the Classroom as the foundation for that class, our staff was empowered to facilitate learning in a creative way that allowed them to truly connect with their students. Families reported that their children felt safe and welcome in the school environment and that the direct instruction of the KiC curriculum gave them a strong foundation for conversations at home.

"Our students are really excited to focus on kindness. In fact, the Yearbook Club declared kindness as the theme of the entire yearbook. The cover boasts the quote, 'Kindness is the opportunity that we all have everyday to change the world.' The first photos in the yearbook show students displaying signs advertising 'We choose kindness here!' Throughout the yearbook there were even quotes and poems from students about kindness received and given.

Since including Kindness in the Classroom as our social emotional learning curriculum there has been a significant increase in academic achievement and the positive climate and culture throughout the building.

It Works!

Teaching kindness really does make a difference!

The Random Acts of Kindness Foundation has taken our highly effective, evidence-based Kindness in the Classroom social emotional learning curriculum and only made it better. By including a focus on equity, teacher self-care, and digital citizenship, we are excited to share a more engaging, relatable, and inclusive curriculum.

We think our curriculum is pretty great-but of course, we would. Thankfully, you don't have to take our word for it. We commissioned several independent researchers to study and test our curriculum:

According to their findings, teachers using our curriculum report feeling more connected to their students, seeing more kindness in their classrooms, halls and on the playgrounds, and noticing their students demonstrating more empathic, caring traits.

That's great news, but it doesn't stop there. The teachers also noted improved trust, fewer referrals to the office, more respect between students, and a generally more positive school and classroom culture!

To understand why social-emotional learning is so important, read this Teaching the Whole Child brief created by the Center on Great Teachers & Leaders at American Institutes for Research. It also includes good information on practical ways schools & districts can incorporate social-emotional learning programs into their schools.

Additional Resources

Even more resources to help you teach kindness to your kids.

Download Quick Start Guide Download Curriculum Overview

Start a Kindness Club

Our handy guide with tips on how to start a kindness club at your school.

Download

Kindness Book List

Our hand-picked collection of kindness-themed books used in our lessons. Listed by grade.

Download

Grab & Go Games

Need a few fun game ideas to play with kids? Grab our list of games and go!

Download

Family Letter

Introduce the Kindness in the Classroom® curriculum to parents & caregivers at home.

English Spanish

Here are the answers to some common questions about Kindness in the Classroom®.

Let us know if you have questions that aren't covered below.

What is Kindness in the Classroom ®?

Kindness in the Classroom ® is a free Tier 1 evidenced-based social emotional learning curriculum designed to helps schools create a culture of kindness. By including a focus on equity, teacher self-care, and digital citizenship, The Random Acts of Kindness Foundation is excited to share an engaging, relatable, and inclusive curriculum.

How much does Kindness in the Classroom ® cost?

THE CURRICULUM IS COMPLETELY FREE OF CHARGE. Many of the materials required for lessons are items that teachers and schools already have on hand. There are some books that are required for a few of the lessons which might need to be purchased, though most lessons link to a video of someone reading the book if funds are not available to purchase the required books.

How long are the lessons and how much preparation is needed?

Teachers' time is precious. With that in mind, the lessons and projects can be taught for 30-45 minutes once a week. Each lesson gives a time estimate to aid teachers in adapting the lesson into shorter class periods. Most teachers report needing no more than 15 minutes to prepare for the lessons.

What is the Kindness Framework?

Read about our approach to teaching kindness & the Kindness Framework here.

Do I need to teach all the lessons? Do they need to be taught in order?

Lessons are sequential within each unit. The units are designed to help students develop their social emotional skills through a process of being inspired, feeling empowered to be kind, acting on that feeling, reflecting on what they have learned, and sharing their experiences. However, you may implement selected lessons based on your students needs.

How does the curriculum fit with district, state and national standards?

All Kindness in the Classroom® lesson plans have been mapped to the five CASEL Core Social Emotional Learning (SEL) Competencies, the Centers for Disease Control and Prevention's National Health Education Standards (NHES), the International Society for Technology in Education (ISTE) Standards, when applicable, and the national Common Core State Standards for English Language Arts & Literacy, Mathematics, History/Social Studies, and Science & Technical Subjects. Utilization and adoption of these national standards and competencies vary by state, however, teachers can align their own state standards with each lesson as well. For each unit, a Standards Map was created to summarize each of the standards met by all lessons within that unit.

Why is it important to teach social and emotional learning (SEL)?

There are so many reasons! Aside from increased academic performance, SEL programs like Kindness in the Classroom ® improve attitudes and behaviors and reduce emotional distress. Research shows that students receiving the curriculum had greater empathy and sympathy for fellow students and teachers, were intrinsically motivated to be kinder and caring and showed decreased aggressive and antisocial behaviors. Interestingly, teachers reported they had significantly fewer conflicts with their students after teaching the curriculum and said they had more time for teaching... all resulting in students having more time for learning.

How can I successfully implement Kindness in the Classroom ®?

The fact that you're even considering implementing SEL in your classroom means you're already on the road to success. To get started, you can complete an initial Implementation Assessment to help plan a roadmap to successfully bring Kindness in the Classroom to your school-with full support of staff, administration and parent / guardians. After that, you can check our Grades K-5 and Grades 6-8 how to get started documents and then review the teacher training materials.

Do I need training in order to implement Kindness in the Classroom ®?

Training is not required to use the curriculum, but it is encouraged. The lessons are designed for ease of use and minimal preparation. If your school is planning to use the curriculum within a grade level or throughout the school, it is beneficial to use our free training called Cultivating Resilience Through Kindness to get acquainted with our materials.

Does the entire school need to implement Kindness in the Classroom ®?

While it is advantageous to use Kindness in the Classroom ® school-wide, you may also wish to implement by grade levels first, and then roll out the program to other grades later.

Is Kindness in the Classroom ® an anti-bullying program?

Kindness in the Classroom ® is designed to pro-actively build healthy relationships among students and a culture of kindness within your school. With this effective curriculum, bullying can oftentimes be prevented.

Does Kindness in the Classroom ® align with CASEL?

Yes, the Collaborative for Academic, Social, and Emotional Learning (CASEL)-the world's leading organization for advancing social emotional learning-has recognized Kindness in the Classroom® as a CASEL SELect program for excellence in supporting SEL in schools and districts nationwide.

Is Kindness in the Classroom ® culturally responsive? (Equity)

The curriculum has been rated "excellent" by the Equity Project based on this report.

Is there is difference between the K-5 and 6-8 curriculum?

Yes! The elementary and middle school programs were designed differently with the needs of those children and schools in mind. Please see our implementation guide for K-5 here and the guide for grades 6-8 here.

What does the research say about the effectiveness of Kindness in the Classroom ®?

Please refer to our Research & Reports section to review several reports we commissioned on the effectiveness of Kindness in the Classroom®. Spoiler alert: it works!

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FREE K-8 Kindness in the Classroom® Curriculum

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Download our free K-5 kindness lesson plans and projects to help teach important kindness skills to your kids.

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Vocabulary

bias (bi-uhs) (noun) prejudiced, or favoring one person or point of view more than others

discrimination (dih-skrim-uh-ney-shun] (noun) the practice of unfairly treating a person, or people, differently from others

fair (fair) (adjective) free from bias, dishonesty or injustice

favoritism (fey-ver-i-tiz-uhm) (noun) the favoring of one person or group over others with equal claims; partiality

unfair (uhn-fair) (adjective) not fair, not conforming to approved standards as of justice, honesty or ethics

Procedure

1. Before students enter the room, divide them into two groups by the month they were born or first letters of first names. (e.g. January-June and July-December or A-M, N-Z). Then do the following:

Divide students into two groups (without explaining why they are being separated) and direct students in each group to sit in different areas of the room.

Take a moment to decide which group will be the "favored group." Then without explaining why, give each student in the favored group a new pencil. Mention that only one group will get new pencils, and that group also will be getting other special privileges (such as extra recess time, no homework, being first in line, etc.) Students in the other group likely will protest.

After a few minutes (or until someone in the other group says, "That's not fair!") stop the exercise.

Explain the exercise to students. Ask: Which group were you in, the favored group or the non-favored group? How do you know? Encourage and discuss all responses.

2. Ask: Do you think that giving pencils to one group was fair or unfair? How did you feel about getting the pencils? How did you feel about not getting them? Why did you feel that way?

3. Write the word, "fair" on an easel or white board. Ask students to think about what the word, "fair" means to them. Ask students to work in pairs and to share their ideas about the definition of fair.

Then ask them to share their ideas aloud, and record the responses on the easel. Then come up with one definition as a class.

4. Ask: How might the exercise be done in a fair way? Would it be fair to give the pencils to students who earned them? Would it be fair if all students got them? Would it be fair if you picked 10 students names out of a hat to get the pencils?

5. Ahead of time, print out the "Fair or Unfair" handout page and cut out the five cards.
Option 1 (for students needing more teacher guidance):

Give each student two small paper circles and markers. Ask students to draw a happy face on one circle and a sad face on the other. Explain that you will read different situations (or short stories) that tell about people being fair and unfair. Ask students think about each situation and to hold up the happy face if they think the situation is fair, and to hold up the sad face if they think the situation is unfair.

Ask students to listen carefully as you read aloud the situation on each of the five cards.) If necessary, read each card a second time. Record responses on an easel and then discuss their responses

Discuss the responses to the situation that were "unfair." Ask: "Why are they unfair? Which do you think is the most unfair? Why?"

Tell students to pick one of the unfair situations and talk with a classmate about how they could turn it into a fair situation. Share answers with the class.

Option 2:

Divide students into groups with each group getting the "Fair of Unfair" handout. Ask groups to sort the cards into a fair or unfair stack. With each unfair card they should discuss: Why it's unfair? How would they change it to make it fair?

Next, in their groups, determine which of the situations they think is most unfair and why. Ask students to share their answers. Record and compare the different answers. Ask: Do you all agree? If not, is it possible to reach consensus? Do you think situations that affect a greater number of people are more unfair than those that affect just a few? Are situations that show bias or discrimination more unfair than those that just show favoritism? What about those in which people's lives are in danger?

6. Ask the class the following question: "Do you think the rules in the classroom are usually fair?" Invite students to share examples, then pose the following questions:

Why do you think it is important that the rules in the classroom are fair?

How would you feel if only certain kids got special privileges based on what they looked like or whether they were a boy or girl?

What does treating people fairly mean?

Have you ever seen anyone being treated unfairly or treated someone unfairly yourself? (students can discuss this or draw/write about in their journals)

What might you do if you think someone is being treated unfairly?

7. Provide drawing paper and art materials, or ask students to use their journals. Ask students to draw a line down the middle. Instruct them:

"On the left side of the paper, draw a picture of something you think would be unfair or that has happened to you that was unfair. It can be something that is unfair in class, in your family, on a team or in your community. Below the picture describe the event. On the right side of the paper, draw a picture of how that same situation could change to become fair. Below the picture describe how the event would change to become fair."

Alignment to Common Core State Standards/ College and Career Readiness Anchor Standards CCSS W.3, SL.1, SL.2, SL.3, SL.4

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bias (bi-uhs) (noun) prejudiced, or favoring one person or point of view more than others discrimination (dih-skrim-uh-ney-shun] (noun) the practice of unfairly treating a person, or people, differently from others fair (fair) (adjective) free from bias, dishonesty or injustice favoritism (fey-ver-i-tiz-uhm) (noun) the favoring of one person or group over others with equal claims; partiality unfair (uhn-fair) (adjective) not fair, not conforming to approved standards as of justice, honesty or ethics 1.

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This is a First Day of School PowerPoint that I use with middle-level students to start the year in a positive and productive direction. The PowerPoint describes classroom expectations, is somewhat fun, but most importantly welcomes and motivates the students. I have provided the one that I use for science which of course will explore hydrocarbons, alcohols, and deliver a few wows. I have also provided an all purpose edited version without science exploration / combustion demonstrations for those who don't want to start a classroom fire on the first day. A few hidden box games conclude the PowerPoint.

Also included is a neat Coat of Arms Activity (shield). This is a neat first day of school opener that I do with my students. Students create a coat of arms using a large sheet of white paper. The PowerPoint first frames what a coat of arms is and then explains in a step by step process how to make a shield out of paper (scissors are needed and step by step directions built-into the PowerPoint makes it easily understood). The PowerPoint then has the students unfold the shield and divide it into four sections. They place their name in the middle. In the upper left hand corner they place information about their interests, hobbies, and other cool factoids about themselves. They are encouraged in the PowerPoint to use cut-outs, drawings, and text. The next section asks the student to set Goals / their hopes and dreams for this year and beyond.(Pictures, Cut-Outs, Colors). The next section asks the students to describe the people that support them. The final section has the students brainstorm ways in which this class will help them reach their goals / hopes and dreams for this year and beyond. An example that uses clipart is provided although teachers are encouraged to present their own interests / goals. Students can present their coat of arms the next day in front of the class. I have often broken the class into small groups and had each student present multiple times to smaller traveling groups in a carousel type presentation. Other ways of presenting is to partner up two students and have each student present the others shield. I give the students several minutes to share their shields with their partner and work on their presentations together. This is a really neat little activity that not only lets the teacher learn about the students hopes for the year and beyond but is perfect for framing the importance of positive behavior in the classroom. - We all have important hopes and dreams and negative behavior hurts those larger goals. A slide of teacher and student responsibilities and a few slides about responsibility and respect conclude this PowerPoint. This is a free product and all positive comments are welcome. Thank you and enjoy!

Please visit my other 20 products on TpT. These products are entire units of study of students in grades 5-10 in Life, Earth, and Physical Science. They use well crafted PowerPoint presentations to deliver an interactive and engaging science experience. The PowerPoint presentations (Sometimes as high 8500+ slides) deliver the set-up of lab activities, follow-up questions, projects, discussion questions, review opportunities, videos, critical class notes, step by step drawings, visual quizzes, and much more. Bundled homework packages and class notes chronologically follow the Unit PowerPoints. Modified Assessments, Unit Notes, and Detailed Answer Keys for support and students with special needs are also provided for every unit.

Below you will find links to preview each unit in the curriculum. These links will included hundreds of PowerPoint previews, the bundle homework packages, lesson notes, worksheets, and much more.

Life Science Unit Previews

Cell Biology Unit Preview
Human Body Systems and Health Topics Unit Preview
DNA and Genetics Unit Preview
Botany Unit Preview
Taxonomy and Classification Unit Preview
Ecology Feeding Levels Unit Preview
Ecology Interactions Unit Preview
Ecology Abiotic Factors Unit Preview
Evolution and Natural Selection / Change Topics Unit Preview
Infectious Diseases Unit Preview
Life Science Curriculum Package

Life Science Curriculum Package

Earth Science Unit Previews

Geology Topics Unit Preview
Weathering, Soil Science, Ice-Ages and Glaciers Unit Preview
Weather and Climate Unit Preview
Astronomy Topics Unit Preview
Water Molecule Unit
Rivers, Lakes, and Water Quality Unit Preview

Earth Science Curriculum Package

Physical Science Unit Previews

Science Skills Unit Preview
Laws of Motion and Simple Machines Unit Preview
Matter, Energy, and the Environment Unit Preview
Atoms and the Periodic Table of the Elements Unit Preview

Physical Science Curriculum Package

Below are the links to the 20 units of study that I offer on TpT for individual purchase. All of these are included in the curriculum purchase.

Physical Science Units
Science Skills Unit
Laws of Motion and Simple Machines Unit
Matter, Energy, and the Environment Unit Atoms and Periodic Table of the Elements Unit

Physical Science Curriculum
Physical Science Bundle Package (4 Units)

Life Science Units
Human Body System and Health Topics Unit
Cellular Biology Unit
Infectious Diseases Unit
DNA and Genetics Unit, Cell Division
Taxonomy and Classification Unit
Evolution and Natural Selection, Change Topics Unit
Botany Unit
Ecology Feeding Levels Unit
Ecology Interactions Unit
Ecology Abiotic Factors Unit

Life Science Curriculum
Life Science Bundle Package (10 Units)

Earth Science Units
Weathering, Soil Science, Soil Conservation, Ice Ages, Glaciers Unit
Astronomy Topics Unit Geology Topics Unit
Weather and Climate Unit

Earth Science Curriculum Bundle
Earth Science Curriculum (6 Units)

Water, Water Quality, Rivers, Lakes, and Fish Units
Water on Earth, Properties of Water, Water Pollution Unit
Rivers, Lakes, and Water Quality Unit (Salmon, Fish, and more)

Below is a link to view this curriculum in greater detail. You will find a PowerPoint tour, how a unit works guide, curriculum possibilities, standards, and many free samples.
Curriculum Tour

Thank you for your interest. If you have any questions please feel free to contact me.

Sincerely,
Ryan Murphy at TpT
ryemurf@gmail.com

**********(Social Media)*************
Get notifications about flash freebies, curriculum updates, great classroom ideas, Pins, and much more by following me on Facebook and Twitter and Pinterest

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First Day of School PowerPoint, Class Expectations, Goal Setting

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This is a First Day of School PowerPoint that I use with middle-level students to start the year in a positive and productive direction. The PowerPoint describes classroom expectations, is somewhat fun, but most importantly welcomes and motivates the students. I have provided the one that I use fo...

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What If Everybody Did That? by Ellen Javernick & Illustrated by Colleen M. Madden

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The Sandwich Swap
Exclamation Mark!
Amazing Grace
Happy Dreamer
The Name Jar

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5th grade: Ted Talk on what it is like being a transgender dad

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5th grade: Ted Talk on what it is like being a transgender dad

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https://www.ted.com/talks/lb_hannahs_what_it_s_like_to_be_a_transgender_dad/up-next

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Respect and Take care of things by Cheri Seiners

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Respect and Take care of things by Cheri Seiners

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Book for K/1

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What if Everybody Did That

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What If Everybody Did That? | Social Skills for Kids | Read Aloud

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What's in this pack?
All Grades
Inventor Hahna Alexander spent years developing an idea that people said they really liked: Shoes that generate power as you walk. But after starting a company and testing shoe prototypes, she learned something disappointing about her product: "No one really wanted to use it."

In this short video, she talks about how failure challenged her to come up with bigger and better solutions, and what she learned along the way.

Get your copy of this Weekly Wonder!

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Tackle Tenacity: Learning From Failure - Pear Deck

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In this week's wonder, we learn about how failure is always a part of invention. Hahna Alexander, CEO of SolePower, talks about how failure challenged her to come up with bigger and better solutions. In "Invention Stories" we explore the unexpected paths to discovery!

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Being true to yourself even if that looks different than a friend.

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Jabari Jumps
The Book of Mistakes
Bubblegum Brain
I Can't Do That, Yet
My Strong Mind
What Do You Do With a Chance?

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Growth Mindset - Miss Bracken's 4th Grade

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This Deck is designed to prompt wonder and curiosity for elementary, middle, and high school learners. This week's Wonders also illustrate the importance of tenacity. We can help students be unafraid of doing hard things and show them how to get back up, reflect, and keep going.

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Tackle Tenacity: Rube Goldberg Machines - Pear Deck

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This Deck is designed to prompt wonder and curiosity for elementary, middle, and high school learners. This week's Wonders also illustrate the importance of tenacity. We can help students be unafraid of doing hard things and show them how to get back up, reflect, and keep going.

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Rosie Revere, Engineer
Emmanuel's Dream
Drum Dream Girl

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Taking Turns and Sharing

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Social Story on taking turns and sharing.

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What If Everybody Did That? by Ellen Javernick & Illustrated by Colleen M. Madden

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What If Everybody Did That? by Ellen Javernick & Illustrated by Colleen M. Madden

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Kid President's 20 Things We Should Say More Often

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Here is a video about how to give a survey for kids to think about how to grow their skills.
https://youtu.be/bBdQh8LNFoc

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Have kids make a list, drawing, collage, etc. and share during morning meeting. Students can find similarities with their classmates, and celebrate their differences.

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https://www.youtube.com/watch?v=E_6PskE3zfQ

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Bubble Gum Brain

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Bubble Gum Brain | Growth Mindset Kids Books Read Aloud!

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Character Building Series - Meaningfulmama.com

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Browse by Character Trait Click on any one of the traits below to see all posts related to that character trait

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Character Building Series - Meaningfulmama.com

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Browse by Character Trait Click on any one of the traits below to see all posts related to that character trait

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(Note: I've included Amazon affiliate links so that you can easily find these books! As a participant in the Amazon Services LLC Associates Program, I may earn advertising fees at no cost to you by linking to amazon.com. Read my full disclosure here. )

1) Your Fantastic Elastic Brainby JoAnn Deak

This book is a must-have when teaching children about growth mindset. JoAnn Deak does an amazing job of explaining that our brains are not set in a fixed state. Instead, our brains have the ability to stretch, grow, and change based on experiences we give it, obstacles we overcome, and the mistakes we make. This book is a fun and engaging introduction to how the brain works and how one can always be working to stretch and grow it for the better!

2) Thanks for the Feedback, I think by Julia Cook

Julia Cook has a gift when it comes to crafting stories and mantras that children can relate to and will want to read again and again. In Thanks for the Feedback, RJ, one of the main characters in several of Cook's books, struggles to respond positively when given any kind of feedback, whether it be compliments or constructive criticism. Students will love hearing the "pickles" RJ gets himself into before he learns some key social etiquette. With the help of his parents and teacher, RJ is able to learn how to graciously accept positive and negative feedback and respond appropriately-a very important skill for developing a mind set to grow and improve!

3) Making a Splash: a Growth Mindset Children's Bookby Carol E. Reiley

This book does a fantastic job of illustrating the idea that our current ability actually has little to do with our future success. Rather, our "fixed" mindsets hold us back while our "growth" mindsets enable us to improve and accomplish new things. Children (and even some adults) see intelligence, talents, and ability as something we are either born with or we aren't. Making a Splash is the perfect book for dispelling that misconception! (And if you don't believe this yourself, tons of research studies back up the idea that skills, talents, and IQ are malleable!)

4) The Girl Who Never Made Mistakes by Mark Pett

I've always had a student or two each year who is a perfectionist, so much so that he or she is reluctant to take risks unless success is almost guaranteed. This book was written for those students! Beatrice, is a full-fledged Type A people pleaser who has built up a reputation for never making mistakes. When she finally makes one, she learns how to own them graciously and realizes that always doing things perfectly is not as important as she once thought.

5) Hello Brain? A Book about Talking to Your Brain by Clarissa Johnson

Hello Brain? consists of six stories about challenges that arise in everyday settings with the goal of teaching us how to respond using positive self-talk and a growth mindset. This book is an excellent read aloud to model the language students can use to stimulate their growth mindset and serves as a very natural discussion starter about the importance of monitoring how we talk to ourselves and how that language can positively or negatively impact our emotions.

6) When Sophie Thinks She Can't...by Molly Bang

While struggling to solve a math problem, Sophie and her classmates are taught "the most important word-YET." Sophie and her friends learn that struggling often means their brains are growing and getting smarter. Instead of shutting down, students must continue to believe in themselves, be open to support, and not give up in order to be successful. This book is perfect for students who constantly doubt their ability to do something and therefore become their own worst enemy. It also capitalizes on the true meaning of learning -that we once didn't know how to do or understand something, but now we do.

7) The Dot by Peter H. Reynolds

Vashti struggles to participate in art class because she claims that she "can't draw." With gentle encouragement from her art teacher, Vashti is taken on a journey of self discovery and realizes that a creative spirit was inside of her all along. The Dot sends a beautiful message to children-sometimes it's just about taking the first step, even when you're confident you'll fall. Be sure to discuss how believing in "the power of yet" helps us learn new things and believe in ourselves!

8) Bubble Gum Brain by Julia Cook

Bubble Gum Brain is THE perfect analogy for children to grasp such an intangible concept like growth mindset. The book compares a person with a "bubble gum brain" (having the ability to stretch, expand, and bend) with a person who has a "brick brain" (unchanging and inflexible). Cook shows two characters trying new things side by side so that readers can see the stark differences in their reactions and ways of thinking when they approach new experiences and come across obstacles. Once "brick brain" starts to realize that his way of thinking is not working for him, the person with the bubble gum brain helps him "unwrap the wrapper" and begin bending, stretching, and growing. Bubble Gum Brain does a great job of modeling the kinds of inner thoughts of someone with a healthy growth mindset while coaxing and encouraging those that are still developing one!

9) Not Yet by Lisa Coz and Lori Hockema

As Lorisa moves through her day at home and school making many mistakes and experiencing frustrating tasks that she is just not able to do independently or perfectly yet, she shows readers how to navigate through mistakes and disappointments with a positive attitude and a fantastic growth mindset. This book is a must-read for students who struggle with remaining perseverant in the face of defeat!

10) I Can't Do That, Yet by Esther Pia Cordova

This book shows the subtle but important distinction between "I can't do that" and "I can't do that, YET." Enna frequently finds herself getting frustrated and saying "I can't do that." One night, she dreams of all the future Ennas and sees all of the potential that she has as she continues to grow and learn new things. Her dream makes her realize that while there are many things that she is unable to do, that will not always be the case. She realizes she must keep trying and working hard to accomplish these things. I Can't Do That, Yet is an engaging read aloud that will keep students guessing and is a fantastic catalyst for discussing the importance of one little word, YET.

11) Mindset Matters by Bryan Smith

Amelia is a second grader who is up for any challenge...unless it goes wrong, and then she quickly bails. Mindset Matters speaks to children who strive for success and perfection, but only if they are confident that success is essentially guaranteed. Struggling with feelings of failure and a low self-esteem after a few things don't go her way, Amelia learns that she must change her mindset to a "gonna get it done mindset" and realize that failing doesn't make her a failure.

12) The Most Magnificent Thingby Ashley Spires

Ashley Spires does an amazing job describing the gamut of emotions (inspiration, excitement, anger, defeat, sorrow) that one experiences when they have imagined and then tried and tried to create something spectacular. The main character is this book wants to make "the most magnificent thing" and although she puts all of her efforts into the project, she comes up short again and again. This story provides a very realistic depiction of how it feels when you have tried your absolute best but are still unsuccessful and models a fantastic approach for what to do about it.

13) Giraffes Can't Dance by Giles Andreae

All Gerald the Giraffe wants to do is dance like his other friends in the animal kingdom. But every time he tries, he fails miserably and the other animals make fun of him. Giraffes Can't Dance is a beautiful story written in rhyme, portraying the defeating feeling one has when they aren't measuring up and the perseverance of a giraffe that learns he needs to come at his obstacle from a different direction. This is definitely a "feel good" read aloud and opens many doors to quality class discussions about growth mindset, perseverance, courage, kindness, and individualism.

14) Flight School by Lita Judge

Flight School is a delightful story about a penguin who refuses to "stay in his lane." He tells his friends that he has the "soul of an eagle" and wants to learn to fly just like all the other birds. Although he needs a little bit of help from others, he remains persistent and is finally able to experience flying. This book teaches children to think outside of the box and never give up. A perfect addition to a collection of growth mindset books!

15) The Thing Lou Couldn't Do by Ashley Spires

When Lou encounters something she has never done before, climbing a tree, she is hesitant and makes A LOT of excuses as to why she can't join her friends. Ashley Spires portrays the range of emotions and reactions children have when they encounter something new and challenging. Lou eventually overcomes her fears and attempts to climb the tree but fails-however, her reaction depicts a healthy growth mindset that is a perfect model to discuss. Your students will absolutely relate to this story!

16) Wilma Unlimited by Kathleen Krull

This book takes the reader through the life of Wilma Rudolph. From the moment she was born she dealt with and overcame numerous challenges including the historical challenges of being African American, scarlet fever, polio, being told she would never walk again, and having to wear braces on her legs. Despite these challenges, Wilma grew up to compete as a runner in the Olympics and became the first American woman to earn three gold medals in one year. Wilma Unlimited is a beautiful and inspiring story portraying that even things that seem impossible are indeed possible with the right mindset. I also love to use this story during my unit on Perseverance.

17) Leo the Lightning Bug by Eric Drachman

Leo is a lightning bug, but can't seem to figure out how to light up. The illustrations in this book perfectly depict the range of emotions Leo experiences as he struggles to be just like everyone else. Leo the Lightning Bug is the perfect reminder that patience and persistence are a huge part of success!

18) How to Solve A Problem: The Rise (and Falls) of a Rock-Climbing Champion by Ashima Shiraishi

Ashima Shiraishi doesn't just see rock climbing as climbing rocks, she views it as solving problems. In this beautiful picture book, the talented world-class climber, Ashima Shiraishi, fascinates readers with how she uses visual mnemonics to help her scale boulders and has learned to see the possibilities within what seem like insurmountable obstacles. The most powerful part of this book, however, is how Ashima views her setbacks, of which she has many. "Each fall is a message, a hint, an idea." This is a wonderful addition to any growth mindset lesson focused on the importance of failure and the role it plays in accomplishing one's goals.

If you want to surf the whole list of books I recommend for teaching about growth mindset, I've compiled them all here into a list on Amazon.

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List of Read Alouds for Teaching Growth Mindset - Tarheelstate Teacher

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Before growth mindset was cool, I was teaching my students about PERSEVERANCE. For years, I instilled the message that "I expected nothing less than their personal best" in my students.

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Understanding how school discipline policies can contribute to the school-to-prison pipeline is essential for educators and families. Harsh punishments, automatic out-of-class time and police involvement for discipline can push young people out of classrooms and into the criminal legal system. But educators, parents and caregivers can help to change this harmful system by advocating for and implementing practices that prioritize mental health and well-being.

We offer this new resource page that highlights LFJ articles and content to open dialogue, shift practices and foster change to benefit all young people.

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Learning for Justice | Education Resources

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Learning for Justice provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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Understanding how school discipline policies can contribute to the school-to-prison pipeline is essential for educators and families. Harsh punishments, automatic out-of-class time and police involvement for discipline can push young people out of classrooms and into the criminal legal system. But educators, parents and caregivers can help to change this harmful system by advocating for and implementing practices that prioritize mental health and well-being.

We offer this new resource page that highlights LFJ articles and content to open dialogue, shift practices and foster change to benefit all young people.

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Learning for Justice | Education Resources

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Learning for Justice provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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https://www.northeastern.edu/graduate/blog/equity-in-the-classroom/

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https://www.arteducators.org/learn-tools/articles/644-equity-diversity-and-inclusion-remote-learning

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Purpose: By the end of this session, I want my students to desire to be honest. Other resources:

Great article on honesty: http://character-education.info/Articles/Honesty_Urban.htm
Teaching Hints:

Students want to know how you've struggled with honesty, yet why you're passionate about it. Think through your own life experiences. How did a romantic relationship go sour because of dishonesty? Have family members, co-workers, employers, or friends hurt you with dishonesty? Have you seen someone fail because of their dishonesty? How has being less than honest hurt you? How has your honesty helped you?

Use one or more of these personal stories in your lesson. You'll find that as you share personally, your students will reflect and share their own life lessons about honesty.

1. Define Honesty (Discussion)

"What is honesty?" (Write their answers on the board and come up with a working definition. Something like, "Telling the truth; not lying or deceiving.")

2. Understand Why People Lie (Discussion)

"Why do you think people lie?" (Get some discussion. You might want to get the ball rolling by sharing what's tempted you to lie in the past, or why you feel others have lied to you.) Possible reasons:

They're about to get into trouble, so they lie and say "I didn't do it!"

They want attention, so they tell lies to impress people: "Over Christmas, I jumped out of a helicopter and skied down a steep mountain, causing an avalanche."

To make interesting conversation, they pass on information that might not be true, as if they know it to be true. "Did you hear about Jenny? She stole a watch from Sears and got caught."

3. Understand How Dishonesty Hurts Those Lied To

Discussion (With these questions, try to move them beyond understanding lies and gossip to feeling how it hurts them and others):

1) How does lying hurt people? (Teacher: get the ball rolling by sharing how gossip once hurt you.)
2) Have you ever been hurt by a rumor that went around about you? Can you tell about it? How did it feel?

4. Understand How Dishonesty Hurts Those Who Tell Lies

Ask: "How does lying hurt the liar?"

If you're caught even once, people won't trust you anymore.

When you really need people to believe you, they might not.

One lie leads to another. Eventually, you get all tangled up in lies and can't find your way out.

Game Time: The Untangle Game
Divide into groups of four (must be an even number). Stand facing one another in a circle. Instruct each student to grab the right hand of a student across from (not next to) him. Next, join left hands with a different person. Then, try to untangle without anyone letting go.

Next, try it with six people. Then, eight.
Discussion:
1) How is "The Untangle Game" like lying? (Lying leads to more lies and often tangles up our relationships. Like tangles, lies can be hard to untangle.)
2) Can you give an example of how lies tangle up life? (Teacher: Give an example from your own life or from family or friends.)

Lying hurts us. Lying hurts others. Today, let's think before we speak. Let's ask ourselves, "do I know that what I'm about to say is true?"

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Purpose: By the end of this session, I want my students to desire to be honest. Other resources: Great article on honesty: http://character-education.info/Articles/Honesty_Urban.htm Teaching Hints: Students want to know how you've struggled with honesty, yet why you're passionate about it. Think through your own life experiences.

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Read Aloud Stories | What Does It Mean to Be Kind?

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Responsibility for Preschoolers: Interactive Book & Game | Interactive book, Interactive books for preschoolers, Interactive books autism

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Nov 6, 2016 - This interactive book and free memory game for teaching responsibility for preschoolers and beginning readers!

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Bad case of stripes
tacky the penguin
giraffe's can't dance
Elmer the Elephant
The day you begin

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🐧 Kids Book Read Aloud: TACKY THE PENGUIN by Helen Lester and Lynn Munsinger

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This is from our google classroom https://docs.google.com/document/d/1PrAq4iBNb4nVIcTsLcNlW8zjaQXBLkWayL8EaPlh0bc/edit

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Character Education: Responsibility {Lesson Plans and Activities} | Responsibility lessons, Character education, No response

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Jul 3, 2017 - Students will learn all about being responsible. Lessons for teaching what students are responsible for, and how to act responsibly. Your class will discuss what is the teachers responsibility, and what is the students.

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How to Teach Growth Mindset to Children (The 4-Week Guide)

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We ALL have beliefs about ourselves and the world around us. How we understand and react to that world depends on our mindset. Discovered by psychologist Dr. Carol Dweck, mindset refers to the way we look at our abilities and intelligence as qualities we can change and grow.

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By: Todd Parr (K-1)

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The Day You Begin
Sulwe

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A Kids Book About Failure

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Equity vs. Equality sort

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Create a collage of things that you love/represent you/that show who the student is

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what is respect? you need to respect yourself and others.

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Have students make a checklist of things they need to do (ex. I need to brush my teeth, I need to plug in my computer, etc.)

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book resource

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The Dot
The Bad Seed
Bike on, Bear!
After the Fall
How to Catch a Star

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Character Education - Social Emotional Learning - Life Skills - Lesson Plans & Curriculum

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If you are using the video, ask the first two questions before viewing.

1. Do you ever compare yourself with other people? Is that a good idea? Why or why not?

2. What makes people feel good about themselves?

3. What kept Tuggy from telling the true story of his remarkable moment?

4. If Tuggy hadn't decided to tell the truth about his story, what might have happened?

5. What do Fiona and Moose really like about Tuggy?

6. Why didn't Tuggy think his good qualities were so important until Fiona and Moose said so?

7. Have you ever felt the way Tuggy felt? What made you feel that way? What did you say or do?

8. How can it hurt you to compare yourself with other people? How can it help you?

9. What can you do to feel better when you're feeling bad about yourself? What are some things you can say to yourself? What are some things you can do?

10. Think about a time when you were feeling bad about yourself and then felt better. What changed your feelings?

11. What things do we sometimes do or say that might make other people feel bad about themselves?

12. What can you do to help someone you know who's feeling bad about himself or herself?

(If you wish to copy or use any material from this website, please click here for Terms of Use.)

1. Ask the children to imagine their self-esteem as a bucket of water. We start out feeling good about ourselves and our buckets are full. Every time someone puts us down, it's like punching a little hole in the bucket, and our self-esteem leaks out. Ask the children to think of ways people punch holes in each other's buckets and ways we can plug up the holes and feel good about ourselves. Make a list and compare it to the one at the top of this column ("How to Appreciate Yourself").

2. Recognize and celebrate children's positive qualities in a variety of ways. Here are some examples: Have the students make drawings or collages showing times when they've been considerate of others, helped others, or been a cooperative member of a team.
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* Develop a bulletin board about positive qualities of people such as a sense of humor, friendliness, determination, courage, concern for others, helpfulness, and being a good friend.

3. Divide the class into pairs. Each pair develops a skit about two people meeting each other for the first time. One tries to impress the other by telling about his or her accomplishments or possessions. The other talks about the kind of person he or she is and things he or she likes to do. With the large group discuss these two different views of what's important in a person.

4. Give each student a piece of paper. Ask them to write their names at the top and create a design or drawing that says something about who they are. Post the papers on a bulletin board and give everyone time to write positive qualities about their classmates on the individual sheets.

(If you wish to copy or use any material from this website, please click here for Terms of Use.)

Other teaching guides in this series:

1. Write about a personal experience you've had that illustrates one of the points listed at the top of this column ("How to Appreciate Yourself").

2. Write about someone you admire. Describe that person's best qualities and why you admire him or her.

3. Imagine you overhear people talking about you. Write about some things you would like them to say about you. What would you not want them to say about you?

4. Write about a real or imaginary person who made up stories or pretended to be something to impress others. First describe what the person did. Then write about what happened as a result.

5. In a daily journal write about different things you've done to help people feel good about themselves.

(If you wish to copy or use any material from this website, please click here for Terms of Use.)

To enlist the involvement of parents, make copies of the "For Parents" block (see below) and send them home with the children. Tell the children to discuss the video with their parents, and to perform the following activities.

1. Ask a family member about a time when he or she felt bad or inferior in comparison with others. What did he or she do to feel better?

2. Look for ways to compliment family members for their good qualities and positive things they did. Then write notes or a journal about how they responded and how you think they felt.

3. Play a "ways to appreciate myself" game with family members. Going around a circle, each person tells about something he or she does in times of self-doubt. It could also be things to say to yourself when you're feeling down or ways to remind yourself of your good qualities.

Note to the teacher or group leader: It might be a good idea to think of some way for the children to share the outcomes of these activities with each other. Perhaps they could give written or oral reports or discuss their experiences in small groups.

(If you wish to copy or use any material from this website, please click here for Terms of Use.)
(Copy this block and send it home to the parents.)
Your child is involved in learning-activities designed to develop good character and empower young people to make good choices for themselves. He or she may be asked to complete several tasks at home. Your cooperation with these activities will support our overall program.

The current lesson is about self-appreciation. We have shown a video entitled " Appreciating Yourself," which presents a skit and discussion about someone who makes up stories because he doesn't think he's good enough. We urge you to ask your child to tell you about this video program and what he or she learned from it.

Here are some things you can do to help your children develop a healthy self-esteem.

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Teaching Guide: Appreciating Yourself - Good Character

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If you are using the video, ask the first two questions before viewing. 1. Do you ever compare yourself with other people? Is that a good idea? Why or why not? 2. What makes people feel good about themselves? 3. What kept Tuggy from telling the true story of his remarkable moment?

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These resources relate to the book, author and illustrator. The number of resources varies subject to subject. Please check they are appropriate for your specific needs before using them with children. If you have any suggestions please get in touch!

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These resources relate to the book, author and illustrator. The number of resources varies subject to subject. Please check they are appropriate for your specific needs before using them with children. If you have any suggestions please get in touch!

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R

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Do Unto Otters
http://thecorecoaches.com/2017/08/do-unto-otters-interactive-read-aloud/

Whoever You Are by Mem Fox
https://www.youtube.com/watch?v=g315xmVhaeQ&app=desktop