Facilitator Script
"Feelings are like energy meters. We want to catch our engine before it hits level 5!"
Try It Out Activity
Call out scenarios (e.g., lost glue stick vs. fire drill); students flash fingers 1-5.
Key Teaching Tip: Explicitly validate that levels 3 and 4 are natural; the superpower is noticing them early.
W2
Slide 4
Learning Objective
Identify physiological somatic signs (jaw, fists, heart, tummy) before behavioral blowup.
Facilitator Script
"Our body talks before our mouth speaks! What does your stomach or heart tell you?"
Try It Out Activity
Partner Clue Charades: Partners act out physical clues; partner identifies the body zone.
Key Teaching Tip: Have students trace their own hand or a body outline to mark their #1 personal "telltale" clue.
W3
Slide 5
Learning Objective
Master 3 structured breathing mechanics: 5-finger trace, box breathing, and balloon belly.
Facilitator Script
"Long slow out-breaths tell your amygdala: 'I am safe. I can think clearly now.'"
Try It Out Activity
Belly Balloon Race: Balance small foam block on abdomen while lying down or seated.
Key Teaching Tip: Focus on exhales being longer than inhales to trigger parasympathetic down-regulation.
W4
Slide 6
Learning Objective
Use proprioceptive heavy work and 5-4-3-2-1 sensory grounding to self-soothe dysregulation.
Facilitator Script
"When your brain feels like a spinning tornado, your muscles and senses anchor your feet."
Try It Out Activity
The Lemon Squeeze & Wall Push Circuit: 10s wall push, followed by 3 lemon clench/releases.
Key Teaching Tip: Great tool for high motor activity students who cannot sit still for traditional breathing exercises.
Calm Crew Facilitator Guide • Grade 3 Self-Regulation Page 2 of 4
Weeks 5 – 8 Scope & Lesson Plans
Phase 2: Action & Application
W5
Slide 7
Learning Objective
Select and individualize 1 quiet tool, 1 active tool, and 1 verbal tool for personal use.
Facilitator Script
"Different problems need different tools. What works when you're sad is different than when mad."
Try It Out Activity
Pocket Menu Card: Students draw/write their top 3 tools on an index card for their desk.
Key Teaching Tip: Check in with general classroom rules so students pick classroom-approved tools.
W6
Slide 8
Learning Objective
Classify problems into Glitch, Small, Medium, Big, and match reaction size accordingly.
Facilitator Script
"Don't give a volcanic reaction to a tiny paper tear! Pause and match your engine."
Try It Out Activity
The Scale Sorter: Read 6 classroom scenarios; students jump to Glitch, Medium, or Danger mats.
Key Teaching Tip: Remind students: A problem can FEEL huge inside, but its true size is what dictates the solution.
W7
Slide 9
Learning Objective
Transition smoothly from Plan A to Plan B during unexpected classroom/peer obstacles.
Facilitator Script
"Rock Brain cracks when things change. Play-Doh Brain squishes and molds into a new shape!"
Try It Out Activity
Plan B Showdown: Facilitator drops surprises (e.g. game piece missing); pairs craft Plan B in 30s.
Key Teaching Tip: Give each student a small piece of actual modeling clay to mold as they generate Plan B.
W8
Slide 10
Learning Objective
Synthesize learned strategies, self-reflect on growth, and present personal superpower pledge.
Facilitator Script
"Look how far you've come! You now have tools in your belt for every single school day."
Try It Out Activity
Badge Award & Peer Compliment Circle: Share 1 calm strategy you saw your partner use.
Key Teaching Tip: Distribute certificates and send a copy of student coping menus to their homeroom teacher.
Calm Crew Facilitator Guide • Grade 3 Self-Regulation Page 3 of 4
Intervention Fidelity & Assessment
Evaluation Toolkit
When A Child Shuts Down
"I see your body is holding a heavy feeling right now. You don't have to talk yet. I'll sit with you while we take 2 breaths."
When Silly / Defiant
"Your engine feels revved up to Level 4. Let's do 5 wall push-ups together to help our hands settle down."
When Rigid / Stuck
"Our Rock Brain is feeling stuck on Plan A. Let's stretch our fingers like Play-Doh. What is one tiny thing we can try?"
1 = Emerging • 2 = Developing • 3 = Proficient • 4 = Independent
| Skill Domain | Emerging (1-2) | Proficient (3) | Independent (4) |
|---|---|---|---|
| Emotional Intensity | Only identifies happy vs. mad; unable to rate levels. | Rates engine 1-5 with visual prompt and adult support. | Accurately self-reports level 1-5 unprompted during stress. |
| Body Clue Awareness | Cannot name physical cues before emotional blow-up. | Names at least 2 cues (heart, fists) when prompted. | Catches bodily warning signals at Level 2-3 independently. |
| Tool Selection | Resists calming strategies; requires adult co-regulation. | Selects and executes 1 tool from menu when guided. | Autonomously uses breathing or heavy work in classroom. |
| Cognitive Flexibility | Meltdowns when Plan A fails; refuses alternatives. | Accepts a Plan B with brief adult reassurance. | Actively proposes Plan B solutions during peer conflicts. |
Provide the homeroom teacher with a laminated mini-meter for the student's desk. Establish a non-verbal cue (e.g. tap desk + show 3 fingers) when the student needs to use their coping menu.
Send home weekly 1-page parent bulletins summarizing that week's breathing technique and vocabulary (e.g., "Rock vs. Play-Doh Brain") so parents can mirror the same cues during homework and bedtime.
Calm Crew Facilitator Guide • Grade 3 Self-Regulation Page 4 of 4
