Heart Growth Pre Assessment Heart Growth
Pre-Assessment: Checking the Soil
Name:
Date:
Before we begin our journey through the Heart to Heart garden, let's see what you already know about navigating 5th-grade friendships and conflict as you prepare for the years ahead.
1
True or False: A "situational friend" is someone you share deep core values with, even if you aren't in the same class or on the same team.
True
False
2
Which of these is the best example of assertive communication?
"Whatever you want to do is fine with me, I don't really care either way."
"You're being so mean lately and you're totally ruining our group chat!"
"I felt hurt when I wasn't invited yesterday because I value our time together."
(Saying nothing at all and just acting cold until they figure out why you're mad.)
3
When we talk about a "social lens," what are we referring to?
Explain how someone's background or feelings change how they see a situation.
4
In a 4-step conflict resolution process, what should happen first?
Brainstorming solutions that work for everyone.
Taking a breath and cooling down emotions.
Deciding whose fault the problem actually is.
5
Complete the sentence:
Healthy are like a garden fence; they protect your peace.
Every great garden starts with a single seed.
Foundational Seeds Slides Foundational Seeds
Building Strong Friendships
The Social Ecosystem
"Our school is like a growing garden. Some plants are here for a season; others are roots you keep for a long time."
Situational Friends
Connected by where you are (classes, sports, clubs).
Value-Based Friends
Connected by how you act and what you care about.
Foundational Values
Integrity
Doing the right thing even when others aren't watching.
Loyalty
Sticking up for a friend and being reliable.
Authenticity
Being your true self instead of trying to "fit in."
Discussion
"How does it feel when your 'Foundational Seeds' don't match the people you hang out with?"
Foundational Seeds Facilitator Guide Facilitator Guide
Lesson 1: Foundational Seeds
Duration: 30 Minutes
Target: 5th Grade Small Group
Learning Objective
Students will distinguish between situational and value-based friendships and identify three core character values they require in their foundational friendships.
Materials
• Foundational Seeds Slides
• Values Inventory Handout
• Botanical Stickers
Instructional Flow
05MIN
Ecosystem Check-In
Welcome the group. Explain that 5th grade is a great time to check our "social soil." Set group norms for respect and safety.
10MIN
Value vs. Proximity
Explain the difference between friends who are just "there" (situational) and those who share your "soil" (values).
"Situational friends aren't bad—they just might change when your classes or teams change. Value-based friends stick with you."
10MIN
Foundational Seeds Inventory
Students complete the Values Inventory . Focus on picking three non-negotiables for their inner circle.
05MIN
Closing Commitment
Each student names one value they prioritize. "This week, I am looking for Integrity in my garden."
Facilitator Note
5th grade is when social groups start to shift. Help students see that they have the power to choose who they surround themselves with based on character rather than just seat assignments.
Foundational Seeds Inventory Handout Values Inventory
Friendship Foundations / Lesson 1
Student Name
"The people in your circle either water your values or pull them like weeds."
Select Your Top 3 Seeds
Integrity
Doing what's right when no one watches.
Authenticity
Being your true self every day.
Loyalty
Sticking by a friend when it's hard.
Trust
Keeping promises and secrets safe.
Respect
Treating others with kindness.
Empathy
Understanding how others feel.
The Non-Negotiable
Pick one seed from above. Why is this value so important in a true friend?
My Contribution
Which value do YOU bring to your current friends? How do you show it?
Tangled Triggers Slides Tangled Triggers
Understanding Friendship Conflict
Friendship Dynamics
Growth Pains
"Conflict happens. It's just a signal that we need to look at our roots."
Digital Drama
Social Circles
The Digital Tangle
"Your friend posts a group photo and doesn't mention you, even though you were there."
Surface Behavior
The "Excluded" Tag
Potential Root
Feeling Left Out
Social Circles
"A friend you usually sit with at recess starts playing a different game with new people."
Surface Behavior
Changing Games
Potential Root
Curiosity / Fear
Root Check
"Which conflict weed is most common in your current group? Is there a hidden feeling we can name?"
Tangled Triggers Facilitator Guide Facilitator Guide
Lesson 2: Tangled Triggers
Duration: 30 Minutes
Target: 5th Grade Small Group
Learning Objective
Students will identify common triggers for 5th-grade conflict—including digital misunderstandings—and practice tracing surface behaviors back to deeper emotional needs.
Materials
• Tangled Triggers Slides
• Root Analysis Handout
• Large spool of red yarn
Timeline & Facilitation
07MIN
The Group Chat Web
Students stand in a circle. Toss a spool of yarn to someone while naming a 'trigger' (e.g., "Left on read," "Whispering at recess"). Hold the yarn and toss to form a complex web. Discussion: "How does one small digital action tangle the whole group?"
08MIN
Surface vs. Roots
Show the Tangled Triggers Slides . Explain that behaviors (yelling, ignoring) are just the surface; feelings (fear of being left out, jealousy) are the roots.
10MIN
Root Cause Analysis
Distribute the Root Analysis Handout . Have students analyze scenarios to identify the root emotional need.
05MIN
Winding Back
Wind the yarn back up. Each person shares one way they can "check the root" before reacting to a "surface" behavior this week.
Facilitator Strategy
01 Group chats are starting to be a source of conflict. Allow students to share examples, then pivot to: "What was the feeling underneath that action?"
02 Remind them that identifying a root cause doesn't mean the behavior was okay—it just helps us understand how to fix it.
Root Analysis Worksheet Root Analysis
Deconstructing Conflict / Lesson 2
Student Name
" Drama is a surface weed. To clear the garden, find the Root Feeling hidden underneath."
Case #1: The Digital Silence
"A friend hasn't replied to your text for a whole day, but you see them active in the group chat."
Surface Action
Root Feeling
Case #2: The Mean Remark
"A friend says, 'Wow, you're actually wearing that today?' and then whispers to someone else."
Surface Action
Root Feeling
Personal Inventory
Think of a time YOU acted like a "weed." What was your root feeling (fear, jealousy, feeling left out)?
Assertive Hydration Slides Assertive Hydration
The Power of Direct Communication
Hydrating our Connections
Passive
"Under-watering."
Not saying what you need. Letting feelings wilt inside where no one can help.
Assertive
"Optimal Hydration."
Being direct and honest without being mean. The healthy way to grow.
Aggressive
"The Flood."
Using words to hurt or control others. Too much power that washes things away.
The Assertive Blueprint
The Feeling
"I feel..."
The Reason
"when..."
The Goal
"I need..."
"I feel left out when you make plans while I'm standing right there.I need you to ask me if I want to join next time."
Digital Tone Check
When we text, we can't see faces or hear voices. "Word Water" can turn into "Ice" if we aren't careful.
Avoid using ALL CAPS (it sounds like yelling)
Be clear—don't leave people guessing!
Reality Check
"K."
How many different ways can this text be read?
Assertive Hydration Facilitator Guide Facilitator Guide
Lesson 3: Assertive Hydration
Duration: 30 Minutes
Target: 5th Grade Small Group
Learning Objective
Students will distinguish between passive, assertive, and aggressive communication and practice the 'Blueprint' formula to solve social problems directly and kindly.
Materials
• Assertive Hydration Slides
• The Exchange Prompt Cards
• Phone (optional for demo)
Timeline & Facilitation
05MIN
The Tone-Text Demo
Read the word "Okay" in three different ways: mean, excited, and bored. Point: 5th grade conflict often starts because text messages don't have a voice. We have to be assertive (direct) so people understand us.
10MIN
Communication Blueprints
Show the Assertive Hydration Slides . Define Passive, Assertive, and Aggressive. Teach the Blueprint: Feeling + Reason + Need.
10MIN
The Exchange Roleplay
Distribute The Exchange Prompt Cards . Pairs practice turning a mean or quiet reaction into an assertive Blueprint statement.
05MIN
Hydration Check
Closing circle: One assertive statement they plan to use this week if they feel "under-watered" or "flooded."
Facilitator Strategy
01 5th graders often think being assertive is "mean." Explain that being clear is actually helpful because it prevents drama.
02 Check for "Sarcastic Assertiveness." Remind them to stick to the facts (the "Reason") and their real feelings.
The Exchange Prompt Cards Activity The Assertive Exchange
Convert reactive habits into Blueprint statements.
1
Case #1: Aggressive Reaction (Flood)
"You're a fake friend for telling everyone my business! Stay away from me!"
I feel
when
I need
2
Case #2: Passive Reaction (Wilt)
"It's fine. I don't care that you didn't invite me to sit with you. I was busy anyway."
I feel
when
I need
3
Case #3: Digital Reactivity
"Your friend ignores your text for two days but then posts a video in the group chat."
I feel
when
I need
Social Perception Slides Social Perception
Looking Beyond the Shadow
The Empathy Sun
What is Empathy?
"It's not just feeling sorry for someone. It's understanding their why ."
Observation
What they are actually doing.
Perception
The invisible context in their life.
Perspective Tunnels
My Lens
"She's whispering to her new friends so I feel insecure and left out."
Her Lens
"I'm whispering because I'm nervous about a test and don't want anyone else to hear."
"Your lens isn't the only way to see the garden."
Social Perception Slides Social Perception
Seeing Beyond the Surface
What is Empathy?
The "Why"
"It's not just being nice. It's trying to understand the reason behind what someone does."
Observation
What they are doing (the "What").
Perception
What they might be feeling (the "Why").
Different Lenses
My Lens
"She's whispering to her friend so I feel like they're talking about me."
Her Lens
"I'm whispering because I'm telling a secret about a surprise party!"
"There is often more than one way to see a situation."
Discussion
"Think of a time someone did something that hurt your feelings. What are two non-mean reasons they might have done it?"
Maybe they were tired
Maybe they were busy
Social Perception Facilitator Guide Facilitator Guide
Lesson 4: Social Perception
Duration: 30 Minutes
Target: 5th Grade Small Group
Learning Objective
Students will practice perspective-taking by analyzing realistic social situations to identify multiple ways to interpret peer behavior.
Materials
• Social Perception Slides
• Social Lens Handout
• Sunglasses (demo prop)
Timeline & Facilitation
05MIN
The Lens Demo
Put on dark sunglasses. Ask: "If I say the room looks dark and you say it looks bright, who is lying?" Lesson: Perspective is about the 'lens' you are wearing (mood, experiences).
10MIN
The 'Why' Behind the 'What'
Show the Slides . Explain that perspective isn't about agreeing; it's about seeing context.
10MIN
Social Lens Handout
Distribute the Handout . Students find two "non-mean" reasons for ambiguous peer behaviors.
05MIN
Closing Insight
Have students share: "One time I realized I was wearing a 'dark lens' was when..." Tie the lesson together by reminding them that we all wear different lenses.
Facilitator Strategy
5th graders are starting to focus on social signaling. Emphasize that using the "Empathy Sun" helps us find peace when we're confused by our friends.
Social Perception Facilitator Guide Facilitator Guide
Lesson 4: Social Perception
Duration: 30 Minutes
Target: 6th Grade Girls
Learning Objective
Students will practice advanced perspective-taking by analyzing realistic middle school scenarios to identify multiple valid interpretations of peer behavior.
Materials
• Social Perception Slides
• The Social Lens Handout
• Sunglasses (demo prop)
Timeline & Facilitation
05MIN
The Lens Demo
Put on a pair of dark sunglasses. Ask the group: "If I say the room looks dark and you say it looks bright, who is lying?" Lesson: Perspective is about the 'lens' you are wearing (current mood, past experiences, insecurities).
10MIN
The 'Why' Behind the 'What'
Show the Social Perception Slides . Focus on 'Perspective Tunnels.' Explain that empathy isn't about agreeing; it's about seeing the context.
10MIN
The Social Lens Scenarios
Distribute The Social Lens Handout . Analyze scenarios where a friend's behavior is ambiguous. Students must find two 'Non-Mean' reasons for the behavior.
05MIN
Closing Insight
"One time I realized I was wearing a 'dark lens' was when..."
Facilitator Strategy
01 6th graders are hyper-focused on social signaling (whispering, looking away). Emphasize that most behavior isn't about *them*, it's about the other person's internal state.
02 "Empathy Sun" shines on both people. It helps the person feeling left out find peace, and it helps the person acting out feel understood.
The Social Lens Scenarios Handout The Social Lens
Perspective Analysis / Lesson 4
Student Name
Use the Empathy Sun to find two interpretations for these behaviors that don't involve them being mean.
Case #1: The Exclusive Walk
"Your three closest friends are walking in a line that doesn't have room for you. They are laughing."
Lens A: Inner State
Lens B: Context
Case #2: The Untagged Story
"A friend posts a group photo from a sleepover you weren't at. She tags everyone except you."
Lens A: Intentionality
Lens B: Missing Data
Perspective Takeaway
"Empathy isn't about agreeing with the action; it's about seeing the context you missed."
The Social Lens Scenarios Handout The Social Lens
Perspective Analysis / Lesson 4
Student Name
The Empathy Sun
Look past the action to find two non-mean reasons for the behavior. Is there context you are missing?
Case #1: The Walking Line
"Three of your friends are walking to recess in a line that doesn't have room for you. They are laughing together."
Lens A: Their Feelings
Lens B: The Context
Case #2: The Group Chat Video
"A friend posts a funny video in the group chat from a party you weren't invited to. Everyone else is commenting."
Lens A: Intentionality
Lens B: Missing Data
Perspective Takeaway
"Empathy isn't about agreeing with someone; it's about seeing the context you might have missed."
Mediation Tools Slides Mediation Tools
The Art of the Win-Win
The Resolution Toolbox
Compromise
Meeting in the middle. Both people give up a little bit to keep the friendship strong.
Healthy Boundaries
Deciding what behaviors you will and won't accept in your friendships.
The Win-Win
"A real solution works for both people, not just one."
How to Solve a Conflict
1
Cool Down
Take a breath before you speak or text.
2
Blueprint
Use your I-Statement to be direct and kind.
3
Solve-It
Think of 3 ways to fix the problem together.
4
Try It Out
Pick the best idea and try it for a week.
Mediation Tools Slides Mediation Tools
The Art of the Win-Win
Your Resolution Toolbox
Compromise
Meeting in the middle. Both give up a small part to keep the whole friendship.
Boundary Setting
Deciding what behaviors you will and won't accept in your garden.
The Win-Win
"A solution only counts if both gardeners can walk away feeling respected."
Social Mediation Process
1
Cool Down
Exit the 'Emotion Tunnel' before speaking.
2
Blueprint
Exchange I-Statements with objective data.
3
Solve-It
Brainstorm 3 'Middle Ground' ideas.
4
Implement
Pick the Win-Win and test it for 1 week.
Mediation Tools Facilitator Guide Facilitator Guide
Lesson 5: Mediation Tools
Duration: 30 Minutes
Target: 6th Grade Girls
Learning Objective
Students will apply a 4-step mediation model to resolve realistic peer conflicts and differentiate between compromise (giving up something) and collaboration (creating something new).
Materials
• Mediation Tools Slides
• Strategy Map Handout
• Pens / Highlighters
Timeline & Facilitation
05MIN
The Tug-of-War Myth
Invite two girls to hold opposite ends of a sweater or book. If one wins, the item is taken away. If they both pull, it tears. Concept: Most 6th graders think conflict is a tug-of-war. Mediation is about putting the item on a table and deciding how to share it.
10MIN
The 4-Step Process
Show the Mediation Tools Slides . Explain the four steps: Cool Down, Blueprint, Solve-It, Implement. Emphasize that 'Implementing' means trying the solution for a week before judging it.
10MIN
Strategy Mapping
Distribute the Strategy Map Handout . Students work in groups to categorize behaviors into Win-Win, Win-Lose, and Lose-Lose and apply the 4-step model to one 'Master Scenario.'
05MIN
Commitment Check
Closing circle: One step from the mediation process they find the hardest (and why).
Facilitator Strategy
01 A Win-Win doesn't always mean both people are 'happy.' Sometimes it just means the relationship is 'safe' enough to continue.
02 If girls struggle with Step 3 (Brainstorming), suggest they think of a 'Third Way'—an option neither person originally considered.
Mediation Tools Facilitator Guide Facilitator Guide
Lesson 5: Mediation Tools
Duration: 30 Minutes
Target: 5th Grade Small Group
Learning Objective
Students will apply a 4-step mediation model to resolve peer conflicts and learn to find "Win-Win" solutions where both people feel heard.
Materials
• Mediation Tools Slides
• Strategy Map Handout
• Pens / Highlighters
Timeline & Facilitation
05MIN
The Tug-of-War Demo
Invite two students to hold opposite ends of a sweater or book. If one wins, the other loses everything. If they both pull, the item might break. Concept: Mediation is about putting the item on a table and deciding how to share it so both people win.
10MIN
The 4-Step Process
Show the Slides . Explain the four steps: Cool Down, Blueprint, Solve-It, Try It Out. Emphasize that we can't solve problems when we're boiling.
10MIN
Strategy Mapping
Distribute the Resolution Strategy Map Handout . Students work together to sort behaviors into Win-Win, Win-Lose, and Lose-Lose.
05MIN
Commitment Check
Closing circle: One step from the mediation process they find the hardest (and why).
Facilitator Note
A Win-Win doesn't always mean both people are "happy." Sometimes it just means the relationship is "safe" enough to continue.
Resolution Strategy Map Handout Resolution Strategy Map
Social Mediation / Lesson 5
Student Name
Section A: Impact Analysis
"Gossip about her so everyone turns against her."
"Decide to take turns picking the lunch table."
"Both stop talking and block accounts."
Win-Win
Win-Lose
Lose-Lose
Section B: The Mediation Path
"Your partner in a group project is doing all the work without asking you. You feel ignored; she thinks you're lazy."
1. Cool Down (Internal Dialogue)
2. Assertive Blueprint (The Script)
3. Solve-It (Brainstorm Ideas)
4. Implement (Week 1 Goal)
Resolution Strategy Map Handout Resolution Strategy Map
Social Mediation / Lesson 5
Student Name
Section A: Impact Analysis
Draw a line to match each action to its outcome.
"Gossip about her so everyone turns against her."
"Decide to take turns picking where to sit at lunch."
"Both stop talking and ignore each other forever."
Win-Win
Win-Lose
Lose-Lose
Section B: The Mediation Path
"You and your friend both want the same character for a project. You feel ignored; she thinks you're being bossy."
1. Cool Down (Calm Thoughts)
2. Blueprint (The I-Statement)
3. Solve-It (Brainstorm Ideas)
4. Try It Out (Goal for This Week)
Heart Growth Post Assessment Heart Growth
Post-Assessment: Full Bloom
Name:
Date:
Now that we've completed our Heart to Heart sessions, let's see how much your knowledge and confidence have grown!
1
True or False: A "situational friend" is someone you share deep core values with, regardless of what classes or activities you have together.
True
False
2
Which of these is the best example of assertive communication?
"Whatever you want to do is fine with me, I don't really care either way."
"You're being so mean lately and you're totally ruining our group chat!"
"I felt hurt when I wasn't invited yesterday because I value our time together."
(Saying nothing at all and just acting cold until they figure out why you're mad.)
3
When we talk about a "social lens," what are we referring to?
Explain how background or feelings change how someone sees a situation.
4
In a 4-step conflict mediation process, what should happen first?
Brainstorming solutions that work for everyone.
Taking a breath and cooling down emotions.
Deciding whose fault the problem actually is.
5
Complete the sentence:
Healthy are like a garden fence; they protect your peace and define what is okay and not okay in a friendship.
Your heart is a garden. Keep growing!
Heart Growth Post Assessment Heart Growth
Post-Assessment: Full Bloom
Name:
Date:
Now that we've completed our Heart to Heart journey, let's see how much you've learned about navigating 5th-grade friendships!
1
True or False: A "situational friend" is someone you share deep core values with, regardless of what classes or activities you have together.
True
False
2
Which of these is the best example of assertive communication?
"Whatever you want to do is fine with me, I don't really care either way."
"You're being so mean lately and you're totally ruining our group chat!"
"I felt hurt when I wasn't invited yesterday because I value our time together."
(Saying nothing at all and just acting cold until they figure out why you're mad.)
3
When we talk about a "social lens," what are we referring to?
Explain how someone's background or feelings change how they see a situation.
4
In a 4-step conflict resolution process, what should happen first?
Brainstorming solutions that work for everyone.
Taking a breath and cooling down emotions.
Deciding whose fault the problem actually is.
5
Complete the sentence:
Healthy are like a garden fence; they protect your peace and define what is okay and not okay in a friendship.
Your heart is a garden. Keep growing!
Sustainable Growth Slides Sustainable Growth
Closure, Boundaries, & Moving Forward
The Purpose of Forgiveness
It is Internal
Letting go of the rock (grudge) so you can move through the garden freely. It's about your peace.
It is Not "Okaying"
It doesn't mean what they did was right, or that things have to go back to exactly how they were.
"Forgiveness is the key that unlocks your own growth, even if the other person hasn't changed."
The Garden Perimeter
Internal
What behaviors will I tolerate? When do I say "No"?
Digital
When do I log off? How much of my life do I share online?
Time
How much emotional energy do I give to one person?
Final Reflection
"Which boundary will you guard most carefully as you continue through 6th grade?"
Sustainable Growth Facilitator Guide Facilitator Guide
Lesson 6: Sustainable Growth
Duration: 30 Minutes
Target: 6th Grade Girls
Learning Objective
Students will define forgiveness as an internal act of peace, identify three specific boundary types , and reflect on their 6-week growth journey.
Materials
• Sustainable Growth Slides
• Growth Inventory Handout
• Gardener Certificates
Instructional Flow
05MIN
The Heavy Backpack
Metaphor: Grudges are heavy rocks. Forgiveness is setting the bag down for your benefit, so you can move freely.
10MIN
Boundary Maintenance
Review Internal, Digital, and Time boundaries. Discuss how these prevent friendship burnout.
10MIN
Growth Inventory
Distribute reflection sheets. Review the 6 tools: 1. Values, 2. Roots, 3. Blueprint, 4. Lens, 5. Win-Win, 6. Boundaries.
05MIN
Group Closure
Closing circle: "One gardener skill I'm keeping is..." Hand out Gardener Certificates.
Facilitator Strategy
Terminate the group with a focus on longevity. Remind them that the "Garden" of their skills goes with them into the hallway and group chats. Boundaries make long-term friendships possible by preventing burnout.
Heart Growth Assessment Key Heart Growth Assessment
Facilitator Answer Key
1 Friendship Types (Lesson 1)
Question: True or False: A "situational friend" is someone you share deep core values with...
Correct Answer: FALSE
Note: A situational friend is based on proximity (sharing a class/sport); a value-based friend is based on character qualities.
2 Communication Styles (Lesson 3)
Question: Which of these is the best example of assertive communication?
Correct Answer: C
"I felt hurt when I wasn't invited yesterday because I value our time together." (This follows the Blueprint formula: I feel [emotion] when [action] because [value].)
3 Perspective Taking (Lesson 4)
Question: When we talk about a "social lens," what are we referring to?
Sample Answer: "The unique way someone views a situation based on their feelings, history, and personality. It helps us understand why two people can see the same event differently."
4 Conflict Resolution (Lesson 5)
Question: In a 4-step conflict mediation process, what should happen first?
Correct Answer: Taking a breath and cooling down emotions.
Note: Mediation cannot happen effectively until heightened emotions are managed.
5 Boundaries (Lesson 6)
Question: Healthy _______ are like a garden fence...
Correct Answer: BOUNDARIES
Growth Tracking
Compare Pre- and Post-Assessment scores to measure individual and group progress. Pay specific attention to Question 3 and Question 5 , as these often reflect the most significant shift in mindset regarding social maturity and self-advocacy.
Sustainable Growth Slides Sustainable Growth
Healthy Boundaries & Moving Forward
The Power of Forgiveness
It's for You
Letting go of a grudge so you can move through the garden happily. It's about your own peace of mind.
It's Not "Fine"
It doesn't mean what they did was okay, or that you have to be best friends again right away.
"Forgiveness is like weeding your own garden so you have room to grow."
Our Garden Fences
Social
What behaviors will I accept? When do I need to say "No thanks"?
Digital
When do I need a break from group chats? What do I keep private?
Energy
How much time do I spend on people who don't water my values?
Final Reflection
"Which boundary will you guard most carefully as you finish 5th grade?"
Garden Growth Inventory Handout Growth Inventory
Final Reflection / Lesson 6
Expert Gardener Name
1. Foundations
The core value I prioritize in my circle:
2. Triggers
A "hidden root" feeling I now understand:
3. Communication
My go-to Assertive Blueprint script:
4. Perspective
How my "lens" has shifted for others:
5. Mediation
A Win-Win strategy for group work:
6. Sustainability
A specific boundary I will maintain:
Expert Gardener
"Friendship is an ecosystem. Take care of your soil, and your garden will bloom for a lifetime."
Sustainable Growth Facilitator Guide Facilitator Guide
Lesson 6: Sustainable Growth
Duration: 30 Minutes
Target: 5th Grade Small Group
Learning Objective
Students will define forgiveness as an internal act of peace, identify three boundary types , and reflect on their 6-week growth journey.
Materials
• Sustainable Growth Slides
• Growth Inventory Handout
• Gardener Certificates
Instructional Flow
05MIN
Setting Down the Rocks
Metaphor: Grudges are like carrying heavy rocks in your backpack. Forgiveness is choosing to set them down so you can walk through the garden more easily.
10MIN
Boundary Fences
Review Social, Digital, and Energy boundaries. Discuss how these protect our garden and keep friendships healthy long-term.
10MIN
Growth Inventory
Distribute reflection sheets. Review the 6 tools: 1. Values, 2. Roots, 3. Blueprint, 4. Lens, 5. Win-Win, 6. Boundaries.
05MIN
Group Closure
Closing circle: "One gardener skill I'm taking with me is..." Hand out Gardener Certificates.
Facilitator Note
Encourage students to see these skills as a "backpack" they carry into the next grade. Boundaries are not mean; they are what make long-lasting, healthy friendships possible.
Heart Growth Assessment Key Heart Growth Assessment
Facilitator Answer Key
1 Friendship Types (Lesson 1)
Question: True or False: A "situational friend" is someone you share deep core values with, even if you aren't in the same class or on the same team.
Correct Answer: FALSE
Note: A situational friend is based on where you are (same class/team); a value-based friend is based on who you are (character).
2 Communication Styles (Lesson 3)
Question: Which of these is the best example of assertive communication?
Correct Answer: C
"I felt hurt when I wasn't invited yesterday because I value our time together." (Uses the Blueprint formula: Feeling + Reason + Need.)
3 Perspective Taking (Lesson 4)
Question: When we talk about a "social lens," what are we referring to?
Sample Answer: "The way someone sees a situation based on their own feelings, background, and what is going on in their life. It helps us see there's more than one side to a story."
4 Conflict Resolution (Lesson 5)
Question: In a 4-step conflict resolution process, what should happen first?
Correct Answer: Taking a breath and cooling down emotions.
5 Boundaries (Lesson 6)
Question: Healthy _______ are like a garden fence; they protect your peace...
Correct Answer: BOUNDARIES
Growth Tracking
Compare Pre- and Post-Assessment scores to see how the group's understanding of social-emotional skills has grown over the 6 weeks.
Garden Growth Inventory Handout Growth Inventory
Final Reflection / Lesson 6
Expert Gardener Name
1. Foundations
The core value I care about most:
2. Triggers
A "hidden root" feeling I've noticed:
3. Communication
My assertive "Blueprint" script:
4. Perspective
How my "lens" helps me understand:
5. Mediation
A Win-Win idea for solving problems:
6. Sustainability
A boundary fence I will keep up:
Expert Gardener
"Friendship is an ecosystem. Take care of your soil, and your garden will bloom for a long time."
