Signal Seekers Lesson Plan Connection Crew • Lesson Plan
Signal Seekers
Day 1 of 5
Focus: Social Cues & Body Language
Objective & Goal
Identify internal social urges (seeking play) and learn to read external partner signals (open vs. closed body language) before initiating interaction.
Instructional Flow (10-15 Minutes)
1. Connection Check-In 2 Mins
Explain that we all want to connect and play, but we have to check the "weather" (signals) first.
Script: "Hi! We're starting our Connection Crew missions today. We all want to have fun and play with our friends. But did you know our friends are constantly sending signals with their bodies? Today we learn to read those signals before we make our move."
2. The Visual Guide (Open vs. Closed) 5 Mins
Contrast green-light (open) signals and red-light (closed) signals. Point to the Signal Radar on the Student Log.
Script: "Let's look at the Signal Radar at the top of your Mission Log. There are two types of signals we see. One is a GO signal—looking up, smiling. The other is a WAIT signal—head down, arms crossed. If we tap or grab them when they are sending WAIT signals, we disrupt them. Let's look for signals first!"
3. Guided Practice & Log 5 Mins
Have the student complete Day 1 Mission Log. Support them during the interactive story.
Script: "Let's read this story together about Marcus. Marcus really wanted to play with Leo in the classroom. Let's see what signals he noticed, and help him complete his mission safely."
Signal Guide
Open (Go Cues)
Looking up, shoulders relaxed, smiling, waves or says hello.
Closed (Stop/Wait Cues)
Hunched over, back turned, arms crossed, frowning, looking away.
Coach Action:
Model "Open" and "Closed" postures physically. Ask the student to identify which one represents a safe time to connect.
Pro Coach Tips
Keep a neutral, encouraging tone.
Do not refer to past physical errors as "bad." Frame them as "high-energy social bids."
Highlight that seeking play is great, but physical touching can startle others.
Connection Crew • Social Skills Intervention (5th Grade)
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Signal Seekers Mission Log Connection Crew • Mission Log
Signal Seekers
Name:
Date:
Signal Radar: Read These Two People
Person A: Open Signals
Looking up, smiling, waving, shoulders relaxed. This means **ready to play!**
Person B: Closed Signals
Hunched over, back turned, arms crossed, frowning. This means **wait or back up.**
Mission Story: Reading the Room
Marcus runs into the classroom after lunch. He sees his classmate, Leo, sitting at a desk. Marcus has a lot of energy and wants to (1) with Leo right away. Normally, Marcus might run up and grab Leo’s hood or poke his arm to get his attention.
But today, Marcus pauses. He looks closely at Leo's body language on the Radar above. Leo looks exactly like **Person B**: his back is turned, his head is down, and he is reading a book. This means Leo's body language is (2) . If Marcus grabs Leo, it will startle him and make him feel unsafe.
Instead of using physical touch, Marcus decides to (3) . He stands a safe distance away, waits for Leo to look up, and waves. Leo smiles and waves back! Marcus made a safe, successful connection.
Word Bank:
play / socialise closed (not ready) use a safe wave & verbal hello
Crew Assessment
1. Which is an "open" body language signal?
Arms crossed and frowning
Looking up, smiling, and waving
2. Why shouldn't we grab or tap others to initiate play?
It might startle them or hurt them
It takes too much time and effort
3. Short Reflection: What is one way you can seek play today without using physical touch?
Write one complete sentence or less:
Connection Crew • Student Log (5th Grade)
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Voice Over Touch Lesson Plan Connection Crew • Lesson Plan
Voice Over Touch
Day 2 of 5
Focus: Safe Verbal & Visual Scripts
Objective & Goal
Learn and practice safe verbal starters and visual high-fives as direct replacements for using physical touch when seeking play or greeting peers.
Instructional Flow (10-15 Minutes)
1. Connection Check-In 2 Mins
Review Day 1 (Reading Cues). Explain that today we are replacing physical touch with strong, safe verbal power-ups.
Script: "Great work reading signals yesterday! Today we add our voices. Instead of grabbing or touching a classmate to get them to look at us, we are going to use our voices and visual greetings. It's called 'Voice Over Touch' because words travel faster than hands!"
2. The Visual Tools (Power Words & Visual Hands) 5 Mins
Teach 3 clear play-initiation scripts. Introduce the "Visual High-Five" (air high-five from 3 feet away).
Script: "When we want to talk or play, we stand three feet back and use one of our Connection Scripts. Like this: 'Hey, nice shirt!' or 'Do you want to play four-square?' Let's practice saying these now."
3. Guided Practice & Log 5 Mins
Roleplay a scenario where the student uses "Voice Over Touch" with you. Then support them in completing the Day 2 Mission Log.
Script: "I'm going to act like a classmate working on a drawing. Stand three feet away, make sure I have open signals, and use your voice to ask about my drawing. Go ahead!"
Connection Scripts
Play Starter 1
"Hey [Name], do you want to play a game?"
Play Starter 2
"That looks awesome! Can I join you?"
Visual High-Five
Raise hands and do a "high-five" in the air from a safe distance.
Coach Action:
Practice maintaining the "3-Foot Rule" (arm's length plus some) while using these verbal greetings.
Pro Coach Tips
Ensure the student practices raising their volume comfortably (no shouting, no whispering).
Use the phrase "keep hands to self" and replace it with: "What was your script again?"
Connection Crew • Social Skills Intervention (5th Grade)
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Voice Over Touch Mission Log Connection Crew • Mission Log
Voice Over Touch
Name:
Date:
Mission Story: Words Over Hands
Sarah is sitting at the science table looking at a cool rock collection. Jackson walks by and is really excited. He wants to touch the rocks and play too. Instead of running up and grabbing Sarah's shoulder, Jackson stops and stands (1) away to give her personal space.
Jackson wants Sarah to know he’s friendly, so he uses a (2) instead of tapping or shaking her. He says, "Wow, those rocks are cool! Can I see?" Sarah turns around and smiles. She's happy he used his words.
To celebrate joining the table, Jackson gives Sarah a (3) from a distance, raising his hand in the air with a smile. Sarah does the same, and they start looking at the rock collection together without any physical bumps or grabs.
Word Bank:
3 feet (arm's length) verbal script visual high-five
Crew Assessment
1. Why is standing 3 feet back a good strategy?
It respects personal space and avoids startling them
It makes it easier to run away fast if they say no
2. What is a "visual high-five"?
Slapping a friend's hand hard in the air
Clapping hands in the air from a safe distance
3. Short Reflection: Write a safe verbal script you can use to join a classmate's game today.
Write one complete sentence or less:
Connection Crew • Student Log (5th Grade)
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Playbook Protocol Lesson Plan Connection Crew • Lesson Plan
Playbook Protocol
Day 3 of 5
Focus: Recess & Active Game Entry
Objective & Goal
Identify and practice recess entry rules for active games to join peer play safely without cutting in, interrupting, or grabbing the ball/players physically.
Instructional Flow (10-15 Minutes)
1. Connection Check-In 2 Mins
Discuss what active games the student likes at recess (e.g. basketball, four-square). Connect the urge to jump in with safe game protocols.
Script: "Recess is high-energy! When you see a game of four-square or basketball, you probably want to jump right in. But physical entry—like grabbing the ball, cutting, or blocking someone physically—can make others upset or hurt. Today we learn the Playbook Protocol."
2. The 3 Playbook Rules 5 Mins
Break down the 3 steps to join an active recess game: 1. Watch & Check, 2. Wait for a Pause, 3. Say the Protocol Script.
Script: "Rule 1: We watch on the sidelines, keeping our bodies outside the court. Rule 2: We wait for the ball to go out or the round to end. Rule 3: We use our verbal script, like: 'Hey, can I get in the line?' or 'Who is next?' Let's practice that."
3. Guided Practice & Log 5 Mins
Set up a simulation (pretend a desk is a basketball game) and have the student stand outside, wait for a natural pause, and say the script. Then, fill out the Day 3 Mission Log.
Script: "I am shooting hoops. You are on the sidelines. Walk me through what you do first, wait for me to look at you, and say the magic words."
Playbook Rules
1 Sideline Wait
Keep feet behind the line. Watch from the sidelines so players don't bump you.
2 Find the Pause
Wait for a break in the game—don't grab the ball while it's actively moving.
3 Get in Line
Walk calmly to the back of the line. Wait your turn like a team player.
Coach Action:
Emphasize how following the rules makes peers trust you and want to play with you more.
Pro Coach Tips
Help the student identify what specific game they find hardest to join safely.
Reinforce that waiting in line is a core team-player social bid.
Connection Crew • Social Skills Intervention (5th Grade)
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Playbook Protocol Mission Log Connection Crew • Mission Log
Playbook Protocol
Name:
Date:
Mission Story: Recess Rules
Eli walks onto the blacktop. He sees his friends playing a fast-paced game of four-square. Eli is really excited to join. Instead of running directly into the active square and kicking the ball, Eli stops and watches from the (1) . He keeps his body outside of the playing court to stay safe.
Eli keeps his eyes on the game. He does not grab or touch the players. He waits for a (2) in the action, which happens when the ball is hit out of bounds and a round ends.
During this break, Eli calls out to the player in charge: "Hey, can I join (3) ?" The player says, "Yes! Walk to the end of the line." Eli walks calmly to the line, waits his turn, and joins the game safely.
Word Bank:
sidelines natural pause for the next round
Crew Assessment
1. When should you ask to join an active recess game?
During a natural pause (like out of bounds)
Right in the middle of an active play
2. What should you do once a player tells you yes?
Walk calmly to the end of the line
Cut to the front of the line immediately
3. Short Reflection: What active recess game will you practice joining safely today?
Write one complete sentence or less:
Connection Crew • Student Log (5th Grade)
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Transition Trackers Lesson Plan Connection Crew • Lesson Plan
Transition Trackers
Day 4 of 5
Focus: Personal Space & Hallway Transitions
Objective & Goal
Practice keeping a 3-foot personal bubble and using low-energy visual greetings during classroom and hallway transitions to prevent physical contact.
Instructional Flow (10-15 Minutes)
1. Connection Check-In 2 Mins
Acknowledge how packed and busy the hallways and lines can get. Highlight that transitions are "high-risk" for accidental touch.
Script: "When the bell rings or we line up, everyone gets close. Sometimes we bump into people, or we're so excited to see a friend we slap their back or push them in line. Today we're going to become 'Transition Trackers' to keep everyone safe and calm."
2. The Tracker Bubble & Low-Energy Cues 5 Mins
Explain the "3-Foot Bubble" rule and teach three "Low-Energy Visual Cues": peace sign, subtle wave, or a friendly head nod.
Script: "We keep our bubble—one full arm's length from the person in front. If we see a friend in line across from us, instead of running up or grabbing them, we use a low-energy visual signal: a quick peace sign, a wave, or a head nod. It says 'I see you' without hands."
3. Guided Practice & Log 5 Mins
Set up a line walk in the room. Walk next to or behind the student. Prompt them to maintain space and use a low-energy wave. Fill out Day 4 Mission Log.
Script: "Let's line up. Stand right behind me, keeping our 3-foot bubble. I'm going to walk slowly. Keep your bubble and look for a classmate. Give them a peace sign instead of a tap."
Bubble Tools
The 3-Foot Bubble
One full arm's length of open air between your body and others in line.
Head Nod
A small tilt of the head up and a smile to acknowledge a peer.
Peace Sign
Two fingers up at chest level. A quiet, cool way to say "I'm friendly."
Coach Action:
Remind the student that hallway silence means visual signals are the absolute best way to connect!
Pro Coach Tips
Transitions can trigger high energy. Do a quick 10-second deep breath before standing up to line up.
Praise "calm eyes and feet" during the actual transition.
Connection Crew • Social Skills Intervention (5th Grade)
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Transition Trackers Mission Log Connection Crew • Mission Log
Transition Trackers
Name:
Date:
Mission Story: Hallway Bubbles
The bell rings, and the class lines up to walk to the computer lab. The hallway is crowded. Mateo wants to say hello to Christian, who is standing right in front of him. Instead of running up and grabbing Christian’s backpack or poking his ribs, Mateo maintains a safe (1) around himself.
Christian turns around for a split second. Instead of tapping Christian physically, Mateo flashes a silent and cool (2) at chest level. Christian notices the signal, smiles, and nods back.
Both boys continue walking in the line with (3) . By using visual signals and giving Christian his personal space, Mateo successfully initiated a friendly connection while keeping everyone safe and comfortable.
Word Bank:
3-foot bubble peace sign calm and safe bodies
Crew Assessment
1. Which is a safe visual cue during quiet transitions?
A quick peace sign or friendly head nod
Reaching out and pulling their hoodie string
2. Why are physical touches in line unsafe?
They can cause tripping, bumping, and surprise
They make the transition take too much time
3. Short Reflection: What low-energy visual cue will you use during transition today?
Write one complete sentence or less:
Connection Crew • Student Log (5th Grade)
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Accountability Allies Lesson Plan Connection Crew • Lesson Plan
Accountability Allies
Day 5 of 5
Focus: Perspective, Accountability & Contract
Objective & Goal
Reflect on peer perspectives regarding physical touch, take positive ownership of social behaviors, and co-sign a daily Connection Commitment Contract.
Instructional Flow (10-15 Minutes)
1. Connection Check-In 2 Mins
Praise the student for completing 4 days. Frame accountability not as a punishment, but as the ultimate way to build strong friendships.
Script: "You've done an amazing job this week learning how to connect safely! Today is our final crew meeting. We're going to think about how our actions make others feel, and make a plan to keep using our crew skills."
2. Perspective & Ownership 5 Mins
Guide student to reflect on how a peer feels when touched/grabbed without warning.
Script: "When we grab someone's shirt to say hello, they might feel startled or annoyed, even if we were just trying to play. Let's think: how does their body react? It goes tense. But when we stand back and use our scripts or peace signs, how do they feel? Welcomed and safe."
3. Signing the Contract 5 Mins
Walk through the Day 5 Connection Contract. Review the 4 Connection Crew checklist items. Co-sign the contract with the student.
Script: "We're going to sign our Connection Crew Contract. This shows that you are committed to keeping yourself and your friends safe. I will sign as your coach to show I'm on your team!"
The Crew Checklist
Day 1: Read Signals
Look for open/closed body language.
Day 2: Voice Over Touch
3-foot rule, scripts, and visual high-fives.
Day 3: Playbook Protocol
Wait on sidelines, wait for natural pause.
Day 4: Transition Trackers
Keep line bubble, peace signs, head nods.
Coach Action:
Hang this checklist in an easily accessible location for daily check-ins.
Pro Coach Tips
Emphasize "Allyship." You are the student's ally, not their judge.
Schedule a 1-minute quick check-in every morning next week to sustain progress.
Connection Crew • Social Skills Intervention (5th Grade)
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Accountability Allies Mission Log Connection Crew • Mission Log
Accountability Allies
Name:
Date:
Mission Story: Putting It Together
Nathan thinks back to earlier this school year. Sometimes, when he wanted to join games, he would grab classmates' arms or push them. He now understands that this made them feel startled and uncomfortable. He knows friends want to feel (1) .
This week, Nathan learned to read body signals, use verbal scripts, and keep a personal space bubble. Today, he is ready to commit to safe social play by signing his own (2) .
Nathan’s coach signs the paper too, because they are (3) . Nathan feels proud. He knows that using words and respecting personal bubbles is the absolute best way to connect and make friends!
Word Bank:
respected & safe Safe Play Contract partners in safety
Crew Assessment
1. How do peers feel when we grab them without warning?
Startled, uncomfortable, or unsafe
Super excited and ready to play
2. What is the ultimate goal of the Connection Crew?
To make friends safely and keep space happy
To win games at recess every single time
3. Short Reflection: Why is keeping everyone's body safe important to you?
Write one complete sentence or less:
The Safe Play Commitment Contract
I promise to use my words , respect my classmates’ personal bubbles , check for open signals before playing, and keep my hands to myself to ensure everyone feels respected and safe.
Student Signature
Crew Coach Signature
Connection Crew • Student Log (5th Grade)
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Connection Captain Test Connection Crew • Final Assessment
Connection Captain: Page 1
Name:
Date:
Instructions for the Candidate: Read each scenario below. Choose the **safe, hands-free option** that demonstrates your Connection Crew skills. Remember: words are faster than hands, and everyone deserves their personal space bubble!
SCENARIO 01 Recess Basketball: You want to join an active basketball game. The ball rolls near you.
Run onto the court, grab the ball with your hands, and shoot it.
Pass the ball back to the players, stand on the sideline, and ask to join.
SCENARIO 02 Classroom Drawing: You see your friend drawing a cool comic book at their desk. You want to see it.
Walk over, stand 3 feet back, look for open signals, and ask to look.
Run over and grab the drawing directly from their hands to look closely.
SCENARIO 03 Lining Up for Lunch: The hallway line is moving. Your friend is standing 5 kids ahead of you.
Push past other kids and tap your friend on their back.
Keep your 3-foot line bubble and flash a peace sign or wave at them.
SCENARIO 04 Peer Takes a Toy: You are playing with a toy during choice time, and a peer grabs it out of your hand.
Take a breath, keep hands safe, and say: "I am using that. Please give it back."
Grab the toy back physically and push them to protect your game.
SCENARIO 05 Excited Greeting: You walk into the school lobby and see your friend. You're super excited to see them.
Run up and tackle-hug them from behind to surprise them.
Walk up, stop 3 feet away, smile, and give a visual high-five.
Connection Captain • Final Graduation Test
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Connection Crew • Final Assessment
Connection Captain: Page 2
Name:
Date:
SCENARIO 06 The Full Game: You ask to join a four-square game, but the players say: "Sorry, the game is full."
Say: "Okay, let me know if a spot opens up!" and find another game.
Kick the four-square ball away so nobody else can play the game.
SCENARIO 07 Accidental Hallway Bump: A classmate accidentally bumps into your shoulder in the hallway.
Turn around immediately and shove them back to protect your bubble.
Keep hands to self, realize it was an accident, and keep walking in line.
SCENARIO 08 Wanting the Soccer Ball: You see a group kicking a soccer ball. You want to play with the ball.
Social Detective Case Files Connection Crew • Lab Resources
Social Detective: Case Files
Name:
Date:
Laboratory Mission: Decoding Micro-Signals In fifth grade, body language is fast and subtle. To be an expert Social Detective, you must study the visual "micro-signals" of individuals to see if they are ready for a connection or if they need space.
CASE A Chloe at the Chrome Cart STATUS: CLOSED
Chloe is unplugging a Chromebook. Her shoulders are raised, she has a deep crease between her eyebrows, and her body is turned directly toward the cart, ignoring the hallway noise.
1. Identify the Micro-Signals:
Raised shoulders & creased eyebrows Smiling and waving her hand
2. Detective Strategy:
Wait 3 feet away until she turns around Tap her shoulder to get her moving
CASE B Devon at the Cubbies STATUS: OPEN
Devon is putting his binder away. He hears footsteps, stands up straight, looks toward you, and has soft eyes with relaxed, open shoulders.
1. Identify the Micro-Signals:
Turned back, head down in cubby Soft eyes, upright body looking at you
2. Detective Strategy:
Use Connection Script: "Hey! Want to play?" Run up and bump into his cubby space
CASE C Maya in the Hallway Crowd STATUS: CLOSED
Maya is carrying three large science textbooks. Her hands are tightly gripping the books, she is walking very fast, and her gaze is locked entirely on the floor ahead.
1. Identify the Micro-Signals:
Locked gaze on floor, tight book grip Relaxed gait, looking around for friends
2. Detective Strategy:
Keep your 3-foot bubble and walk safely by Slap her books to play a "joke" on her
Connection Crew Lab • Detective Case Files
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Connection Crew • Lab Resources
Social Detective: Lab
Name:
Date:
Situation Laboratory: Crowded & Busy Environments Reading a whole room can be tough. In these "High-Risk" areas, crowds and high energy can confuse our sensors. Map out your Connection strategies for these two fifth-grade hotspots.
Hotspot 1: The Cafeteria Hustle
The cafeteria is packed. You see your friends sitting at a table in the middle. The noise level is extremely high. You are carrying your heavy lunch tray and want to join their table.
Danger Move (Touch Bids)
Running through the tables, squeezing past chairs tightly, or tapping a friend's head with your empty juice box to say hello.
Safe Connection Solution
Connection Code Social Story Connection Crew • Standalone Social Story
The Connection Code
PART 1
My Hands-Free Mission
A guide to making strong, safe connections with my classmates in fifth grade.
01
Chapter 1: The Spark to Connect
Being in fifth grade means having lots of fun, working on projects, and hanging out during recess. Inside my body, I have a strong "spark" that wants to connect with my friends. That spark is an awesome thing! It means I am a social person who wants to be included and play.
Sometimes, when my spark is high, my hands move before my brain has time to plan. I might run up and grab a friend’s shirt, tap them aggressively on their shoulder, or poke them to say hello. To me, this physical touch is just a way of saying: "Hey! Look at me! Let's play!"
But I am learning that when I startle people with physical touch, it can feel like a sudden alarm going off in their bodies. They might jump, tense their shoulders, or feel annoyed. They don't know I was trying to be friendly—they just feel surprised and unsafe.
02
Chapter 2: The Personal Space Bubble
Every individual in our class walks around with an invisible shield called a Personal Space Bubble . This bubble is about three feet wide—the length of a full arm stretched out straight.
When I respect my friends' bubbles, I show them that their comfort is important to me. Keeping my hands and feet out of their space bubble makes them feel relaxed. When they feel relaxed, they are much more excited and ready to play with me!
I don't need to cross their bubble to get their attention. I can stand outside their bubble and use my eyes to look for Open Signals —like a smile, their shoulders turned toward me, or their eyes looking up. These signals show their bubble is unlocked and they are ready to connect.
Connection Crew Social Story • The Connection Code
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Connection Crew • Standalone Social Story
The Connection Code
PART 2
03
Chapter 3: Choosing My Words & Signals
If I can't touch classmates to say hello, what do I do instead? I use my voice and visual cues! Words travel faster and farther than hands.
Instead of tapping a classmate to look at my screen, I stand outside their space bubble and say: "Hey Jack, look at this cool math problem!" If the classroom is quiet, I can use a visual peace sign or a friendly head nod.
At recess, I don't need to grab the ball or cut the line to join in. I stand on the sidelines, watch the active play, wait for a natural break (like the ball going out of bounds), and ask: "Hey, who is next in line?" or "Can I get in the next game?" My voice is my ultimate tool.