My Brains Stop and Go Lesson Plan My Brain's Stop & Go
Lesson Plan
Learning to understand and regulate energy levels helps students stay focused, engaged, and independent.
TIME
45 Minutes
AUDIENCE
3rd Grade (IEP Focus)
APPROACH
Visual & Guided Practice
Learning Objective
Students will be able to identify their current energy level (e.g., 'fast,' 'slow,' 'just right') and apply one chosen strategy to adjust their state.
Teacher Prep
Print Brain Scale Visual Aid & Strategies Sheet .
Gather scenario cards (loud room, quiet corner, etc).
Ensure markers/crayons are ready for student use.
Review lesson script for smooth delivery.
Instructional Steps
Step 1
Warm-Up: How's Your Brain Today?
5 MIN
Greet student and introduce the concept of "brain energy".
Show Brain Scale Visual Aid and explain zones (Fast, Slow, Just Right).
Ask the student to point to their current zone on the scale.
Step 2
Explore Zones & Triggers
10 MIN
Discuss physical feelings associated with each zone.
Ask: "What does a 'fast brain' feel like in your body?"
Use scenario cards (e.g., loud room) to predict brain zones.
Step 3
Stop & Go Strategies
15 MIN
Brainstorm tools to move between zones.
Introduce Stop & Go Strategies Sheet .
Scribe/Draw 2-3 strategies for each zone (e.g., deep breaths for fast; stretching for slow).
Step 4
Practice a Strategy
10 MIN
Hand-on practice of a chosen tool.
Student picks one tool and tries it out.
Reflect: "Did it help your brain move closer to 'just right'?"
Step 5
Wrap-Up & Check-In
5 MIN
Empower the student and assess.
Store the strategy sheet in a visible place (desk/binder).
Administer the Brain Check-In Cool Down .
My Brains Stop and Go Slides Welcome, Brain Detective!
Let's learn how our brains work best!
1
Inner Explorers
My Brain's Energy Scale
🚀
Super Fast
Lots of energy! Hard to stay still.
✅
Just Right
Calm, focused, and ready to learn.
🐢
Really Slow
Tired, sleepy, and hard to start.
Where is your brain right now? Point to the scale!
When My Brain is FAST!
🚀
How it feels:
Lots of wiggly energy
Hard to focus on one thing
Loud noises might bother me
What makes your brain feel fast?
"My brain feels fast when the cafeteria is too loud!"
Can you think of an example?
When My Brain is SLOW...
🐢
"My brain feels slow in the morning before I wake up."
What makes your brain feel slow?
How it feels:
Tired and sleepy
Hard to get started
Fuzzy thinking
The 'Just Right' Brain!
✅
CALM
FOCUSED
READY
This is where our brain does its best thinking!
Stop & Go Strategies!
Slow Down (For Fast)
Deep Dragon Breaths
Count slowly to 5
Squeeze a stress ball
Speed Up (For Slow)
Standing Stretches
Cold water drink
Desk wiggles
Let's Practice a Tool!
Pick one tool from your sheet. Let's try it together!
Time to Practice!
How does your brain feel now?
You're a Brain Expert!
You have tools to help your brain
My Brains Stop and Go Script My Brain's Stop & Go: Instructional Script
45 Minutes Individual (Tier 3)
Section 1
Warm-Up: How's Your Brain Today? (5 min)
Teacher:
"Hi [Student's Name]! Great to see you. How are you feeling today? More importantly, how's your brain feeling? Is it feeling super speedy like a race car, really slow like a sleepy turtle, or just right and ready to learn?"
Display the My Brain Scale Visual Aid .
Teacher:
"Look at our Brain Scale! We have a 'Fast Brain' when we have lots of energy, maybe feeling excited or a little bouncy. A 'Slow Brain' is when we're tired or sleepy, and it's hard to get started. And the 'Just Right Brain' is when we're calm, focused, and ready to learn! Where would you put your brain right now? Point to it on our scale."
Allow student to point. Validate their response. Introduce the "Detective" theme.
Section 2
Explore Brain Zones & Triggers (10 min)
Teacher:
"Let's talk more about what these brain zones feel like. When your brain is 'Fast,' what does that feel like in your body? Do your hands feel wiggly? Is it hard to sit still?"
Allow response. Show a scenario card (e.g., a loud classroom).
Teacher:
"If you were in a really loud classroom, how might your brain feel? Fast, slow, or just right? Yes, probably fast! What about when your brain is 'Slow'? What does that feel like? Maybe sleepy eyes, or it's hard to think? What makes your brain feel slow?"
Allow response. Discuss the 'Just Right' brain as the goal for learning.
Section 3
Introduce Stop & Go Strategies (15 min)
Teacher:
"Alright, Brain Detective! Just like a car has stop and go signals to help it drive safely, our brains have special strategies or tools that can help us move between zones and get to 'just right.'"
Display blank My Stop & Go Strategies Sheet .
Teacher:
"Let's brainstorm some ideas for your toolbox. What could you do if your brain is feeling too 'Fast'? Maybe take some deep breaths? Or count to 5?"
Guide brainstorming. Offer to scribe or draw 2-3 strategies for each zone.
Section 4
Practice a Strategy (10 min)
Teacher:
"Now, let's pick just one of your awesome strategies and try it out right now! Which one would you like to practice?"
Guide practice (e.g., dragon breaths). Discuss how it feels.
Section 5
Wrap-Up and Empower (5 min)
My Brain Scale Visual Aid My Brain Scale
Where is my brain today?
🚀
🚀
FAST BRAIN!
Feels like:
Looks like:
Bouncy & wiggly
Super excited
Hard to sit still
Fidgeting
Talking fast
Running around
✅
✅
JUST RIGHT!
Feels like:
Looks like:
Calm & focused
Thinking clearly
Ready to learn
Sitting calmly
Listening
Working hard
🐢
🐢
SLOW BRAIN...
Feels like:
Looks like:
Tired or sleepy
Hard to start
Fuzzy thinking
Yawning
Head down
Moving slowly
Teacher: Point to the zone that describes the student's current state.
My Stop and Go Strategies Sheet My Stop & Go Strategies
My Personal Toolbox for Brain Energy
Student Name
🚀
My Brain is FAST!
When I have lots of energy and it's hard to focus.
Tools to help me get to "Just Right":
Strategy 1:
Strategy 2:
🐢
My Brain is SLOW...
When I feel tired, sleepy, or it's hard to start.
Tools to help me get to "Just Right":
Strategy 1:
Strategy 2:
✨
I will keep this sheet where I can see it to remember my brain tools!
My Brain Check In Cool Down Brain Check-In
Name
1. How did you feel about learning today?
😊
Happy
😐
So-so
😟
Unsure
2. What is ONE thing that helps your brain get to "Just Right"?
Teacher: Write down what the student says or have them draw a picture.
3. How does your brain feel RIGHT NOW?
🚀
Fast
✅
Just Right
🐢
Slow
"I am becoming a brain expert!"
Support Signal Squad Lesson Plan Support Signal Squad
Lesson Plan: Communicating Wants & Needs
Lesson 2
45 Minutes
Mission Objective
Students will identify specific physiological and emotional needs during dysregulation and practice using visual signals and "I need" statements to request support.
Squad Gear
• Support Signal Squad Slides
• My Need Menu (Visual Aid)
• Need Match Up Cards
• Portable Signal Cards & Keyrings
Mission Timeline
0-5 Min
Signal Check-In
Review "Fast, Slow, Just Right" energy zones from Lesson 1. Discuss how it feels hard to talk when we are "Fast" or "Slow."
5-15 Min
The Need Menu
Introduce the "My Need Menu." Explore 6 common needs: Break, Water, Quiet, Help, Space, and Movement. Model "I need" statements.
15-30 Min
Match Up Training
Activity: Small groups match Feeling States to Support Needs. (e.g., "If my brain is Fast, I might need Quiet or a Break.")
30-40 Min
Portable Signals
Student Work: Color and assemble personal "Portable Signal Cards" for use at their desks or around the school.
40-45 Min
Mission Debrief
Reflect on how visual signals help us when our words are "stuck." Complete the Check-In sheet.
Detective Support Strategies
For Students Who Need Movement:
Encourage them to physically hand the signal card to a teacher as the "signal transmission."
For Non-Verbal Moments:
Accept the signal card alone as a full request. Do not force verbal "I need" statements during high dysregulation.
Support Signal Squad Slides Support Signal Squad
Sending help signals when words get stuck
When Words Get Stuck
Sometimes when our brain is Fast or Slow, it's hard to talk.
Our "Talking Brain" takes a break, but we still have Needs.
Signal Squad Mission
1
Spot the Need
2
Pick a Signal
3
Transmit the Help
Be a Support Hero!
The Need Menu
Break
Water
Quiet
Help
Space
Movement
How to Transmit
Show It:
Point to the card or hold it up high.
Say It (If you can):
"I need ________, please."
Squad Training
Time to match our feelings to our needs and build your signal gear!
My Need Menu Visual Aid My Need Menu
Support Signal Squad Reference
Break
I need a moment to stop and breathe.
Water
I need a drink to help my body.
Quiet
It is too loud. I need it to be still.
Help
I am stuck. I need a teacher's hand.
Space
I need to be alone for a little bit.
Move
I need to walk or wiggle my body.
Hero Signal Prompt:
"I need
, please."
Need Match Up Cards Activity Need Match Up Cards
Signal Squad Training Activity
Cut along dotted lines
Instructions
Cut out the "Feeling/State" cards (left) and the "Support Need" cards (right). Have students match the internal feeling to the helpful action. Note: There are many right answers! Discuss why different needs might help different feelings.
My Brain is FAST
I feel wiggly or angry
I NEED A BREAK
5 minutes of quiet time
My Brain is SLOW
I feel tired or sad
I NEED TO MOVE
A quick walk or stretch
I AM STUCK
I don't know what to do
I NEED HELP
A teacher to show me
IT IS TOO LOUD
My ears feel "ouchy"
I NEED QUIET
Headphones or a calm spot
Support Signal Squad Script Support Signal Squad Script
Modeling Needs & Signals for Dysregulated States
Part 1: The Stuck Words Problem
Teacher: "Detectives, remember when we talked about our brain energy? Sometimes our brains get so Fast or so Slow that our 'Talking Brain' decides to take a nap."
Teacher: (Pointing to throat) "Have you ever felt like your words were stuck right here? You know you need something—maybe a drink of water or a break—but you just can't say it? That's okay! It happens to everyone."
Teacher: "Today, we are joining the Support Signal Squad. We are going to learn how to send 'Help Signals' even when our words are stuck."
Part 2: Modeling the Need Menu
Teacher: (Holding up the Need Menu) "This is our Menu. Just like a restaurant menu tells you what you can eat, our Need Menu tells you what can help your brain get back to 'Just Right'."
Teacher: "Watch me. Right now, I'm pretending my brain is FAST. I feel wiggly. I can't think of words. Instead of shouting or crying, I'm going to find the 'MOVE' icon on my menu."
Teacher: (Points to icon and holds it up) "I don't even have to say it. I just show my signal. My teacher sees it and knows I need to move! It's like magic communication."
Part 3: Guided Practice (I Need Statements)
Teacher: "If you DO have a few words, you can use our Hero Signal. Repeat after me: 'I need...'" (Wait for student response).
Teacher: "I need... QUIET." (Wait for response). "Great job! Let's try one more. 'I need... HELP'." (Wait for response).
Teacher: "Perfect. Now, if you are too tired or too wiggly to talk, just pointing is a 100% superhero move."
Teacher Tip
"During this lesson, celebrate the signal itself. If a student points instead of using the sentence starter, praise the communication: 'Thank you for showing me you need a break. I see your signal!' This builds confidence for future dysregulated moments."
Portable Signal Cards Activity Portable Signal Cards
My Personal Support Gear
Color, Cut, & Keep
Color your cards and cut them out. You can put a hole in the top corner and put them on a ring to keep at your desk or in your pocket!
Break
Water
Help
Space
Quiet
Move
Squad Member:
Signal Squad Scenarios Worksheet Signal Squad Scenarios
What is the Hero Signal?
Training Mission
Hero Name:
Date:
Read the mission story. Which signal card should the hero use? Circle the best signal!
1
The Loud Lunchroom
"The lunchroom is very loud. Sam's ears hurt and they feel like their brain is getting too FAST. Sam can't find words to say it's too much."
Water
Quiet
Help
2
The Big Puzzle
"Maya is working on a big puzzle. She doesn't know where the pieces go. She feels stuck and wants to throw the puzzle on the floor."
Move
Space
Help
3
The Long Lesson
"Leo has been sitting in his chair for a long time. His legs feel like they have too much 'zoom' in them. He needs to wiggle!"
Move
Break
Water
Your Own Mission
Draw a time when YOU might need to use a Hero Signal card!
Signal Squad Role Play Cards Signal Role Play Cards
Mission Training Drills
Practice Makes Progress
How to Play
Use these cards for low-stakes practice when the student is regulated. Read the "What is Happening" side, then help the student choose and show the correct signal card from their squad gear. Praise the physical act of communication!
1
The Thirsty Hero
"You just came in from recess. Your throat feels dry and scratchy. You need a drink."
Action: Show the WATER card
2
The Noise Alert
"The class is doing a loud science experiment. Your ears feel like they are buzzing."
Action: Show the QUIET card
3
The Pencil Problem
"You are trying to draw a circle, but your pencil lead keeps breaking. You feel frustrated."
Action: Show the HELP card
4
The Zoomy Legs
"You have been reading for 20 minutes. Your legs feel like they want to run a race!"
Action: Show the MOVE card
5
The Crowded Desk
"Another student is standing very close to you while you work. You feel squished."
Action: Show the SPACE card
6
The Tired Eyes
"The math lesson is very long. Your brain feels heavy and you want to close your eyes."
Action: Show the BREAK card
Signal Squad Check In Cool Down Signal Squad Check-In
End of Mission Report
Hero Name:
Date:
1. How do you feel about using your signal cards?
I'm Ready!
Maybe
Need Help
2. What does your brain need right now?
Break
Water
Help
Space
Quiet
Move
The Hero's Calm Spot
Draw your favorite place to go when you need a "Quiet" or "Space" signal.
Feeling Charades Lesson Plan Feeling Charades
Lesson Plan
Identifying and communicating feelings helps students advocate for their needs and build stronger relationships.
TIME
45 Minutes
FORMAT
Interactive Game
OBJECTIVE
Communicate via "I feel" statements.
Learning Objective
Students will be able to identify at least two different feelings, demonstrate them with body/face, and practice an "I feel" statement.
Teacher Prep
Print Feeling Faces Cards and cut them out.
Display Communication Tools Visual Aid .
Prepare 'I Feel' Sentences Worksheet .
Review script for modeling 'I feel' statements.
Instructional Flow
Step 1
Warm-Up: How Do You Show It?
5 MIN
Ask the student to show a 'happy' face and a 'sad' face without words. Briefly discuss how bodies communicate feelings.
Step 2
Feeling Charades Game
15 MIN
Take turns picking Feeling Faces Cards and acting them out. Discuss what each feeling looks like and feels like inside the body.
Step 3
Introduce "I Feel" Statements
10 MIN
Explain that words tell people even more than faces. Model the "I feel [feeling] because [reason]" sentence structure.
Step 4
Practice "I Feel" Sentences
10 MIN
Use the worksheet to pick 2-3 feelings and complete the sentence verbally. Teacher can scribe while the student draws.
Step 5
Wrap-Up: Your Voice is a Tool!
5 MIN
Empower the student by calling their voice a "powerful tool." Administer the Talking About Feelings Check-In .
Feeling Charades Slides Feeling Charades!
Let's learn to show and tell our feelings!
2
Inner Explorers
The Charades Game!
😊
Show Me!
Can you make a happy face?
☹️
Show Me!
Can you make a sad face?
Remember: No words allowed! 🤫
What's That Feeling?
Look at my face and my body...
Think about: Eyes, Eyebrows, Mouth, Hands
Detective Questions:
What does it look like?
How does it feel inside?
When have you felt this?
Sharing with Words!
Sometimes our body shows feelings...
➡️
But our words can tell people even more!
Your Voice is a Superpower
The "I Feel" Tool
Master Sentence
"I feel feeling
"I feel happy because we are playing!"
"I feel sad because I missed the bus."
My Turn to Talk!
Pick a feeling card.
Use your "I feel" tool to share it!
Goal Reached!
Feeling Expert!
Your words are powerful tools for sharing what's inside you!
Feeling Charades Script Feeling Charades: Instructional Script
45 Minutes Interactive/Game Focus
Section 1
Warm-Up: How Do You Show It? (5 min)
Teacher:
"Hi [Student's Name]! Today we're going to play a fun game with feelings. First, can you show me a happy face without making any noise or using words?"
Allow student to demonstrate. Praise their effort.
Teacher:
"Wow, that's a great happy face! I can tell you're happy! Now, can you show me a sad face?"
Allow student to demonstrate. Discuss how faces tell stories.
Section 2
Feeling Charades Game (15 min)
Teacher:
"Look at all these feeling cards! We're going to play Feeling Charades. I'll pick a card and show you the feeling with my face and body, and you guess what it is! Then, it'll be your turn! You pick a card, and you show me the feeling without talking, and I'll guess! Ready?"
Play several rounds. Use Feeling Faces Cards .
Teacher (After a guess):
"You got it! That was [Feeling Name]. What does [Feeling Name] look like on your face? What does it feel like in your body? Can you think of a time you felt [Feeling Name]?"
Section 3
Introduce "I Feel" Statements (10 min)
Teacher:
"That was so much fun! Playing charades helps us show our feelings. But sometimes, people need us to tell them with our words how we feel, so they can understand better and help us if we need it."
Display Communication Tools Visual Aid .
Teacher:
"A super powerful way to tell someone how you feel is to start by saying: 'I feel...' and then say the feeling. For example, instead of just making an angry face, you can say, 'I feel angry because my tower fell down.'"
Section 4
Practice "I Feel" Sentences (10 min)
Teacher:
"Now, let's practice using our words! Let's pick a few more feeling cards. How about this one? This is 'Frustrated.' How can we say, 'I feel frustrated because...'?"
Help the student construct sentences verbally. Offer to scribe on the worksheet.
Section 5
Wrap-Up: Your Voice is a Tool! (5 min)
Teacher:
"You are a master at showing feelings and now you have a super powerful tool: your words! When you have big feelings inside, you can use your voice and say, 'I feel...' and then tell someone why. You've got this!"
Administer the Talking About Feelings Check-In .
Feeling Faces Cards Document Feeling Faces Cards
Print and cut along the lines for the charades game
😊
Happy
Smiling, eyes wide, bouncy
☹️
Sad
Frowning, eyes down, slow
😠
Mad
Furrowed brow, tight mouth
😟
Worried
Unsure, biting lip, jittery
😤
Frustrated
Clenched teeth, deep sighs
🤩
Excited
Huge smile, jumping, sparkly eyes
😌
Calm
Relaxed face, peaceful smile
😕
Confused
Head tilted, eyebrow raised
😎
Proud
Smiling, chest out, tall posture
😊
Shy
Looking away, small smile
Communication Tools Visual Aid My Communication Tools
How can I share what's inside?
🗣️
1. Talking
Use my words:
Tell a trusted adult or friend.
🎨
2. Drawing
Draw a picture of
Draw what happened.
🧍♀️
3. Showing
Show with my face
Show with my body.
👋
4. Asking
Say: "I need help."
Ask: "Can you help me with this feeling?"
"Your voice helps people understand what's inside you. Pick a tool to share your sparkle!"
I Feel Sentences Sheet Document My "I Feel" Sentences
My Talking Tools for Feelings!
Student Name
1
I feel...
because...
Draw or write why you feel this way!
2
I feel...
because...
Draw or write why you feel this way!
3
I feel...
because...
Draw or write why you feel this way!
I will use my words to tell others how I feel! ✨
Talking Feelings Check In Cool Down Document Feelings Check-In
Name
1. How did you feel about learning to talk about feelings today?
😊
Happy
😐
So-so
😟
Unsure
2. What is ONE new way you learned to share your feelings?
Teacher: Write down what the student says or have them draw a picture.
3. How confident do you feel about using "I feel" statements?
🌟
Super Confident!
👍
Pretty Good
🤔
Need More Practice
"My words are powerful!"
My Coping Toolbox Lesson Plan Document My Coping Toolbox
Lesson Plan
Building resilience by identifying personal strategies to manage overwhelming emotions and prevent brain 'shutdown'.
Time
45 Minutes
Focus
Personal Strategies
Objective
Identify 2-3 personal skills.
Learning Goal
Students will identify at least two personal coping skills to use when feeling overwhelmed and practice one skill with guidance.
Teacher Prep
Print Coping Skills Visual Aid .
Prepare Feeling Faces Cards (Happy, Sad, Mad, Worried, Shut Down).
Ready the Toolbox Activity Sheet .
Ensure markers/crayons are accessible.
Instructional Path
Step 1
Warm-Up: How Are You Feeling?
5 MIN
Use Feeling Faces Cards to identify current emotion. Introduce the concept of "shutting down" when things are hard.
Step 2
Introduce Coping Skills
10 MIN
Explain coping skills as "tools" to help feel better. Go through examples on the visual aid (e.g., dragon breaths, counting).
Step 3
Identify Personal Coping Skills
15 MIN
Brainstorm tools that work specifically for the student. Use the Toolbox Activity Sheet to record 2-3 chosen skills (scribe/draw).
Step 4
Practice a Coping Skill
10 MIN
Choose one skill from the student's list and try it together. Reflect on how it feels in the body.
Step 5
Wrap-Up and Future Use
5 MIN
Store the sheet in a designated spot (desk/binder). Administer the Cool Down Check-In .
My Coping Toolbox Slides Document My Coping Toolbox
Let's build your special toolbox to help with big feelings!
3
Inner Explorers
What are Feelings?
😊
Happy
☹️
Sad
😠
Mad
😟
Worried
😤
Upset
Which one do you have today? Point to it!
Feeling Like Shutting Down?
When things feel too hard or too much, your brain might need a pause.
It's like your brain has a pause button. We call this "shutting down."
⏸️
What are Coping Skills?
Coping skills are like tools that help us when we have big feelings.
🛠️ 🧰 🩹
They help us feel calmer, focused, or just a little bit better.
Tools for Your Box
🌬️
Deep Breaths
🔢
Count to 5
🧘
Take a Break
🎾
Squeeze a Ball
🚰
Drink Water
🗣️
Talk to Someone
Your Personal Toolbox!
What tools will YOU put in your box?
1
2
3
Check your activity sheet!
You've Got This!
Remember, your coping toolbox is ALWAYS there to help you when you have big feelings!
My Coping Toolbox Script Document Document My Coping Toolbox: Instructional Script
45 Minutes Focus: Coping Skills
Section 1
Warm-Up: How Are You Feeling? (5 min)
Teacher:
"Hi [Student's Name]! It's great to see you today. How are you feeling right now? Are you feeling happy, a little bit worried, or maybe something else?"
Show the Feeling Faces Cards . Allow the student to point to a card.
Teacher:
"Sometimes, when we have feelings that are tricky or really big, like when school work gets hard or we feel confused, our brains can feel like they just want to stop working. That feeling is what we sometimes call 'shutting down.' It's like your brain is trying to take a big pause. Today, we're going to learn about some special tools we can use when that happens!"
Section 2
Introduce Coping Skills (10 min)
Teacher:
"Look at this! This is our 'Coping Skills Toolbox'! A coping skill is something helpful we can do to make ourselves feel better or calmer when we have those big, uncomfortable feelings. It's like a special trick for your brain and body to feel a little more in control."
Display Coping Skills Visual Aid . Explain examples using actions and gestures.
Teacher:
"For example, 'Take a Deep Breath' means we breathe in slowly through our nose, like we're smelling a yummy flower, and then blow out slowly through our mouth, like we're blowing out a candle. Let's try one..."
Section 3
Identify Personal Coping Skills (15 min)
Teacher:
"Now, it's your turn to pick some tools for your very own coping toolbox! When you feel overwhelmed, or like you want to shut down, what are some things from our visual aid that you think might help you? Or maybe something else you already do?"
Distribute Toolbox Activity Sheet . Guide student in choosing 2-3 skills. Offer to scribe or draw.
Section 4
Practice a Coping Skill (10 min)
Teacher:
"Okay, you've chosen some awesome tools! Let's try one of them right now, just to see what it feels like. Which one would you like to practice first?"
Guide practice (e.g., deep breathing or standing stretch). Discuss the physical feeling afterward.
Section 5
Wrap-Up and Empower (5 min)
Teacher:
"You did a fantastic job today! Remember, these coping skills are like your personal superpowers. When things feel tough, you now have your very own toolbox to help you. We'll keep your sheet in your binder so you can look at it whenever you need a reminder!"
Feeling Faces Cards Toolbox Document Document Feeling Faces Cards
Print and cut for use in the Coping Toolbox lesson
😊
Happy
☹️
Sad
😠
Mad
😟
Worried
⏸️
Shut Down
When things feel like
Coping Skills Visual Aid Document Document Document My Coping Tools
What can I try when feelings are big?
🌬️
1. Take a Deep Breath
In like a flower, out like a candle.
🔢
2. Count to 5 (or 10)
Use your fingers or count in your head.
🧘
3. Take a Short Break
Stand up, stretch, or step away.
🎾
4. Squeeze a Stress Ball
Keep your hands busy and strong.
🚰
5. Get a Drink of Water
Cool down your body and brain.
🗣️
6. Talk to a Trusted Adult
Share what's on your mind.
🎨
7. Draw or Doodle
Let your feelings out on paper.
🎧
8. Listen to Calming Music
Find a quiet sound to focus on.
🧸
9. Hug a Stuffed Animal
Comfort for big feelings.
👋
10. Ask for Help
It's okay to need a hand!
My Coping Toolbox Activity Sheet Document Document Document My Coping Toolbox
When things feel too hard or too much...
Student Name
I can use these tools to help me feel better:
1
My first coping tool:
Draw or scribe your strategy here!
2
My second coping tool:
Draw or scribe your strategy here!
3
My third coping tool:
Draw or scribe your strategy here!
✨
I will keep this sheet where I can see it to remember my tools!
Coping Toolbox Cool Down Check In Document Document Document Coping Check-In
Name
1. How do you feel about learning about coping skills today?
😊
Happy
😐
So-so
😟
Unsure
2. What is ONE thing that helps you when you feel overwhelmed?
Teacher: Write down what the student says
3. How do you feel RIGHT NOW, after our lesson?
😊
Happy
😌
Calm
🙂
Okay
😕
Unsure
Building My Toolbox
