Heart Mind Heroes Curriculum • Kindergarten Page 1 of 2

Kindergarten • Unit 1 • Lesson 1 Teacher Lesson Plan

Practice, Zones Tools & Reflection

Lesson Flow: Practice & Closing

Part 3: The Think-Feel-Do Sorting Mirror Game 10 Minutes

Hold up an emotion card. Have students perform the matching Think-Feel-Do actions:

• Teacher holds RED card -> Students cross arms (Feel/Do) and say "Stop, name feeling!"
• Teacher holds GREEN card -> Students smile wide, put hands on head and say "I am ready!" (Think).

Worksheet Instructions: Distribute "Emotion Faces Worksheet". Instruct students to color the card boundaries to match emotional Zones and draw the eyes/mouth.

Part 4: The Second Step Breathing Anchor 5 Minutes

End with a collective somatic belly-breath to close the Think-Feel-Do cycle positively.

Teacher Script: "Let's use our breathing tool. STOP. Tell your brain (Think): 'I am completely safe.' Feel your chest and heart relax (Feel). Put down your hands quietly (Do). We are balanced and ready to learn in the Green Zone!"

Professional Support Matrix

ELL Accommodations

• CBT Body Gestures: Tap forehead for "Think," chest for "Feel," and clap hands for "Do." Physicalizing abstract CBT constructs is highly effective.
• Visual Cards: Use physical props of Blue, Green, Yellow, and Red fabrics.

Trauma-Informed Considerations

• Accept Unsafe Feelings: Never tell a student their angry thoughts or sad feelings are "bad" or should not exist. Focus strictly on supporting safe Do actions (not hitting, seeking helpers).
• Somatic Agency: Allow students to choose their preferred quiet grounding pose.

Teacher Facilitation Notes

Heart Mind Heroes Curriculum • Kindergarten Page 2 of 2

1

Breathe in deep... blow your belly up like a green balloon!

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Blow out slow... let the green balloon drop quiet and soft.

Every single Zone is okay and beautiful! Slide 5 of 5

Heart Mind Heroes Curriculum • Kindergarten Page 1 of 2

Kindergarten • Unit 1 • Lesson 2 Teacher Lesson Plan

Somatic Mapping & Trauma Guidance

Lesson Flow: Practice & Closing

Part 3: The Body Detective Mapping Game 10 Minutes

Distribute the "My Body Signals Map" worksheet. Explain that students are "Body Detectives" scanning for Zones clues.

Worksheet Directions: Read out body signal clues and have them color the matching spots on their body outline:

• "Use your Red crayon to draw hot cheeks on the face for the Red Zone."
• "Use your Red crayon to color the clenched hands to show the Red Zone."
• "Use your Purple/Yellow crayon to draw fluttery butterflies in the belly for the Yellow Zone."
• "Use your Blue crayon to draw heavy, drooping shoulders or tears for the Blue Zone."

Part 4: Shake It Out & CBT Reset 5 Minutes

Guide students to release physical tension from their bodies using a playful shake-out ritual.

Teacher Script: "When our body signals feel hot (Red Zone) or shaky (Yellow Zone), we can choose a safe Do action to reset the cycle. Let's shake out our right hand! Shake our left hand! Now stand quietly. Breathe in... breathe out. We used our tools to return our thoughts, feelings, and actions to the Green Zone!"

Professional Support Matrix

ELL Accommodations

• Direct Somatic Pointing: Touch your throat, chest, and tummy repeatedly when mentioning "drooping shoulders," "racing heart," or "butterflies."
• Color Anchor Cards: Use physical red, yellow, blue, and green fabrics/cards during worksheet execution.

Trauma-Informed Considerations

• Hyperarousal Awareness: For students who have experienced trauma, noticing internal heartbeats can trigger stress or hyper-vigilance. Explicitly state, "A fast heart is normal when we run or have big feelings, and our bodies are completely safe and strong."
• Self-Paced Quiet: Allow students to sit quietly if standing feels overwhelming.

Teacher Facilitation Notes

Heart Mind Heroes Curriculum • Kindergarten Page 2 of 2

Echo Roleplay Game: Call out scenarios and have students echo back the help-seeking script.

• "You fell and scraped your knee, and feel sad in the Blue Zone. Go to the nurse and say..." "I have a big feeling. Can you help me?"
• "Someone pushed you on the playground and you feel explosive in the Red Zone. Go to the teacher and say..." "I have a big feeling. Can you help me?"

Worksheet Directions: Distribute the "My Helper Team" Worksheet. Students color the home, school, and community helper icons, then draw a picture of one explicit helper who keeps them safe.

Part 4: The Hero Pledge & Safety Commitments 5 Minutes

Recite a shared promise to solidify help-seeking norms.

Teacher Script: "Repeat after me: I am a Heart Mind Hero. (Students repeat) I listen to my body. (Students repeat) I tell my trusted helpers when my feeling is too big. (Students repeat) I am safe, and I am loved! (Students repeat)"

Upstream Suicide Prevention & ELL Matrix

ELL Accommodations

• Choral Echoing: Use call-and-response multiple times to solidify the short script in oral muscle memory.
• Action Icons: Provide picture cards of helpers so students can hold up the card matching who they would tell.

Safe Mental Health Framing

• Upstream Focus: In K-2, "suicide prevention" is framed completely around identifying severe internal distress (e.g., feeling so sad you want to run away, hide, or shut down) and immediately seeking a trusted adult.
• Help is Endless: Explicitly state that if one adult is busy, you go to another. Teach "never keep secrets about safety."

Teacher Facilitation Notes

Heart Mind Heroes Curriculum • Kindergarten Page 2 of 2

Distribute the "Safe Choices Safe Bodies Worksheet."

Worksheet Directions: Assist students in sorting the items into the correct boxes using lines:

• "YES, I can eat this safely!" (Green Zone fuel: fresh apples, bananas).
• "STOP! I must ask a trusted adult first!" (Bottles, medicine, colorful pills, household chemicals).

Part 4: The ATAF Pledge (Reflection) 5 Minutes

Wrap up with a physical gesture pledge (hand over heart and a firm hand stop sign).

Teacher Script: "Hold up your hand like a stop sign. Say: 'STOP! Ask a Trusted Adult First!' If you see a bottle, what do you do? (Students yell: Stop!) Who do you ask? (Students yell: A trusted adult!) Perfect! You are now official Safe Choice Superheroes keeping your engines in the Green Zone!"

Substance Prevention & Trauma Guidelines

ELL Accommodations

• Stop Action: Always pair the verbal rule "STOP! Ask a trusted adult" with a physical stop-hand motion. TPR creates memory paths.
• Visual Clues: Clearly circle the medicine warning labels (like skulls or hazard signs) shown on slide cards.

Trauma-Informed Prevention

• No Shaming of Medicine: Many children in the classroom may take regular prescription medicine for chronic conditions or mental health (e.g., ADHD). Clarify that medicine is a beautiful, helpful tool when given by their trusted parents or school nurse to keep them in their Green Zone.
• Home Substance Realities: Avoid labeling parents or home spaces as "bad" if they have medicine bottles around. Focus strictly on student safety.

Teacher Facilitation Notes

Heart Mind Heroes Curriculum • Kindergarten Page 2 of 2

Instructional Supports & ELL Integration

Somatic & Visual Supports:

Use standard hand motions for each weather type (e.g., drumming fingers on knees for rain, waving hands for wind, holding a giant circular "sun" with arms for calm).

Scaffolded Dialogue:

Provide the sentence starter: "My weather is ________. I can think: 'I can ________!'" Ensure students connect weather directly to their Zones colors.

Heart Mind Heroes • Grade 1 • Curriculum Map Alignment: MEH.1.c Page 1 of 1

Reflect: Ask: "Which tool felt the best in your body today?" Guide students to their seats. They will complete the Cool Down Toolkit Worksheet by tracing their favorite tools and drawing them inside their toolbox.

Somatic Customizations & Support

For ADHD & High Motor Needs:

Use the "Hand Clamp" as a silent desk strategy during high-wiggle times. Allow them to push their hands flat against the underside of their desk to ground their body.

ELL Integration:

Pair each breath with sensory objects: show a real lemon (or yellow card) for squeeze, and a paper roll candle. Emphasize physical actions over verbal explanations.

Heart Mind Heroes • Grade 1 • Curriculum Map Alignment: MEH.2.a Page 1 of 1

Hand Clamp

For wiggles, transitions, or gathering focus.

Time to work on our Toolkits!

Practice: Teach the exact script to use when reporting: "Mrs./Mr. ________, I have a **Safety Report**. I saw ________ and it is not safe." Instruct students to complete the Super Helpers Worksheet to map their school heroes.

Safety Reporting Framework

Tattling Prevention:

Use a "Tattle Monster" or "Tattle Jar" where minor issues are written down or voiced instead of interrupting class instruction, redirecting students to peer-solving methods first.

ELL & Non-Verbal Supports:

Teach students a visual "Helper Signal" (making an "S" shape with their fist over their heart) to quietly notify the teacher of an urgent safety report.

Heart Mind Heroes • Grade 1 • Curriculum Map Alignment: PS.1.b Page 1 of 1

Safety Scaffolds & Support

Home Safety Extension:

Encourage students to conduct a "Safety Hunt" with their parents at home, pointing out any skull or flame labels in the kitchen or bathroom and reminding their family of the ATAF rule.

ELL Integration:

Use standard visual color-coding: Red borders for warning labels, green for safe foods. Utilize physical pointing and the simple chant: "Safety sign, safety sign! Stop, look, adult first!"

Heart Mind Heroes • Grade 1 • Curriculum Map Alignment: SUP.1.b Page 1 of 1

Empathy & Perspective Scaffolds

Active Roleplay:

Have student pairs mimic physical postures (e.g., crossing arms, looking away) and ask: "What is my body telling your detective eyes right now?"

ELL Integration:

Provide "Emotion Face Cards" so students can point to the corresponding emotion if they do not have the vocabulary to describe the scrunched eyebrows or hunched posture.

Heart Mind Heroes • Grade 2 • Curriculum Map Alignment: MEH.3.a Page 1 of 1

Metacognition & Support

Visualizing Thoughts:

Use physical models like a "thought bubble" cut-out on a stick. Have students hold up the weak bubble, crumple it up, and replace it with a golden star or a bright yellow "Strong Thought" card.

ELL Scaffold:

Utilize visual thumbs-down (Weak Thought) and thumbs-up (Strong Thought) signals. Focus on the core chanting words: "Weak thought, STOP! Strong thought, GROW!"

Heart Mind Heroes • Grade 2 • Curriculum Map Alignment: MEH.2.b Page 1 of 1

School Resource Connection

Active Building Tour:

If possible, coordinate a brief walk to the counselor's and nurse's offices so students can physically locate them, breaking the anxiety of visiting unfamiliar spaces during crisis.

ELL Scaffold:

Utilize icons for each helper: a red cross (Nurse), talking bubbles (Counselor), and a small house (Social Worker). Encourage non-verbal requests using visual check-in boards.

Heart Mind Heroes • Grade 2 • Curriculum Map Alignment: PS.2.a Page 1 of 1

Part 4: Roster & Worksheet Launch (5 Minutes)

Reflect: Ask: "Who are the trusted adults in your house who are allowed to give you medicine?" (Write down: Mom, Dad, Grandma, etc.). Instruct students to complete the Medicine Safety Crew Worksheet to finalize their safety training.

Substance Safety Scaffolding

Home Safety Connection:

Distribute a "Medicine Safety Check" slip to be signed by families, verifying they reviewed safe medication storage practices (cabinets up high, childproof caps locked) with their child.

ELL & Non-Verbal Supports:

Provide cards with drawings: adult hands giving medicine (green check) vs. kid opening pill bottle (red cross). Practice the simple chant: "Adult hands, medicine safe!"

Heart Mind Heroes • Grade 2 • Curriculum Map Alignment: SUP.2.a Page 1 of 1

Trauma-Informed & ELL Supports

Trauma-Sensitive Instruction:

Avoid forcing students to share trauma triggers. Emphasize standard, universally relatable stressors (such as noisy rooms or spilling water) to keep the classroom environment safe and standard.

ELL Integration:

Use the physical "Balloon shrug" exercise as a primary somatic anchor. Draw a large, simple balloon on the whiteboard and physically draw "X" markers on body regions that feel tight.

Heart Mind Heroes • Grade 3 • Curriculum Map Alignment: MEH.3.a Page 1 of 1

Part 4: Compass Assembly (5 Minutes)

Wrap: Ask: "Which direction does your brain naturally want to go when stressed?" Guide students to their desks to complete the Coping Compass Worksheet.

Somatic Compass Scaffolding

Differentiated Coping:

Allow students with high tactile needs to use sensory putty or a pipe-cleaner loop as a physical Soothing tool on their desk during focused instruction.

ELL Integration:

Use direction gestures: pointing left (Soothing), straight (Talking), and right (Problem-Solving). Associate each pathway with icons: a feather, a mouth, and a puzzle piece.

Heart Mind Heroes • Grade 3 • Curriculum Map Alignment: MEH.3.b Page 1 of 1

Peer Support & Crisis Safety

Anxiety Mitigation:

Address the fear of "betraying" a friend's secret. Explicitly explain: "If a friend tells you something unsafe and asks you to keep it a secret, you must BREAK that secret to keep their body and heart safe. That is true friendship!"

ELL & Visual Supports:

Utilize clear roleplay cards. Place visual signs in the room: Green (Safe/No action needed), Yellow (Check-In on buddy), Red (Get an Adult RIGHT NOW!).

Heart Mind Heroes • Grade 3 • Curriculum Map Alignment: PS.3.a Page 1 of 1

Refusal Skills Scaffolding

Postural Alignment:

Use "Superhero Posture" drills: stand flat with chest out, shoulders back, hands on hips. Practice delivering the refusal statement from this position to build somatic memory.

ELL Integration:

Pair refusal scripts with standard sign gestures: a flat open hand (Stop) followed by pointing to their chest (I am safe). Focus on the core chant: "My brain, my choice, NO!"

Heart Mind Heroes • Grade 3 • Curriculum Map Alignment: SUP.3.a Page 1 of 1

Cognitive Flexibility Support

Self-Assessment:

Encourage students to keep a "Mistake Log" for a week, noting down a small mistake they made and tracing what they learned from it, removing the shame of errors.

ELL & Visual Supports:

Use the physical elastic band demonstration. Display a large "YET" sign on the front wall. Use visual loops showing a circle: Mistake ➔ Learn ➔ Grow.

Heart Mind Heroes • Grade 4 • Curriculum Map Alignment: MEH.4.a Page 1 of 1

Control & Worry Scaffolds

Home Safety Connection:

Encourage students to discuss family worries (e.g., family schedule changes) and map what the child can control (packing their backpack early) vs. what they can't (parent work schedules).

ELL & Non-Verbal Support:

Utilize physical check-ins. Draw a circle on the floor with yarn. Have students physically toss beanbags "inside" or "outside" the circle based on scenarios.

Heart Mind Heroes • Grade 4 • Curriculum Map Alignment: MEH.4.b Page 1 of 1

Part 4: Shield Verification (5 Minutes)

Reflect: Ask: "Why is calling 988 or telling a teacher during a crisis an action of strength, not weakness?" (Because recognizing when you need a safety net takes immense bravery and keeps your life safe). Instruct students to complete the Safety Nets Worksheet.

Crisis Intervention Scaffolding

Home Safety Card:

Provide a small "Safety Net Pocket Card" for students to take home, featuring the 988 and Poison Control numbers, ensuring families can post it on their refrigerator.

ELL Integration:

Practice typing "988" on non-functional mock phone keypads. Focus on the core call/text sequence: "Nine, Eight, Eight—Help is here!" Pair with visual net graphics.

Heart Mind Heroes • Grade 4 • Curriculum Map Alignment: PS.4.a Page 1 of 1

Peer Resistance Support

Self-Advocacy Card:

Help students write down 2 "Personal Refusal Mantras" on a index card. They can keep this card inside their pencil case as a silent reminder of their boundaries.

ELL Scaffold:

Use standard non-verbal signs: crossing forearms to make an "X" shape (Refusal Shield) followed by turning around (Walk Away). Focus on the core verbal chant: "No thanks, I'm good!"

Heart Mind Heroes • Grade 4 • Curriculum Map Alignment: SUP.4.a Page 1 of 1