Friendship Ingredients Slides The Friendship Lab
Mixing the Perfect Ingredients for a Great Friend
2nd Grade Health
Personal Safety
The Robot Challenge
Imagine we are building a "Perfect Friend" Robot .
What "ingredients" or behaviors would we put inside the robot to make it safe and fun to be around?
Friendship Builders
Kind Words
Saying "Great job!" or "Can I help you?"
Sharing
Letting others use tools or toys fairly.
Listening
Paying attention when a friend speaks.
Inclusion
Asking "Do you want to play too?"
Friendship Breakers
Mean Words
Calling names or making fun of others.
Physical Hurt
Hitting, pushing, or grabbing toys.
Excluding
Saying "You can't play with us!"
Bossiness
Telling others what they HAVE to do.
Our Friendship Goal
"A safe friend makes us feel happy , included , and respected . In this lab, we build friendships that feel good for everyone!"
Friendship Sort Activity Friendship Lab Report
Subject: Testing Friendship Ingredients
Scientist:
Date:
Friendship Sorting Station
Read the friendship ingredients below. Cut them out and glue them into the correct beaker!
Friendship BUILDERS
Glue Healthy Traits Here
Friendship BREAKERS
Glue Unhealthy Traits Here
Cut along the dotted lines
Sharing Toys
Name Calling
Helping Out
Hitting
Using Kind Words
Taking Turns
Yelling "No!"
Listening
Our Lab Definition
After testing the ingredients, what is one sentence that describes a Safe Friend ?
Scientist's Reflection
How do you feel when you are around a "Friendship Builder"?
Safe
Happy
Afraid
Respected
Friendship Lab Guide Friendship Lab Guide
Lesson 1: Defining Healthy Friendship Traits
Teacher Resource
Time
45 Minutes
Objective
Differentiate Builders vs. Breakers
Key Term
Healthy Relationship
The Hook: Perfect Friend Robot (10 mins)
Introduce the "Friendship Lab" concept. Explain that as social scientists, we are researching what makes a relationship "safe" and "healthy."
"If you could build a robot friend, what programs would it have? Would it be programmed to share? To say kind things? What about mean things—would we want those in our robot?"
Chart student responses on the board under two columns: Add to Robot and Keep Out of Robot .
Direct Instruction: Builders & Breakers (15 mins)
Use the Friendship Ingredients Slides to define the two categories:
Friendship Builders: Actions that make a friendship stronger and safer (Respect, Kindness, Inclusion).Friendship Breakers: Actions that hurt feelings or bodies and make friendships feel unsafe (Exclusion, Mean Words, Bossiness).
Discussion Prompt:
"How does your stomach feel when a friend is being a 'Breaker'? (Tightly, nervous, sad). How about a 'Builder'? (Warm, calm, happy)."
Guided Practice: The Sort (15 mins)
Distribute the Friendship Sort Activity . Students will categorize common behaviors. Circulate and ask clarifying questions:
"Why did you put 'Yelling No' in the Breaker beaker?"
"Is sharing always easy? Does it make the friend feel safe?"
Safety & Sensitivity Note
Some students may recognize 'Friendship Breakers' in their current peer group or home life. If a student becomes distressed or discloses harmful behavior, follow your school's reporting protocols immediately.
Support
Provide pictorial support for ELL students or struggling readers during the sort activity.
Challenge
Ask students to write a 'Warning Label' for Friendship Breakers explaining the side effects.
Leading Bossing Slides Leader vs. Boss
How to Lead Without Leaving People Out
The Power Check
Fair Play
The Playground Puzzle
Have you ever played a game where one person wanted to decide everything ?
Did it still feel like a fun, safe friendship?
The Fair Leader
They Say...
"What does everyone want to play?"
"Let's take a vote!"
"You go first this time."
How We Feel...
We feel Important .
We feel Excited .
We feel Safe .
The Bossy Person
They Say...
"I am the boss of this game!"
"If you don't do it my way, you're out."
"Only my friends can play."
How We Feel...
We feel Small .
We feel Ignored .
We feel Trapped .
The "Fun" Rule
If everyone isn't having fun, the game isn't fair.Leader brings people together.Boss keeps people apart.
Power Play Scenarios Power Play Scenarios
Is it a Leader or a Boss?
Name:
Read each story. Circle Leader if the person is being fair and kind. Circle Boss if they are being controlling.
The Block Tower
Maya says, "I'm the only one who can touch the blue blocks. You have to use the red ones or you can't build with me."
Leader Boss
The Soccer Game
Leo sees everyone arguing. He says, "Wait! Let's let David be the goalie first, then we can switch at halftime. Does that sound fair?"
Leader Boss
Art Time
Sam is drawing a dragon. Chloe tells him, "No, you have to make the wings green! If they aren't green, it's a bad drawing."
Leader Boss
The New Game
Priya wants to play tag. She says, "I'd like to play tag, but if you guys want to play hide and seek, we can do that instead!"
Leader Boss
My Leadership Plan
The next time I'm a Leader in a game, I will say:
Leading Bossing Teacher Guide Leading vs. Bossing Guide
Lesson 2: Identifying Power Dynamics
Teacher Resource
Concept
Power & Fun
Focus
Inclusion vs Control
Essential Q
Is it fair?
The Hook: Act it Out (10 mins)
Ask two volunteers to act out a simple game of "House" or "Blocks."
The Script:
"Volunteer A: I'm the mom, you're the dog. You have to sit there and not move. No, don't bark, dogs don't bark in this game. Do what I say!"
Discussion:
"Is Volunteer B having fun?"
"Is it a safe friendship if one person makes all the rules?"
Visual Comparison (10 mins)
Use the Leading vs Bossing Slides . Focus on the distinction between Influence (Leader) and Control (Boss).
Fair Leader
Listens, asks for opinions, shares power, goal is everyone has fun.
Bossy Person
Demands, excludes, hoards power, goal is only they have fun.
Scenario Keys (Answer Guide)
1. The Block Tower: BOSS (Maya is controlling the blue blocks and giving orders).
2. The Soccer Game: LEADER (Leo is suggesting a fair plan and asking for agreement).
3. Art Time: BOSS (Chloe is telling someone how their own work has to be).
4. The New Game: LEADER (Priya is stating her wish but prioritizing the group's choice).
Teacher Note on "Bossy"
Sometimes children labeled "bossy" are actually struggling with anxiety or a need for predictability. While we teach students to recognize the behavior, avoid shaming individuals. Focus on the impact of the behavior on the friendship safety rather than the person's character.
Magic Words Slides The Magic Formula
How to Fix Fights Without Fighting
I-Statements
Conflict Tools
The Power of Words
What do you do when a friend makes you angry or sad ?
I have a "Magic Formula" of words that can tell someone exactly how you feel without making the fight bigger.
The Magic Formula
Part 1
"I feel ____________________"
(Name your feeling: sad, mad, hurt, annoyed)
Part 2
"when you ________________"
(Describe the action: take my toy, yell at me)
Part 3
"Please ___________________"
(Ask for a change: stop, ask first next time)
Why start with "I"?
"You" Statements
"YOU took my block! YOU are mean!"
Makes the other person want to fight back.
"I" Statements
"I feel sad when you take my block. Please ask first."
Tells your truth without attacking.
Roleplay Time!
Let's try our magic formula with a partner.Use a calm, brave voice.
I-Statement Practice Sheet The Magic Formula
Solving Conflicts with I-Statements
Name:
My Formula Template
"I feel ________ when you ________. Please ________."
1
A friend keeps tapping your desk while you are trying to work.
I feel
when you
Please
2
A friend laughs when you get an answer wrong in class.
I feel
when you
Please
3
Think of something that happened recently. Write your own!
I feel
when you
Please
Feeling Word Bank
Sad Angry Annoyed Frustrated Embarrassed Hurt
Conflict Roleplay Cards Conflict Roleplay Cards
Lesson 3: Applying the Magic Formula
Teacher Resource
How to use these cards:
Cut out the cards below.
Divide students into pairs.
One student is the "Problem Starter" (reads the scenario).
The other student is the "Problem Solver" (uses the I-Statement formula).
Swap roles and repeat!
Situation A
The Line Cutter
"A friend cuts in front of you in the lunch line because they want to stand next to their other friend."
Solver: "I feel hurt when you cut in line..."
Situation B
The Secret Spiller
"You told a friend you are afraid of spiders. They told three other people and now they are teasing you."
Solver: "I feel embarrassed when you tell my secrets..."
Situation C
The Interrupter
"Every time you start to tell a story about your weekend, your friend interrupts to talk about their cat."
Solver: "I feel annoyed when you interrupt me..."
Situation D
The Rough Player
"You are playing tag, and your friend tags you so hard that you almost fall over."
Solver: "I feel unsafe when you tag me that hard..."
Circle of Friends Slides The Circle of Friends
Opening the Door for Everyone
Inclusion Skills
Empathy Power
Inside vs. Outside
How does it feel to be on the outside looking in?
Today, we will learn how to open the door and make our friendships safe for everyone to join.
Exclusion
Exclusion is when we leave someone out on purpose or make them feel like they don't belong.
"You can't play with us."
"This spot is saved for someone else."
"We only want three people today."
The Feeling:
Lonely, Unsafe, Sad, Confused
Exclusion is a Friendship Breaker .
The Inclusion Invitation
Look Around
See someone standing alone?
Smile
Show them you are friendly.
Ask
"Do you want to play too?"
The "Open Door" Challenge
Our goal today is to find someone new to invite into our circle.A safe school is a school where everyone has a place to play!
Inclusion Invitation Ticket The Inclusion Ticket
Your Invitation to the Circle
Student:
Practice Your Invitation
Write down exactly what you will say to someone who is standing by themselves. This is your "Open Door" script.
My "Open Door" Sentence:
A Kind Smile or Gesture I Will Use:
Look For:
Someone without a partner, someone standing quiet, or someone watching the game but not playing.
The Result:
A safer playground where everyone feels included and respected!
Why is inclusion important for safety?
Finish the sentence:
"When everyone is included, we all feel..."
Exclusion Simulation Guide Inclusion Simulation Guide
Lesson 4: Empathy in Action
Teacher Resource
The Simulation: The Closed Circle (15 mins)
Goal: To safely experience the feeling of exclusion and the relief of inclusion.
Step 1: Ask students to stand in circles of 4-5. They should lock arms or hold hands to form a "tight" circle.Step 2: One student (the "Outside Star") stays outside each circle. Their job is to try to join the group by asking nicely.Step 3: Round 1 (The Wall): Tell the circles they cannot let the Outside Star in. They should just keep their circle tight (without being mean/verbal). Limit this to 1 minute to prevent distress. Step 4: Round 2 (The Open Door): Now, tell the circles that as soon as the Outside Star asks "Can I join?", they must drop hands, smile, and say "Yes!"
Debrief Discussion
After Round 1:
"Outside Stars: How did it feel when you couldn't get in?"
"Circle Members: How did it feel to keep someone out?"
After Round 2:
"Outside Stars: How did your feelings change when they said yes?"
"What made you feel safe to join?"
Key Takeaways for Students
• Safety is social: We feel physically safer when we know people want us around.
• Inclusion is a choice: Every time we see someone alone, we have the power to "open the door."
• Small acts matter: A smile or a "Yes!" can change someone's whole day.
Safety Note:
Monitor the simulation closely. If a student is already experiencing real-life exclusion, they may be sensitive to this activity. Choose "Outside Stars" who are socially confident, or act as the Outside Star yourself for the first demonstration.
Relationship Doctors Slides The Relationship Doctors
Checking the Health of Our Friendships
Final Review
Boundary Experts
Doctor's Orders
Doctors check our bodies to make sure we are healthy.
Today, YOU are the doctors! We are going to check some friendships to see if they are Healthy or if they need Help .
The Healthy Checklist
Kind Words
Sharing & Taking Turns
Listening to Each Other
Including Others
Warning Signs:
• Name-calling or mean teasing
• One person making all the rules
• Leaving people out on purpose
• Physical hurting (hitting/pushing)
What if it's "Unhealthy"?
A "Relationship Doctor" knows when to set a boundary .
Prescription:
1. Use an I-Statement .
2. Walk away and find a safe friend.
3. Ask a Trustworthy Adult for help.
Safe Boundary =
A Safe You!
Graduation Day!
You are now Peer Power Experts! Go forth and be a Friendship Builder!
Friendship Checkup Worksheet Friendship Checkup
Official Lab Results
Doctor:
The Medical Task
Read the following cases. Decide if the friendship is Healthy or Unhealthy . If it is unhealthy, write one "Prescription" to help fix it.
Case #1
Ben & Toby
"Ben and Toby play tag every day. Ben always lets Toby be 'it' first because Toby is new to the school. They laugh and high-five when the game is over."
Healthy
Unhealthy
Doctor's Prescription (What should they do?):
Case #2
Sara & Kim
"Sara tells Kim she can only be her friend if Kim doesn't talk to anyone else on the playground. Kim feels lonely but is afraid Sara will be mad if she plays with others."
Healthy
Unhealthy
Doctor's Prescription (What should they do?):
Case #3
Alex & Jamal
"Alex got a new game. When Jamal came over, Alex shared the controller and they took turns. When Jamal accidentally broke a small piece, Alex used an I-Statement instead of yelling."
Healthy
Unhealthy
Doctor's Prescription (What should they do?):
Doctor's Final Note:
The most important thing for a safe friendship is:
Friendship Checkup Answer Key Friendship Checkup Key
Lesson 5: Assessment & Mastery
Teacher Resource
Case #1
Ben & Toby
Result: HEALTHY
Reason: Inclusion (letting the new student go first), sharing, and mutual enjoyment (high-fiving).
Possible Prescription: "Keep up the great work! Maybe invite another new student to play too."
Case #2
Sara & Kim
Result: UNHEALTHY
Reason: Control and Exclusion. Sara is isolating Kim and using fear/pressure to keep her as a friend.
Possible Prescription: "Kim should use an I-Statement: 'I feel sad when you tell me who I can play with. Please let me have other friends too.' Kim should also talk to a teacher."
Case #3
Alex & Jamal
Result: HEALTHY
Reason: Conflict Resolution and Sharing. Alex used a communication tool (I-Statement) instead of an aggressive "Friendship Breaker" behavior.
Possible Prescription: "Great use of the Magic Formula! Alex can say 'I feel sad that my game broke, but thank you for being honest. Please be more careful next time.'"
Mastery Checklist:
By the end of this checkup, students should be able to:
Correctly identify Healthy vs Unhealthy dynamics.
Suggest an I-Statement or "Inclusion Invitation" as a solution.
Identify when adult help is needed (especially in Case #2).
