Social Clues Presentation SOCIAL DETECTIVE AGENCY
Mission: The "Should I or Shouldn't I?" Challenge
Level: Social Thinking
Status: Active Investigation
Your Mission
Observe social situations like a pro detective.
Understand how your actions change what others think and feel .
Decide: "Should I or Shouldn't I?"
Social Thinking
The process of considering what others are thinking and feeling in the moment.
THE SOCIAL BEHAVIOR SCALE
5
Against the Rules
Others feel angry. You get in trouble.
4
Annoying
Others feel annoyed. They might not want to play.
3
Weird Thoughts
Others feel confused. They might move away.
2
Fine / Okay
Others feel calm. They have neutral thoughts.
1
Good Thoughts
Others feel great. Adults feel proud!
5
Against the Rules
How others feel:
Extremely angry
Unsafe
Frustrated
Consequence:
You will get in trouble
Sent to principal / parent
Loss of privileges
Example: Taking someone's tablet without asking and throwing it.
4
Annoying
How others feel:
Irritated / Annoyed
Distracted
Exasperated
Social Cost:
People won't want to play
Friends might avoid you
Harder to get help later
Example: Tapping your pencil loudly while everyone is trying to read.
3
Weird Thoughts
How others feel:
Confused / Puzzled
Uncomfortable
Curious (in a bad way)
Reaction:
People move away
Awkward stares
Might lead to teasing
Example: Standing too close (nose-to-nose) when talking to someone.
2
Fine or Okay
How others feel:
Calm and Relaxed
Safe
Normal / Neutral
Connection:
People will work with you
Everything goes smoothly
"No news is good news"
Example: Sitting quietly at your desk waiting for instructions.
1
Good Thoughts
How others feel:
Happy and Valued
Supported
Proud (Adults)
Connection:
People want to play
People want to help you
Stronger friendships
Example: Offering to help a friend clean up their spilled markers.
PRACTICE CASE #1
"You are in line for the water fountain and you keep poking the back of the person in front of you."
What level behavior is this?
1
2
3
4
5
Annoying! (Level 4)
PRACTICE CASE #2
"You notice a classmate dropped their pencil. You pick it up and hand it back with a smile."
What level behavior is this?
1
2
3
4
5
Good Thoughts! (Level 1)
Mission: Case Files
It's time to test your skills! Use your worksheet to decode 5 mystery scenarios.
Think about: What are they thinking? How are they feeling?
Detective Case Files Worksheet Detective Case Files
Mission: Social behavior rating
AGENT: ________________
DATE: ________________
1
Good Thoughts
2
Fine/Okay
3
Weird Thoughts
4
Annoying
5
Against Rules
Case #001: The Library Lean
Scenario: You start hum-singing your favorite song while looking for a book in the quiet library.
How do others feel or think?
Rating:
1 2 3 4 5
Case #002: The Lunchroom Loop
Scenario: Your friend is talking about their favorite game. You listen, look at them, and ask a question.
How do others feel or think?
Rating:
1 2 3 4 5
Case #003: The Playground Panic
Scenario: You are angry that you lost a game on the playground, so you push a classmate down.
How do others feel or think?
Rating:
1 2 3 4 5
Case #004: The Hallway Huddle
Scenario: You walk into the middle of a circle of kids and stand there without saying anything.
How do others feel or think?
Rating:
1 2 3 4 5
Case #005: The Classroom Calm
Scenario: The teacher is talking. You sit at your desk, looking at the teacher, and keep your body still.
How do others feel or think?
Rating:
1 2 3 4 5
Reflection: Why is it important to think about what others are thinking?
Social Detective Teacher Guide Facilitator Field Notes
Social Detective Agency | Lesson Guide
Target Age
8–12 Years Old
Duration
30 Minutes
Format
Group Discussion / Activity
Mission Objectives
Identify the 5 levels of social behavior on the Social Behavior Scale.
Explain how different behaviors impact the thoughts and feelings of others.
Practice social problem-solving by evaluating "Should I or Shouldn't I?" scenarios.
Mission Timeline (30 Minutes)
0-5 MIN
Introduction: The Social Detective
Introduce the concept that we are all "social detectives" looking for clues about how others are thinking and feeling. Use Slides 1-2.
5-15 MIN
Briefing: The 5-Point Scale
Use Slides 3-8 to deep dive into the 5 levels. Ask students for their own examples for each level to build engagement.
15-25 MIN
The "Should I or Shouldn't I?" Challenge
Students complete the "Detective Case Files" worksheet. Walk around and prompt students to think about the "why" behind their ratings.
25-30 MIN
Debrief & Review
Review the worksheet answers as a class (Slides 9-10 provide bonus practice). End with the "Mission: Case Files" wrap-up (Slide 11).
Detective Discussion Prompts
Levels 1 & 2 (Safe Zone)
How does it feel when people are doing Level 1 or 2 behaviors around you?
Why is Level 2 ("Okay") just as important as Level 1 ("Great")?
Can you think of a Level 2 behavior that happens in this room right now?
Levels 3, 4, & 5 (Investigation Zone)
What is the difference between "weird thoughts" and "being annoying"?
Why does the school have rules for Level 5 behaviors?
How can we fix it if we accidentally do a Level 3 or 4 behavior?
Worksheet Case File Guide
Case Rating Key Clue #001 (Humming) 4 (Annoying) Distracts others who are trying to focus in a quiet space. #002 (Listening) 1 (Good Thoughts) Makes the friend feel valued and heard. #003 (Pushing) 5 (Against Rules) Physical violence is always against the rules and unsafe.
Social Clues Presentation Detailed Social Detective Agency
Mission: The "Should I or Shouldn't I?" Challenge
Level: Social Thinking
Status: Active Investigation
Your Mission
Observe social situations like a pro detective.
Understand how your actions change what others think and feel .
Decide: "Should I or Shouldn't I?"
Social Thinking
The process of considering what others are thinking and feeling in the moment.
The Social Behavior Scale
5
Against the Rules
4
Annoying
3
Weird Thoughts
2
Fine / Okay
1
Good Thoughts
5
Against the Rules
SHOULDN'T I
The Facts
These behaviors are not allowed . They break school or home rules and can be unsafe.
Impact
Make others feel angry toward you.
Will get you in trouble .
4
Annoying
SHOULDN'T I
The Facts
These behaviors make others feel annoyed with you. They aren't against rules, but they bug people.
Impact
Others won't want to play or work with you.
People won't want to help you later.
3
Weird Thoughts
SHOULDN'T I
The Facts
These behaviors make others have weird thoughts about you because the behavior is unexpected.
Impact
Others might want to move away from you.
Can cause others to tease or bully you.
2
Fine or Okay
Should I
The Facts
These behaviors are expected . They are the "normal" things we do every day that keep things calm.
Impact
Make others feel calm when they are around you.
Others have neutral or good thoughts about you.
Detective Case Files Worksheet Updated Detective Case Files
Mission: Should I or Shouldn't I? Behavior Rating
Agent:
Date:
"Read each case. Circle the feeling, pick the thought, and rate the behavior!"
Case File #001: The Library Lean
Rating:
1 2 3 4 5
SCENARIO: You are in the quiet library. You start hum-singing your favorite song while looking for a book.
How do others feel? (Circle one)
Neutral
Annoyed
Happy
Angry
What are others thinking? (Circle one)
"I love listening to music here!"
"I can't concentrate on my book."
Case File #002: The Lunchroom Loop
Rating:
1 2 3 4 5
SCENARIO: Your friend is talking about their favorite game. You listen, look at them, and ask a question about it.
How do others feel? (Circle one)
Neutral
Valued
Bored
Angry
What are others thinking? (Circle one)
"They are a great listener!"
"They aren't even listening to me."
Case File #003: The Playground Panic
Rating:
1 2 3 4 5
SCENARIO: You are angry that you lost a game on the playground, so you push a classmate down.
How do others feel? (Circle one)
Unsafe
Happy
Calm
Angry
What are others thinking? (Circle one)
"That was a fun way to play!"
"They are mean and unsafe."
Case File #004: The Hallway Huddle
Rating:
1 2 3 4 5
SCENARIO: Older kids are talking in a circle. You walk right into the middle and stand there without saying anything.
How do others feel? (Circle one)
Confused
Proud
Happy
Normal
What are others thinking? (Circle one)
"Why are they standing there?"
"I'm glad they joined us!"
Case File #005: The Classroom Calm
Rating:
1 2 3 4 5
SCENARIO: The teacher is talking. You are sitting at your desk, looking at the teacher, and keeping your body still.
How do others feel? (Circle one)
Calm
Distracted
Bored
Angry
What are others thinking? (Circle one)
"They are ready to learn."
Detective Case Files Worksheet Single Page Detective Case Files
Mission: behavior evaluation
AGENT: _________________________
DATE: _________________________
1
Good Thoughts
2
Fine/Okay
3
Weird Thoughts
4
Annoying
5
Against Rules
Case #001: The Library Lean
Scenario: You start hum-singing your favorite song while looking for a book in the quiet library.
Impact on others' thoughts/feelings:
Circle Rating:
1 2 3 4 5
Case #002: The Lunchroom Loop
Scenario: Your friend is talking about their favorite game. You listen, look at them, and ask a question.
Impact on others' thoughts/feelings:
Circle Rating:
1 2 3 4 5
Case #003: The Playground Panic
Scenario: You are angry that you lost a game on the playground, so you push a classmate down.
Impact on others' thoughts/feelings:
Circle Rating:
1 2 3 4 5
Case #004: The Hallway Huddle
Scenario: You walk into the middle of a circle of kids and stand there without saying anything.
Impact on others' thoughts/feelings:
Circle Rating:
1 2 3 4 5
Case #005: The Classroom Calm
Scenario: The teacher is talking. You sit at your desk, looking at the teacher, and keep your body still.
Impact on others' thoughts/feelings:
Circle Rating:
1 2 3 4 5
Final Detective Question: Why is it important to think about what others are thinking?
Detective Case Files Worksheet Updated V2 Detective Case Files
Mission: Should I or Shouldn't I?
Agent:
"Circle the feeling, pick the thought, and rate the behavior (1-5)!"
Case #001: The Library Lean
Rating:
1 2 3 4 5
SCENARIO: You start hum-singing your favorite song while others are reading in the library.
How do others feel?
Calm
Annoyed
Happy
What are they thinking?
"I can't concentrate on my book."
"I love listening to music here!"
Case #002: The Lunchroom Loop
Rating:
1 2 3 4 5
SCENARIO: Your friend is talking. You listen, look at them, and ask a question about what they said.
How do others feel?
Bored
Valued
Angry
What are they thinking?
"They aren't even listening."
"They are a great listener!"
Case #003: The Playground Panic
Rating:
1 2 3 4 5
SCENARIO: You are angry that you lost a game, so you push a classmate down.
How do others feel?
Unsafe
Fine
Happy
What are they thinking?
"That was fun!"
"They are mean and unsafe."
Case #004: The Hallway Huddle
Rating:
1 2 3 4 5
SCENARIO: You walk into the middle of a circle of kids and stand there without saying anything.
How do others feel?
Confused
Happy
Proud
What are they thinking?
"Why are they standing there?"
"I'm glad they joined us!"
Case #005: The Classroom Calm
Rating:
1 2 3 4 5
SCENARIO: The teacher is talking. You sit quietly and look at the teacher.
How do others feel?
Calm
Bored
Angry
What are they thinking?
"They are ready to learn."
"They are being too loud."
Conclusion: Why do social detectives look for clues about others' feelings?
Detective Case Files Emoji Worksheet Detective Case Files
Mission: Should I or Shouldn't I?
Agent:
"Circle the correct emoji and the most accurate thought, then rate the behavior (1-5)!"
Case #001: The Library Lean
Rating:
1 2 3 4 5
SCENARIO: You start hum-singing your favorite song while others are reading in the library.
How do others feel?
😊Happy
😒Annoyed
😌Calm
😡Angry
What are they thinking?
A. "I love listening to music here!"
B. "I can't concentrate on my book."
Case #002: The Lunchroom Loop
Rating:
1 2 3 4 5
SCENARIO: Your friend is talking. You listen, look at them, and ask a question about what they said.
How do others feel?
😴Bored
💖Valued
😒Annoyed
😤Angry
What are they thinking?
A. "They are a great listener!"
B. "They aren't even listening to me."
Case #003: The Playground Panic
Rating:
1 2 3 4 5
SCENARIO: You are angry that you lost a game, so you push a classmate down.
How do others feel?
😟Unsafe
😐Fine
😃Happy
💢Angry
What are they thinking?
A. "That was a fun way to play!"
B. "They are mean and unsafe."
Case #004: The Hallway Huddle
Rating:
1 2 3 4 5
SCENARIO: You walk into the middle of a circle of older kids and stand there without saying anything.
How do others feel?
🤔Confused
😊Happy
🌟Proud
😐Normal
What are they thinking?
A. "Why are they standing there?"
B. "I'm glad they joined us!"
Case #005: The Classroom Calm
Rating:
1 2 3 4 5
SCENARIO: The teacher is talking. You sit quietly and look at the teacher with a still body.
How do others feel?
😌Calm
📣Distracted
😒Bored
😡Angry
What are they thinking?
A. "They are ready to learn."
B. "They are being too loud."
Conclusion: Why do social detectives look for clues about others' feelings?
Mapping Mission Slides Social Mapping Mission
Decoding the Social World Map
Phase 2: Mapping
Status: Active Mission
What is a Social Behavior Map?
A map helps you see where you're going. A Social Behavior Map helps you see where your choices lead!
"My behavior affects your thoughts, which affects your actions, which affects my feelings!"
You (Behavior)
Others (Feelings/Actions)
You (Outcomes/Feelings)
Two Paths on the Map
Expected
Things people do that follow the social rules for a place. They make people feel safe and calm .
Unexpected
Things people do that do NOT follow the social rules. They make people feel weird, annoyed, or unsafe .
The Expected Map
1
Behavior
I sit with my group.
2
Others' Feelings
Others feel calm.
3
Positive Outcomes
Friends want to work with me.
4
How YOU Feel
I feel proud and helpful!
The Unexpected Map
1
Behavior
I wander away during group time.
2
Others' Feelings
Others feel confused or annoyed.
3
Social Consequences
Friends don't ask me to join later.
4
How YOU Feel
I feel frustrated or lonely.
Case: Carpet Time
"Everyone is sitting in a circle listening to a story. One student starts doing loud karate kicks in the air."
Unexpected Path
Others think: "Why are they kicking? I can't see!"
Outcome: Teacher stops reading. You are asked to sit elsewhere.
Expected Path
Student sits with body quiet. Others think: "This is a great story."
Outcome: The story finishes and you get a group sticker.
Your Mapping Mission
Now you're going to create your own map! Use your handout to track how one behavior can change the whole day.
Start Mapping!
Behavior Map Activity Handout Social Behavior Map
Mission: Behavior Tracking
Agent:
Context/Place:
Map A: Expected Behaviors
Expected Behaviors How they make Others Feel Positive Outcomes for You How You feel about Yourself
|
|
|
Map B: Unexpected Behaviors
Unexpected Behaviors How they make Others Feel Social Consequences for You How You feel about Yourself
|
|
|
Instructions for Agents:
Pick a specific place (e.g., Science Lab, Bus, Recess).
Write or draw one behavior in the first column.
Trace the "ripple effect" across the rest of the map!
Behavior Sorting Worksheet Mission: Behavior Sort
Agent: ________________
"Social detectives know that behaviors are 'expected' or 'unexpected' depending on WHERE they happen. Look at each context and behavior, then check the correct box!"
Place / Context Behavior Expected Unexpected A Movie Theater Whispering to your friend about the movie.
|
| The Playground | Shouting and running as fast as you can. |
|
|
| The Library | Shouting and running as fast as you can. |
|
|
| Science Lab | Listening carefully and using safety goggles. |
|
|
| A Birthday Party | Standing in the corner and staring at people. |
|
|
| Online Meeting | Staying on 'mute' and raising your hand to talk. |
|
|
Detective's Brain Check:
Can a behavior be 'expected' in one place but 'unexpected' in another? Why?
Mapping Mission Teacher Guide Mission Control Briefing
Social Mapping Mission | Lesson Guide
Lesson
Social Behavior Mapping
Focus
Cause-and-Effect Relationships
Duration
30–45 Minutes
Mission Objectives
Define "Expected" and "Unexpected" behaviors within a social context.
Map the ripple effect of behaviors on others' thoughts, feelings, and actions.
Analyze how self-esteem is tied to social outcomes and personal choices.
Lesson Deployment
1
Briefing (Slides 1-3)
Review the concept of a 'social behavior map'. Emphasize that it's like a scientific experiment: Actions lead to specific results. Discuss 'Expected' vs 'Unexpected'.
2
Flow Check (Slides 4-6)
Walk through the flow of the map. Focus on the 4-step chain: Behavior -> Others' Feelings -> Outcomes -> My Feelings.
3
Sorting Mission (Worksheet)
Students complete the Sorting Worksheet. Prompt them: "Would this behavior be expected in a DIFFERENT place?" This reinforces that expectations change based on context.
4
Mapping Mission (Activity Handout)
Students pick a context and map a specific behavior. Challenge them to map BOTH an expected behavior and an unexpected behavior for the same situation.
Mission Critical Intelligence
Key Points
Behaviors are NOT "good" or "bad"—they are "expected" or "unexpected" for the context.
We map to understand the reason for social rules.
Our self-esteem (the last column) is strongly influenced by how others react to us.
Questions to Ask
"If I shout in the library, what are people THINKING about me?"
"How does it feel to be someone people WANT to work with?"
"What can we do when we notice we are on the 'unexpected' path?"
Social Thinking Tip
When students fill out the "Social Consequences" column for unexpected behaviors, ensure they understand these aren't "punishments" from adults, but naturally occurring social results (e.g., people moving away, friends choosing someone else to play with).
Mapping Mission Exit Ticket Exit Ticket
Mission Complete
Agent Name:
1. What is the difference between an "Expected" and "Unexpected" behavior?
2. Draw how a friend might feel if you did something EXPECTED:
Describe the feeling:
3. Why do our choices affect how we feel about ourselves?
Mission Status: Complete
Exit Ticket
Mission Complete
(Agent copy 2 for classroom handout efficiency)
Behavior Map Single Page Handout Social Behavior Map
Mission: Behavior Ripple Effect Tracking
Agent:
Context/Place:
Map A: Expected Behaviors
Positive Path
Expected Behavior How Others Feel Positive Outcomes How I feel about Me
😊Calm
😃Happy
🥰Valued
|
|
⭐ 😎 💪
|
Map B: Unexpected Behaviors
Difficult Path
Unexpected Behavior How Others Feel Social Consequences How I feel about Me
🤨Confused
😒Annoyed
😡Angry
|
|
☁️ 😔 🛑
|
Agent Briefing
1. Define the Context/Place in the header. 2. Map one Behavior in the first column of both maps. 3. Trace the "ripple effect" by circling emojis or drawing how people react!
Investigate
Behavior Map Single Page Handout V2 Social Behavior Map
Mission: Behavior Ripple Effect Tracking
Agent:
Context/Place:
Map A: Expected Behaviors
Positive Path
Expected Behavior Others' Feelings & Thoughts Positive Outcomes How I feel about Me
😊Calm
😃Happy
🥰Valued
Circle the Thought:
"They are being a great friend."
"I wish they would stop that."
|
|
⭐ 😎 💪
|
Map B: Unexpected Behaviors
Difficult Path
Unexpected Behavior Others' Feelings & Thoughts Social Consequences How I feel about Me
🤨Confused
😒Annoyed
😡Angry
Circle the Thought:
"They are fun to be around!"
"I want to move away from them."
|
|
☁️ 😔 😟
|
Agent Briefing
1. Define the Place in the header. 2. Write/draw a Behavior in both maps. 3. Trace the "ripple effect" by circling emojis/thoughts or drawing how people react!
