Managing Emotions 
​By:  Jennifer Hopkins

Project at a Glance :

The project is for 2nd graders.  The goal of the unit  is to empower them with the skills they need to help others navigate their emotions effectively, fostering a healthier and more collaborative environment.  The students will work on developing empathy while improving their own self- management strategies and interpersonal skills.  In addition to social emotional learning competencies, the project focuses on reading and writing standards as well as research and speaking skills.  This unit will be approximately 10 weeks.  

Driving Question:

How can we help others manage their emotions?           

Standards:

• RI.2.5. Know and use various text features.
• W.2.2. Write informative/explanatory texts.
• W.2.7. Participate in shared research and writing projects.
• SL.2.1. Participate in collaborative conversations.

Team / Culture Building:

• Team building activity: JENGA - groups build a tower together, then build a tower together with just one hand, then build a tower together without talking.​

• Hopes, Fears, and Norms​​

Entry Event:

• Presentation on the brain by Anna Smyk, Physicians Assistant.

Stakeholders:

• Students
• Teachers
• PBIS team
• Staff Members
• Principal

Empathy Building:

• Share video, stopping 4:13
• Create a Stakeholders Map ​​

• Empathy Map - groups will be given certain scenarios and will create a map based on that person and his/her situation.

Inquiry / Need to Knows:

• Use the Need to Knows protocol 
• Generate questions for interview
• Interview - Erin James (PBIS) and Lydia Parks (ASD teacher)

Incubation:

• The class often does an activity called “Think Outside the Box Thursday”.  The students are given a paper with random lines/doodles, and they need to change the drawing into something.  This will help students think of creative solutions for the DQ.
• Squiggle Birds 
• Anti Problem - What is the worst thing we could do when someone is not regulated?
• Raining Ideas activity - In groups, the students thought of as many ideas as they could for possible solutions to the driving question.​

Checking in:

• The teacher will check in with the students shortly after introducing the driving question and then at different points in the creative sequence.  
• Use the Tell it to a Toddler after the Observation stage. 
• Use the Top 10 List protocol during the Incubation Stage.
• Talking Chip after the Investigation Stage. 
• Use the Glows & Grows protocol following the Elevator Pitch.​​

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Solution Building:

• Once all of the ideas have been suggested and processed, the students will get in groups to decide on solutions.
• They will use Dot Voting to narrow down their ideas.
• Followed by the NUF(F) Test

Critique and Revision: 

• Students do a Gallery Walk sharing Two Stars and a Wish as feedback to groups.
• Critical Friends - giving helpful, specific, and kind feedback.
• Elevator Pitch​​

Authentic Audience:

• West Ottawa students & staff

Final Presentation:

• The class chose to present the pitch altogether using a script and a Canva presentation.  ​​

Click here for teacher's full plan.

​Reflection and Feedback:

• The audience will use the NUF(f) emoji feedback page.
• The teacher will assess the students using the report card objectives.
• The students will read the NUF(f) feedback page.
• All students will complete a Google Form to answer questions about the process.  
  
• "It was really fun and the 4th graders loved our solution for our driving question: How can we help others manage their emotions. I was a little scared, but when it was my turn I was ready for it." ~ Eloise - 2nd grader​​​​

Click here for the teacher's Journey through PBL on Padlet . . .

Meet the Educator:

Jennifer Hopkins teaches 2nd grade at Lakewood Elementary for West Ottawa Public Schools.  

     “While the content of any learning experience is important, the particular content is irrelevant.  What really matters is how students react to it, shape it, or reapply it.”  ~ Rob Riordon