SEL Trust
Overview
This lesson is designed to build trust in your classroom. With covid please consider having students wear masks and using 2ft. noodles instead of physically tagging with your hands.
Sel Unit, Lesson 2 Trust
Unit for SEL
Lesson 2
Lesson Topic: Trust
Lesson Description: This lesson is designed to build trust in your classroom. With covid please consider having students wear masks and using 2ft. noodles instead of physically tagging with your hands.
Learning Goals/Outcomes:
- The student will have an understanding of what trust means and how to accomplish trust among their peers.
Nebraska Standards: Standard 4: S4 M1 & H1, S4 M2 & H2, S4 M3 & H3, S4 M4 & H4, S4 M5, S4, M6, S4 M7 Standard 5: S5 M6 & H4
Teacher Planning:
Equipment/Materials Needed: blindfolds, one per student, The Full Value Contract to refer to. 2 foot noodles for each student (during covid)
Time Required for Lesson: 45 minutes
Technology Use:
_____ YES ____X_NO
Instructional Plan:
Anticipatory Set/Pre-Activity:
Benefits/Explanation/Real-World Connection: Through games, the students will have an understanding of trust and why having trust in yourself and someone else is important.
Activities (i.e. instructions, warm-up, lesson, cool-down):
Warm-Up: Look Up, Look Down (5 minutes)
Objective: To form a quick partnership through mutual eye contact.
Set-Up: Make a circle (when in covid 2 feet apart)
Framing: In this game you must commit to look at one person every round. You cannot search around for a new person.
- You are going to be told to either look up or look down. On the command “look down” you are asked to cast your eyes downa t your feet. On the command “Look up” you must lift your gaze to eye level and look at one person.
- If two people happen to look at eachother at the same time, the should exclaim “Aha”
- Continue for a few rounds. After a few rounds, in addition to saying “aha” the person you locked eyes with will become your partner for the next activity. As pairings occur, students break away from their neighbors and depart from the circle.
- Keep going until all are paired.
Activity: Robot (10 minutes)
Objective: To direct another group member to move around the room using limited commands.
Setup: Partners from last game.
Framing: “We have on loan today something that is very exciting. We have been asked to test out some very expensive robots! They are the first model of this kind, so they do not have many buttons or controls. We need your help to test them out.
- Explain how the robot functions by describing the buttons that they come with: left turn, right turn, go forward, stop and two-part safety feature.
- Demonstrate the following with a volunteer. Instead of tapping shoulders with hands use the noodles. To go right the button is on rt shoulder, left, left shoulder and forward the button is the center of the back. To stop the button is on their head.
- The robot has two safety features. The first is always travel with bumpers up (hands bent 90 degrees in front of you) and second there is an alarm when the robot is coming to close to something. Demonstrate by saying Whoomp, Whoomp, Whoomp.
- The robots can only travel at a wlking pace.
- One student is the robot and one student is the operator.
- Remind the students that the robots are very expensive and fragile. So it is very important that they follow the guidelines. After a few minutes, have the robot and operator switch roles.
Debrief:
What was it like to trust someone else to direct you?
What made it easy for you to follow their directions?
How did it feel to be responsible for someone else?
Activity: Paired Trust Walk 10 Minutes)
Objective: To have students lead each other blindfolded through the space.
Setup: Pairs form last activity
Framing: You just led your partner using nonverbal signals. In this activity, you will also be able to use your voice, but your partner will be blindfolded.
Have your partner move through the space while you give verbal cues where to go. Use the same Whoomp alarm if there is potential danger. Do not touch your partner.
Debrief:
What did your guide do to gain your trust? Eb specific.
Did you feel your guide took care of your safety? Why or why not?
Were you more comfortable being led or leading?
If we did this activity again, what would you do differently to help your partner trust you more?
Activity: Sherpa Walk (10 minutes)
Objective: To have students lead the entire group on part of a blind group walk.
Setup: Be sure to have a route in mind for the walk. TO make it more challenging, you may want a series of twists and turns as well as objects that students will need to step over and under.
Framing: This is another blindfold activity. There will be one leader guiding you while the others are blindfolded and holding onto their noodle. Choose the leader and line students up. Set up that if Whoomp Whoomp is called out everyone must freeze so leader can regain control.
You can ask 2 students to be spotters and they can give the group input about their observations. Do this several times so people have the opportunity to be spotters, leaders and the blindfolded.
Closure:
Debrief: Full Value Contract (10 minutes)
Objective: To have students reflect on the Being, the Full Value Contract and connect it to specific behaviors during the lesson.
Setup: Have students form a circle
Framing: The being, our full value contract, isn’t just a piece of paper, it’s something we can use to help us be a better community and team to achieve success.
Review the Full Value Contract (Be here, be safe, Set goals, Care for Self and Others and Let. Go Move On).
Ask students to think about which of the concepts the group did best today at today and a specific example of when they saw this happening.
Ask a few individual students which FVC norm they picked and why.
Repeat but this time asking what the group could most improve on.
Assessment : The closure
(Formative/Summative)