In groups of three, students select recycled materials from a shared bag and collaboratively build a piece of art that represents one of their community values, then present their artwork to the class explaining how the materials embody that value before displaying it as a hallway installation.

Students each draw a puzzle piece from a bag, then move around the room to find classmates whose pieces complete the same community agreement poster — then their group creates and performs a cheer or rap (with movement) celebrating that agreement.

Teams compete to complete a series of physical and mental challenges (building a pyramid, singing a commercial, doing 100 push-ups, etc.) to earn playing cards, then use their best five cards to compete in a final poker hand showdown.

Students mingle around the room with a bingo grid of personal statements, collecting signatures from classmates who truthfully match each box (one signature per person per card) until someone completes their card and calls "BINGO!"

Students write briefly about places that feel safe and unsafe, then rotate through three posters (physical, emotional, and intellectual safety) in small groups to brainstorm how to increase each type of safety in their classroom — ending with a class consensus on 2–3 concrete actions to implement.

Students will share about their families and identify what qualities make their family special to them.

The facilitator reads six words from a TABOO card aloud, then signals "Go!" and students race to write down as many words as they can remember — playing multiple rounds with new cards and discussing strategies for improving focus and listening.

Students will create a collage using photos they took of meaningful people, places, and objects in their lives, then write a personal reflection explaining the significance of each image.

Students will move to one of four numbered corners based on personal preference questions (e.g., "Are you most like summer, winter, spring, or fall?"), discuss their choices with classmates in the same corner, and earn points when the die lands on their number. The game creates a low-pressure way for students to learn about each other and build relationships through conversation.

To discuss real issues that are occurring in the group, and to encourage participants to come up with their own solutions to real problems.

Students journal about what family means to them, discuss the concept of "intentional family" (chosen relationships beyond biology), then create an illustrated family tree featuring the people they consider family — noting why each person belongs — and write a reflection on how they show those people they're valued.

Students toss a numbered ball around the circle, and wherever their right thumb lands determines which reflection question they answer — progressing through three increasingly personal levels (from "What's your happy place?" to "What would you do if you weren't afraid?") with the option to pass at any time.

Co-create community agreements and classroom norms between teacher and students.

A playful circle game where students practice leadership and observation skills as one player (the Cat) tries to guess who is secretly leading the group’s movements (the Mouse).

In this lesson, students practice self-confidence and relationship building by sharing their name and a personal interest using alliteration in a fun, interactive circle activity.

Students work together to create a mural that illustrates community values, using art and reflection to explore what it looks like to practice—or not practice—those values.

Students will play name-learning games — including a timed name circle, a Name Pictionary drawing activity, and a beach ball question toss — to practice remembering classmates' names and get to know each other.