Students mingle around the room playing Human Bingo — approaching classmates to find someone who matches each square on their bingo grid, collecting their signature in that spot (one signature per person per card) — racing to be the first to fill their entire card and call "BINGO!"

Students play "No, No, No…THIS Is What Happened" in a circle — each person creatively replacing the previous person's silly excuse with their own — then toss a numbered ball around the room, answering increasingly personal reflection questions (across three levels) based on whichever number their right thumb lands on when they catch it.

Students take turns drawing one puzzle piece at a time from a mystery bag, guessing what the full picture might be after each piece, and connecting pieces together as a group until someone figures out the image — then discuss how jumping to conclusions from limited information connects to real-life gossip and judgment.

Students play Common Ground — moving around the room to group themselves by shared preferences (favorite season, music taste, cat vs. dog person) and briefly connecting with classmates who made the same choice — then play Moment of Memory, listening to six words read aloud and racing to write down as many as they can remember across multiple rounds.

Students play Would You Rather (moving to opposite sides of the room for each answer on relationship-themed questions), then work in small groups on the Cup Stacking Challenge — each person holds a rubber band string connected to a shared center band and the group uses it to lift and stack cups into a pile, tower, or pyramid without touching them directly.

Students do a body self-audit, watch Amy Cuddy's TED Talk on body language, then role-play everyday scenarios in trios — acting out the same scene twice (once with disempowering posture, once with empowering posture) while a third student observes and gives feedback, rotating until each person has played every role.

In small groups, students race to list as many possible uses as they can think of for an everyday object (like a paper clip or feather) in 3–5 minutes, with no idea too silly to write down, then share their lists aloud and compete for the most unique uses across two or three rounds.

Students draw a classmate's name, then decorate a microwaved CD medal with that person's name and a specific written acknowledgment of what they appreciate about them, before presenting their award aloud in a closing ceremony where each recipient takes a moment to receive the recognition.

Students brainstorm and map clique nicknames at their school, discuss what distinguishes cliques from friendship groups, complete a Clique Survey reflecting on their own social circle, then practice reaching across group lines through a chosen activity — writing an anonymous letter to someone in another clique, becoming pen pals with a randomly drawn classmate, or contributing to an anonymous issue box.

Students silently step across a line on the floor for each statement that rings true for them (e.g., "I feel safe at school," "my opinion matters"), observing who else crosses, then choose one statement that impacted them to write about privately before sharing with a partner.

Students have quick conversations with multiple partners while secretly tallying dots on each other's sheets every time their partner exhibits a specific assigned behavior (like making eye contact or saying "like") — then, after the reveal that each dot represents "breaking" someone's cultural norm, they discuss what it felt like and write a private reflection on how to honor others' norms going forward.

Students complete an "Are You Empathetic?" self-check and discuss empathetic listening behaviors as a class, then pair up with character cards to role-play sharing a situation while their partner practices empathetic listening — maintaining eye contact, not interrupting, and asking follow-up questions — before switching roles and debriefing with specific feedback.

Students mingle around the room and repeatedly "partner up" with whoever is nearest, each time sharing a positive memory about a third group member — focusing on moments when that person showed good values or was an ally — then debrief together about what the stories revealed about the community.

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

Students will use abstract thinking to compare themselves to everyday objects by choosing between two options (e.g., "hammer or nail?") and explaining their reasoning to a partner. Through this pair-share activity, students will practice self-reflection and get to know their classmates better.

Students will discuss the poem Harriet Tubman by Eloise Greenfield, learn about her courageous actions, and identify a current issue of injustice in their community or world that they would like to help change.

Students will simulate a fishing village economy by using straws to "catch" goldfish crackers, experiencing the consequences of taking more than they need as resources deplete and villagers get eliminated. A debrief connects the game to real-world thinking about wants vs. needs and practicing self-control.

Students will read Eloise Greenfield's poem "By Myself" and then create their own "I am" poems, building a list of words and phrases that describe who they are. Younger students can draw a picture instead of writing.

Students will be able to identify the people, places, and things they love — building self-confidence by recognizing the joy and goodness already present in their own lives.

Students will explore different types of greeting cards and then design and write their own to build a class card collection, practicing empathy by thinking about how to acknowledge and respond to others' experiences through words and art.