Unit Plan 11 (Grade 2 Counselor): Body Signals and When to Get Help

Focus: Help students recognize when a feeling is becoming too big to handle alone. Students identify body clues such as tight stomach, hot face, tears, fast breathing, or wanting to yell. The counselor helps students connect these clues to actions such as using a coping tool, taking space, or telling a trusted adult.

Grade Level: 2

Subject Area: School Counseling (Body Signals • Coping Tools • Help-Seeking)

Total Unit Duration: 1–2 weeks, 30 minutes per session

I. Introduction

This Grade 2 counseling lesson helps students understand that their bodies often give signals when feelings are getting stronger. Students learn to notice clues such as a tight stomach, hot face, tears, fast breathing, tight fists, shaky hands, or wanting to yell, hide, or run away. The counselor emphasizes that body signals are helpful information, not something to be ashamed of.

Students connect body clues to actions they can take next. Sometimes a student can use a coping tool, take space safely, breathe, count, draw, or use calm words. Other times, the feeling, worry, or problem feels too big to handle alone and a trusted adult should help. The goal is for students to recognize body signals early and choose a safe next step.

Essential Questions

• What body signals can show that a feeling is getting stronger?
• How can students connect feelings, needs, and body clues?
• What coping tools can help when a feeling is strong?
• When should students ask a trusted adult for help?
• How can students use body clues to make safe and respectful choices?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Name feelings connected to school, home, friendship, or learning experiences.
2. Identify body clues that may show a feeling is becoming strong.
3. Describe simple needs connected to feelings and body signals, such as needing help, space, a break, encouragement, or support.
4. Choose a safe coping tool when a feeling is strong but manageable.
5. Recognize when a feeling, worry, or problem feels too big to handle alone.
6. Identify trusted adults who can help when body signals or worries feel too strong.
7. (Optional Session) Apply body signal and help-seeking skills through scenario sorting, body-map practice, or trusted adult matching.

Standards Alignment — Grade 2 (ASCA-based Custom)

• C:S1.2a — Identify Feelings, Needs, and Personal Experiences
  • Name feelings, describe simple needs, and connect emotions to school, home, friendship, or learning experiences.
  • Example: A student says, “I feel disappointed because my friend picked a different partner.”
• C:S2.2a — Identify Emotions and Body Clues
  • Recognize a range of emotions in themselves and others and describe body clues connected to those feelings.
  • Example: A student says, “When I’m nervous, my stomach feels tight and my hands feel wiggly.”
• C:S2.2c — Know When Feelings Need Adult Support
  • Recognize when a feeling, worry, or problem feels too big to handle alone and identify an appropriate trusted adult.
  • Example: A student says, “If I keep feeling scared at recess, I can tell my teacher or counselor.”

Success Criteria — Student Language

• I can name feelings and body clues.
• I can tell when a feeling is getting stronger.
• I can choose a coping tool when I need to calm down.
• I can ask a trusted adult for help when a feeling or problem feels too big.
• I can use body signals to choose a safe next step.