Unit Plan 7 (Grade K Counselor): Calming My Body

Focus: Introduce simple calming strategies students can use when feelings get big. The counselor teaches breathing tools such as “smell the flower, blow the candle,” counting to five, squeezing and relaxing hands, or taking a quiet break. Students practice each strategy when calm so they know what to do later when upset.

Grade Level: K

Subject Area: School Counseling (Calming Tools • Feelings • Self-Regulation)

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

I. Introduction

This Kindergarten counseling lesson helps students learn that big feelings can show up in the body. Students review feelings such as mad, sad, scared, worried, excited, and calm, then learn simple tools that can help their bodies slow down and feel safer.

The counselor teaches calming strategies through modeling, visuals, puppets, movement, and short practice rounds. Students practice breathing, counting, squeezing and relaxing hands, using words, asking for help, and taking a quiet break while they are calm. The goal is for students to understand that calming tools are easier to use later when they have practiced them before big feelings happen.

Essential Questions

• What are big feelings?
• How can feelings show up in the body?
• What does a calm body feel like?
• What calming tools can students practice?
• How can students ask for help when a feeling feels too big?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Name common emotions such as happy, sad, mad, scared, worried, excited, and calm.
2. Recognize that big feelings can affect the body, voice, hands, face, and choices.
3. Practice simple calming strategies such as breathing, counting, squeezing and relaxing hands, taking a quiet break, using words, or asking for help.
4. Use the phrase “smell the flower, blow the candle” to practice slow breathing.
5. Identify when a student might need a calming tool.
6. Explain that practicing calming tools when calm can help students remember them when upset.
7. (Optional Session) Apply calming strategies through puppet scenarios, feeling cards, calming tool stations, breathing practice, or a calm-body reflection activity.

Standards Alignment — Grade K (ASCA-based Custom)

• C:S2.Ka — Name Common Emotions
  • Identify common emotions such as happy, sad, mad, scared, worried, excited, and calm.
  • Example: A student looks at a picture card and identifies the character as “mad.”
• C:S2.Kb — Use Simple Calming Strategies
  • Practice simple calming tools such as breathing, counting, taking a break, using words, or asking for help.
  • Example: A student practices “smell the flower, blow the candle” breathing after feeling frustrated.

Success Criteria — Student Language

• I can name feelings.
• I can tell when a feeling is big.
• I can practice calming my body.
• I can breathe slowly.
• I can count to five.
• I can squeeze and relax my hands.
• I can ask for help when I need it.