K-3.SeA.1.1: Recognize and label their emotions and feelings.

• Begin science lessons with a brief emotion check-in. Have students take a moment to reflect on their current emotions and label them using emotion words. Create a designated space in the classroom where students can display or share their emotions (e.g., an emotions chart or a feelings journal). This practice encourages students to recognize and express their emotions, fostering a positive and supportive classroom environment.

• Introduce students to famous scientists and their discoveries, and discuss the emotions they might have experienced during their scientific journeys. For example, you can discuss the excitement that Marie Curie may have felt when discovering radioactivity or the curiosity and wonder that Charles Darwin might have experienced during his exploration of the Galapagos Islands. Encourage students to imagine and describe the emotions these scientists might have had, fostering empathy and emotional recognition.

• Connect emotions to weather metaphors by having students create "emotional weather reports." Ask students to identify and describe their current emotions using weather-related terms such as sunny, cloudy, stormy, or calm. Students can share their emotional weather reports with a partner or in small groups, discussing what may have caused their emotions and how they can manage or respond to them.

• During science experiments or hands-on activities, prompt students to reflect on their emotional responses. Ask questions such as "How do you feel while conducting this experiment?" or "What emotions are you experiencing as you make observations?" Encourage students to use emotion words to label their feelings and discuss how their emotions might influence their scientific observations and interpretations.

• After completing a science lesson or activity, allocate time for students to reflect on their emotional responses. Ask questions like "How did you feel during the lesson?" or "What emotions did you experience as you learned about [specific topic]?" This reflection time allows students to recognize and label their emotions while connecting them to their science learning experiences.

K-3.SeA.1.2: Identify positive and negative emotions.

• Create a feelings jar with different colored pieces of paper representing positive and negative emotions. Students can pick a piece of paper from the jar and share a time when they felt that way. Facilitate a class discussion on how to cope with negative emotions and celebrate positive emotions.

• Prepare a set of emotion cards with various facial expressions representing different emotions. Divide the class into small groups and provide each group with a set of cards. Ask the students to sort the cards into two categories: positive emotions and negative emotions. As a class, discuss why they classified certain emotions as positive or negative and encourage students to share personal experiences or situations associated with each emotion.

• Create an emotion word wall in the classroom where students can contribute positive and negative emotion words they encounter during science lessons. Whenever students come across an emotion while learning about a scientific concept, they can add it to the word wall. Encourage students to use these words when discussing their experiences and observations in science.

• Connect emotions to specific science experiments or activities. During or after the experiments, have students reflect on their emotional responses. Ask questions like "How did you feel while conducting this experiment?" or "What emotions did you experience when making observations?" Discuss as a class how different students may have had varying emotional responses to the same activity and encourage empathy and understanding of others' perspectives.

• Incorporate children's literature that explores different emotions into science lessons. Choose books that touch on positive and negative emotions and relate them to science concepts. For example, a book about perseverance and resilience during a challenging science experiment can prompt discussions about the emotions students may have felt and how they overcame obstacles.

K-3.SeA.1.3: Identify emotions related to different situations or events.

• Create a list of science-related situations or events on cards, such as observing a solar eclipse, discovering a new species, or conducting a messy experiment. Divide the class into small groups and have each group take turns selecting a card and acting out the emotion they would feel in that situation without using any words. The other groups can guess the emotion being portrayed. Afterward, have a class discussion about the emotions associated with each situation or event.

• Create an emotion map or chart where students can identify and associate different emotions with specific science-related situations or events. For example, create a chart with columns labeled "Situation/Event" and "Emotions." As a class, brainstorm various science-related situations or events and discuss the emotions that students might experience in each case. Have students fill in the chart with their ideas, and display it in the classroom for reference.

• Divide the class into small groups and assign each group a science-related situation or event, such as a field trip to a nature reserve or conducting a hands-on experiment. Provide magazines, art supplies, and paper to each group. Instruct the groups to create a collaborative emotion collage that represents the range of emotions they might feel in their assigned situation or event. Afterward, have each group present their collage to the class, discussing the emotions depicted and why they chose certain images.

• Provide students with opportunities for personal reflection after science activities or experiments. Ask them to write or draw about the emotions they experienced during the activity, why they felt that way, and how the emotions may have influenced their engagement or learning. Encourage students to share their reflections with a partner or in small groups to further explore the connection between emotions and science experiences.

K-3.SeA.2.1: Describe their personal qualities, such as likes and dislikes, needs and wants, strengths and challenges.

• Have students complete a science interest inventory where they identify and describe their likes and dislikes related to science topics. Provide a list of science topics such as animals, plants, weather, or rocks and ask students to indicate their level of interest for each topic. After completing the inventory, students can discuss their preferences with a partner or in small groups, sharing why they are interested in certain topics and what they enjoy about them.

• Assign students a personal science project where they have the freedom to explore a science topic that aligns with their interests. Allow students to choose a topic they are curious about and provide guidelines for their projects. Students can present their projects to the class, explaining why they chose their topic, what they learned, and how it relates to their personal qualities and interests.

• Introduce students to various scientists or science-related professionals who have different qualities, strengths, and challenges. Provide examples of scientists who have made significant contributions in different fields, highlighting their unique qualities and how they overcame challenges. Encourage students to reflect on these role models and consider how their own qualities and interests align with those of the scientists.

K-3.SeA.2.2: Describe an activity/task in which they may need help in order to be successful.

• Introduce a science experiment or investigation that requires teamwork and cooperation. Explain to the students that they will need to work together to successfully complete the task. Before starting, have a class discussion about the importance of seeking help when needed. Ask students to identify specific parts of the experiment where they think they may need assistance or where they think teamwork will be crucial for success. Encourage students to ask for help or offer assistance to their peers during the experiment.

• Create expert stations or stations that focus on specific science topics or skills. Assign students to small groups and rotate them through the expert stations. Each station should have an expert student who has a strong understanding of the topic or skill. The expert students can guide their group members and provide assistance as needed. Encourage students to ask questions and seek help from the experts at their station.

K-3.SeA.2.3: Identify family, peer, school, community, cultural, and linguistic strengths.

• Assign a project where students interview family members or community members about their strengths and resources related to science. Students can create interview questions that focus on the person's knowledge, experiences, or skills in science. After conducting the interviews, students can present their findings to the class, highlighting the diverse strengths and resources they discovered within their families and communities.

• Create a class chart or bulletin board that celebrates the strengths and resources present in the classroom. Dedicate a section to science-related strengths and resources. Invite students to contribute by sharing their own strengths and resources or recognizing the strengths of their peers. Encourage students to consider both scientific knowledge and skills, as well as personal qualities that contribute to success in science.

• Select science topics or phenomena that have cultural significance. Engage students in discussions and activities that highlight how different cultures contribute to scientific knowledge and understanding. Encourage students to share their own cultural perspectives and experiences related to science. This can include traditional knowledge, practices, or inventions that are relevant to the science content being studied.

K-3.SeA.3.1: Describe what it feels like to feel safe and respected.

• Teach and reinforce safety procedures and protocols during science experiments. Discuss the importance of following safety rules, such as wearing protective goggles, using appropriate tools, and handling materials responsibly. Explain how these measures help create a safe learning environment where everyone can explore and learn without unnecessary risks.

K-3.SeA.3.2: Explain positive and negative consequences for their choices and actions.

• Present students with various science-related scenarios and engage them in discussions about the potential positive and negative consequences of different choices or actions. For example, you could discuss the consequences of littering in the environment, using resources responsibly, or following safety guidelines during experiments. Encourage students to think critically and consider the short-term and long-term effects of their choices.

• Conduct cause and effect experiments or demonstrations in the classroom. For instance, you can set up simple experiments that show cause and effect relationships, such as planting seeds in different conditions (e.g., sunlight vs. darkness) and observing the outcomes. Discuss with students how different choices or actions lead to different results, and help them identify the positive and negative consequences of their actions.

• Invite guest speakers or show videos that highlight real-life examples of choices and actions related to science and their consequences. For example, you could invite a local scientist or environmentalist to talk about the positive impact of responsible waste management or the negative consequences of pollution. Discuss the implications of these choices and actions with the students.

K-3.SeA.3.3: Demonstrate responsibility in taking care of their own belongings.

• Teach students about the importance of responsible behavior in the science lab and taking care of lab equipment. Discuss how mishandling or neglecting lab materials can lead to damage or accidents. Demonstrate proper handling and storage of lab equipment and encourage students to take responsibility for their assigned materials.

• Introduce students to various science tools such as magnifying glasses, microscopes, or thermometers. Discuss the proper use, care, and storage of these tools. Emphasize the need to handle them gently, clean them after use, and return them to their designated places. Encourage students to take turns using the tools and remind them of the responsibility to maintain their condition.

• Teach students how to keep an organized science notebook. Discuss the importance of writing neatly, labeling sections, and properly storing the notebook. Guide students in creating a system for organizing their notes, drawings, and observations. Encourage them to take pride in their science notebooks and remind them of the responsibility to keep them in good condition.

• If you have plants or classroom pets as part of your science curriculum, involve students in taking care of them. Assign specific responsibilities, such as watering plants or feeding and cleaning up after the classroom pet. Discuss the importance of regular care and the consequences of neglecting these living organisms. Reinforce the idea that taking care of living things is a responsibility.

K-3.SeA.3.4: Demonstrate responsibility when using others’ belongings, e.g. asking permission and taking care of the belongings.

• During hands-on science activities, provide students with shared science materials such as magnifiers, balances, or measuring tools. Before using these materials, emphasize the importance of asking permission and treating them with care. Encourage students to take turns and share the resources responsibly, ensuring that everyone has an opportunity to use them.

• Assign group projects or experiments that require students to work together and share materials. Teach students about the responsibility of using others' belongings by setting clear expectations for group work. Emphasize the importance of asking for permission before using someone else's materials and returning them in the same condition or better. Encourage students to communicate and collaborate effectively to ensure everyone's needs are met.

• If you have a classroom library or resource center with science books, magazines, or reference materials, teach students about responsible behavior when borrowing these resources. Discuss the importance of asking permission before taking a book or resource, handling them gently to prevent damage, and returning them promptly and in good condition.

• Introduce students to digital resources, such as educational websites or online simulations, that support science learning. Teach them about responsible behavior when using technology, including asking for permission before accessing digital resources and following guidelines for appropriate use. Emphasize the importance of taking care of devices and returning them to their designated places after use.

K-3.SM.1.1: Demonstrate calming strategies in order to manage emotions, thoughts, impulses, and stress.

• Take students on outdoor nature walks or bring natural elements into the classroom. Engage students in observing and interacting with nature, such as examining plants, rocks, or insects. Encourage them to focus their attention on the sights, sounds, and textures around them, which can have a calming effect and help manage emotions.

• Engage students in mindful observation exercises during science experiments or when exploring natural phenomena. Encourage them to use their senses to observe and describe what they see, hear, smell, taste, and touch. This practice helps students focus their attention on the present moment and promotes a sense of calm and mindfulness.

K-3.SM.1.2: Describe how feelings relate to thoughts and behaviors.

• After conducting a science experiment or engaging in a hands-on activity, have students reflect on how their feelings during the activity influenced their thoughts and behaviors. Ask questions like: "How did you feel during the activity? How did those feelings affect your thoughts about the task? Did your feelings impact how you behaved or approached the activity?"

• Create a cause and effect chart with three columns: Feelings, Thoughts, and Behaviors. Choose a science-related scenario or situation and ask students to identify the feelings associated with that situation, the thoughts that arise from those feelings, and the behaviors that might result. Discuss as a class and encourage students to recognize the patterns and connections between their feelings, thoughts, and behaviors.

K-3.SM.1.3: Recognize that they have choices in their behaviors.

• Present students with different scenarios related to science concepts or experiments. Ask them to identify the choices they have in their behaviors in each scenario. Encourage them to think critically about the consequences of their choices. Discuss as a class and highlight the idea that they have control over their actions and can make choices that align with their goals and values.

• Connect the concept of choices in behaviors to real-life situations outside of the classroom. Discuss how the choices we make in our daily lives, such as taking care of the environment or making healthy choices, can have an impact. Relate these choices to scientific concepts and explain how our behaviors can contribute to positive outcomes or negative consequences.

K-3.SM.1.4: Recognize the importance of not giving up (perseverance).

• Conduct science experiments that require time and multiple steps to reach a desired outcome. Encourage students to document their progress, including any challenges or setbacks they encounter along the way. Afterward, facilitate a class discussion where students share their experiences and reflect on the importance of perseverance in achieving their goals.

• Share inspiring stories of scientists or inventors who faced challenges and setbacks but persevered to achieve their goals. Discuss these stories as a class and highlight the qualities and mindset that helped these individuals overcome obstacles. Encourage students to identify instances in their own lives where perseverance can make a difference.

• Incorporate reflection activities where students can identify and discuss their own growth mindset. Have them write or discuss moments when they faced a challenge in science and how they persisted or overcame it. Encourage students to share strategies they used and how they felt when they didn't give up.

K-3.SM.2.1: Identify personal goals with assistance from an adult.

• Provide students with worksheets or templates where they can write down their personal science goals. The worksheets should include prompts such as "My science goal is..." and "I will achieve it by..." Students can discuss their goals with a partner or share them in small groups to receive feedback and suggestions.

• Assign science projects or investigations where students have the opportunity to set their own goals within the given parameters. For example, if the project involves designing a simple machine, students can set goals related to the efficiency or functionality of their machines. Provide checklists or rubrics to help them monitor their progress and evaluate their work against their goals.

K-3.SM.2.2: Monitor progress towards personal goals with assistance from an adult.

• Provide students with goal tracking charts or graphs where they can visually monitor their progress. The charts can be divided into smaller milestones or steps that lead to the overall goal. Encourage students to update their charts regularly and color-code or mark their progress using symbols or stickers. Set aside time for students to review their charts with an adult and discuss their progress.

• Schedule regular check-in conferences with individual students or small groups to discuss their progress towards their science goals. During these conferences, ask students to share their accomplishments, challenges, and any support they need. Provide constructive feedback and suggestions for improvement. Help students reflect on their efforts and guide them in identifying strategies to overcome obstacles or adjust their approach.

• Create opportunities for students to share their goals and progress with their peers. This can be done through presentations, poster displays, or small group discussions. Encourage students to provide supportive feedback to their peers, such as asking questions, offering suggestions, or highlighting areas of growth. Peer feedback can help students gain different perspectives and motivate them to stay on track.

• Establish celebration milestones throughout the year to recognize students' progress towards their goals. These can be small rewards or acknowledgments when students reach specific milestones or demonstrate significant improvement. Celebrate achievements as a class, highlighting the effort and dedication students have shown in pursuing their goals.

K-3.SM.2.3: Describe and implement simple steps necessary to achieve short-term goals.

• Help students break down their goals into simple steps or tasks. Discuss with the class what actions are necessary to achieve each goal. For instance, if the goal is to conduct an experiment, the steps could include identifying the question or hypothesis, gathering materials, following the procedure, recording observations, and drawing conclusions.

• Provide students with a visual progress tracker, such as a checklist or a chart, to monitor their progress towards their short-term goals. As they complete each step, they can check it off or mark their progress. Regularly review the progress trackers with students and offer guidance and support as needed.

K-3.SM.2.4: Identify personal resources to achieve goals.

• Begin by discussing with students what personal resources are. Explain that personal resources are the strengths, skills, knowledge, and support systems that individuals have. Have students create an inventory of their personal resources by reflecting on their own strengths, interests, and abilities. Encourage them to think about what they are good at and what resources they have access to, such as books, materials, or people who can provide assistance.

• Create resource centers within the classroom or school where students can access materials and tools relevant to their goals. These centers can include books, reference materials, online resources, and hands-on materials. Encourage students to utilize these resources independently or in collaboration with their peers.

K-3.SM.2.5: Demonstrate the ability to receive and act on feedback.

• Teach students about the importance of feedback and establish clear feedback protocols in the classroom. For example, when students are working on a science experiment or project, encourage them to seek feedback from their peers or provide feedback to each other using specific guidelines or criteria. This can be done through structured activities such as peer reviews or group discussions.

• Create small groups where students can provide and receive feedback from their peers. Assign specific roles to group members, such as the feedback provider and receiver, to ensure everyone has an opportunity to practice giving and receiving feedback. Provide clear guidelines for constructive feedback, emphasizing the importance of being respectful and specific in their comments.

K-3.SoA.1.1: Identify a range of emotional expressions in others, e.g., by facial expression or tone of voice.

• Play a game of emotion charades where students take turns acting out different emotions using only facial expressions and body language. The rest of the class can guess the emotion being portrayed. This activity helps students practice observing and identifying emotional expressions in others.

• Create a set of cards with pictures depicting various emotional expressions. Place the cards face down and have students take turns flipping over two cards to find a match. When they make a match, they should describe the emotion shown on the card and provide an example of when they have felt that emotion. This game helps students associate specific emotional expressions with their corresponding emotions.

• Play audio clips or short video clips that feature people speaking with different tones of voice. Ask students to listen carefully to the tone of voice and describe the emotions they perceive. Discuss how the tone of voice can convey different feelings even when the words being spoken are the same.

K-3.SoA.1.2: Recognize that others may experience situations differently from them.

• Present students with case studies or scenarios that involve different perspectives or experiences. For example, you could discuss a situation where some students find a particular science experiment exciting while others find it challenging or scary. Engage students in a class discussion to explore the reasons behind these different experiences and perspectives. Encourage them to consider how factors like background knowledge, past experiences, or personal preferences can influence how individuals perceive and respond to a situation.

• Divide students into pairs or small groups and assign them different roles or perspectives related to a science topic. For instance, they could role-play as different organisms in an ecosystem or as scientists with different opinions on an environmental issue. Encourage students to discuss and act out their roles, considering how their experiences and perspectives differ. This activity helps students understand that individuals can have diverse viewpoints and experiences based on their unique characteristics and circumstances.

• Set up science stations or hands-on activities where students can explore different aspects of a topic or concept. Assign each station a specific perspective or viewpoint. For example, one station could represent the perspective of a plant, another the perspective of an animal, and so on. Students rotate through the stations, engaging in hands-on activities while considering how the experience might differ for each perspective. This activity encourages students to recognize and appreciate the diversity of experiences and viewpoints in the natural world.

K-3.SoA.1.3: Anticipate reactions in others in response to a specific situation.

• Present students with a science-related scenario or situation and ask them to predict how different individuals or groups might react. For example, you could describe a hands-on experiment or a field trip to a nature reserve. Encourage students to consider factors such as personal preferences, prior knowledge, and emotions to make informed predictions about how different people or groups might react. Discuss their predictions as a class and explore the reasoning behind their anticipated reactions.

• Divide students into pairs or small groups and assign them different roles or perspectives related to a science topic. Ask them to imagine a specific situation or event and act out how they think each character would react. For example, students can role-play as scientists, animals, or environmentalists, and they can explore how each role might respond to changes in their environment. After the role-play, facilitate a discussion where students share their insights and observations about the reactions they anticipated.

• Read aloud books or stories that depict characters in science-related situations. Pause at key moments in the story and ask students to anticipate how the characters might react or how their actions might impact the story's outcome. Encourage students to support their predictions with evidence from the text or illustrations. This activity helps students practice using their observation skills and understanding of human behavior to anticipate reactions in others.

K-3.SoA.2.1: Describe ways that people are similar and different.

• Provide students with examples of different scientists or scientific concepts and ask them to identify similarities and differences. For instance, you could compare a marine biologist and a paleontologist, or compare the characteristics of mammals and reptiles. Guide students in discussing and documenting the various ways in which people or concepts in science are similar and different, such as their roles, tools they use, or habitats they study.

• Assign small groups of students different scientific topics or concepts to research. Each group can then present their findings to the class, highlighting the similarities and differences they discovered. For example, one group might research different types of renewable energy sources, while another group explores different animal adaptations. Encourage students to engage in discussions and identify commonalities and unique aspects of their topics.

• Introduce students to scientists from diverse backgrounds and cultures. Highlight their contributions to science and discuss how their perspectives and experiences may differ from one another. You can share biographies, videos, or articles about scientists from various ethnicities, genders, or geographical locations. Encourage students to reflect on the ways in which culture and background can influence scientific thinking and problem-solving.

K-3.SoA.2.2: Describe positive qualities in others.

• Assign students to work in small groups on science projects or experiments. Throughout the collaborative process, encourage students to observe and appreciate positive qualities in their group members, such as good communication, cooperation, problem-solving skills, or leadership. After completing the project, have each group share the positive qualities they observed in their teammates with the class.

• Select one scientist each week and designate them as the "Scientist of the Week." Provide students with information about the scientist's work, achievements, and positive qualities. Discuss as a class what makes this scientist admirable and how their positive qualities have contributed to their success. Encourage students to reflect on how they can embody similar positive qualities in their own scientific endeavors.

K-3.SoA.2.3: Use respectful language and actions when dealing with conflict or differences of opinions.

• Use the Think-Pair-Share strategy to encourage students to discuss their thoughts and opinions on science topics in a respectful manner. Before sharing their ideas with the whole class, students pair up and practice using respectful language and actively listening to each other's viewpoints. Emphasize the importance of valuing diverse perspectives and finding common ground when there are differences of opinions.

• Establish collaborative norms or rules for science group work that emphasize the use of respectful language and actions. Discuss with students why it is important to treat others with respect, even when there are disagreements. Encourage students to actively practice these norms during group work and provide opportunities for them to reflect on their experiences and the impact of respectful communication on the group dynamic.

K-3.SoA.3.1: Identify and execute responsibilities that contribute to their classroom.

• Assign specific responsibilities or classroom jobs to students related to science activities. For example, students can be responsible for organizing science materials, setting up experiments, or maintaining cleanliness in the science area. Rotate the jobs regularly to give students the opportunity to experience different responsibilities and contribute to the classroom community.

• Designate students as "Science Equipment Stewards" who are responsible for taking care of science tools and equipment. Teach students how to handle and store equipment properly, and have the stewards monitor and report any damages or missing items. This fosters a sense of ownership and responsibility for maintaining a well-equipped science learning environment.

• Incorporate a routine at the end of science activities where students work together to clean up their work areas. Assign specific tasks, such as returning materials, wiping down surfaces, or organizing resources. Encourage students to take ownership of their space and actively contribute to maintaining a clean and organized classroom environment.

K-3.SoA.3.2: Identify how they help others, e.g., feed the dog, share, or clean up when asked.

• Provide opportunities for students to teach and help their peers. For example, assign students to pair up and take turns explaining concepts or demonstrating experiments to each other. This not only reinforces their own understanding but also fosters a supportive learning environment where students help each other succeed.

• Establish a "Science Buddy" system where older students partner with younger students to support their learning. Assign older students the responsibility of helping their younger buddies during science activities, answering questions, and providing guidance. This promotes collaboration, empathy, and a sense of responsibility for supporting others in their scientific exploration.

K-3.SoA.3.3: Express how they feel when they help others.

• Provide students with reflection journals where they can write about their experiences of helping others in the context of science. Encourage them to describe their emotions and thoughts before, during, and after assisting someone. Prompt them to reflect on how their actions made a difference and how it made them feel. This helps students develop self-awareness and deepen their understanding of the emotional impact of helping others.

• Create a regular sharing session in the classroom where students can take turns sharing stories of how they helped others during science activities. This can be done in a whole-class setting or in smaller groups. Encourage students to express their feelings and emotions as they recount their experiences. Celebrate their acts of kindness and acknowledge the positive impact they have made. This promotes a culture of empathy, support, and gratitude within the classroom.

• Provide opportunities for students to express their feelings through artistic mediums. For example, students can create drawings, paintings, or collages that depict their experiences of helping others in the context of science. Ask them to use colors, symbols, or words that represent the emotions they felt during those moments. Display their artwork in the classroom to create a visual reminder of the positive emotions associated with helping others.

K-3.SoA.4.1: Identify an adult they can trust.

K-3.SoA.4.2: Explain situations when students may need help.

• Begin a class discussion by asking students to brainstorm different situations in which they might need help during their science learning. Encourage them to think about specific tasks or concepts that they find challenging or confusing. Write their responses on a chart or whiteboard. Discuss each situation, allowing students to elaborate on why they might need help in those instances.

• Divide the class into small groups and assign each group a specific science topic or concept. In their groups, students should discuss and identify potential areas where they might need assistance. They can compile a list of questions or challenges related to the topic. Afterward, have each group share their findings with the whole class, fostering a collaborative learning environment.

K-3.SoA.4.3: Understand how and where to get help in an emergency situation.

K-3.RS.1.1: Take turns and share with others.

• Assign group projects that require students to work together to accomplish a shared goal. For example, students can create a poster or presentation on a scientific topic. Emphasize the importance of sharing responsibilities, taking turns to contribute ideas, and distributing tasks equitably within the group. Encourage students to communicate and collaborate effectively to produce a collective outcome.

• Allocate specific time for students to share their science-related findings, discoveries, or projects with their peers. This can be done in small groups or as a whole class activity. Encourage students to take turns presenting their work, listening to others, and asking questions. This promotes sharing of knowledge and encourages active engagement with science content.

• Incorporate cooperative learning games that require turn-taking and sharing. For example, you can create a science-themed board game where students take turns answering questions or solving problems. Alternatively, you can design a science scavenger hunt activity where students work in pairs or small groups to find and share information related to specific science topics.

K-3.RS.1.2: Use facial expressions, body language, and tone to effectively communicate thoughts, feelings, emotions and intentions.

• Discuss with students how animals use facial expressions, body language, and even sounds to communicate their thoughts, feelings, emotions, and intentions. Choose a few animals known for their unique nonverbal communication strategies, such as a dog wagging its tail when happy or a cat arching its back when scared. Show pictures or videos of these animals and ask students to observe and discuss the nonverbal cues displayed. Encourage students to mimic these nonverbal cues and guess the emotions or intentions being expressed.

• Take students on a nature walk or visit a local zoo or animal sanctuary. During the outing, encourage students to observe the animals carefully, paying attention to their facial expressions, body language, and sounds they make. Provide students with observation sheets where they can record their interpretations of the animals' nonverbal communication cues. Back in the classroom, discuss their observations and interpretations as a group, focusing on how the animals' nonverbal cues contribute to their communication.

• Read or tell stories to the students that feature animals as characters. As you read, emphasize the nonverbal cues used by the animals to convey their thoughts, feelings, emotions, and intentions. Pause at key moments in the story and ask students to predict or discuss the nonverbal cues the animals might display. Encourage students to use their own facial expressions, body language, and tone of voice to role-play the animals' behaviors.

• Divide the students into small groups and assign each group a specific animal. Have the groups create posters or presentations that illustrate the nonverbal communication behaviors of their assigned animal. Students can use drawings, diagrams, or photographs to depict the facial expressions, body language, and sounds associated with the animal's communication. Encourage them to explain the meaning behind the nonverbal cues and how they contribute to the animals' communication.

K-3.RS.1.3: Practice sharing genuine encouraging comments to support peers.

• Designate specific times during science activities or experiments for students to provide feedback to their peers. Provide guidelines for giving constructive and encouraging comments. Encourage students to focus on specific aspects of their peers' work, such as their creativity, problem-solving skills, or teamwork. Model and reinforce the use of positive language and specific examples when giving feedback.

• Create a designated space in the classroom, such as a bulletin board or wall, where students can post encouraging comments related to their peers' science work. Provide sticky notes or index cards for students to write compliments and place them on the wall. Encourage students to read the comments regularly and add new ones when they notice their peers' accomplishments or efforts in science.

K-3.RS.1.4: Listen to others when they are speaking.

• Incorporate "Turn and Talk" activities during science lessons. Pose a question or prompt related to the topic being studied, and ask students to discuss their ideas with a partner. Remind them to listen attentively to their partner's thoughts and provide opportunities for each student to share their partner's ideas with the whole class. This activity promotes active listening skills and encourages students to value and consider different viewpoints.

• Use the "Think-Pair-Share" strategy to encourage active listening. Present a science-related question or scenario, and ask students to individually think about their response. Then, have students pair up with a partner to share their thoughts. Emphasize the importance of actively listening to their partner's ideas and perspectives. Finally, invite students to share their partner's ideas with the whole class, encouraging them to accurately represent their partner's viewpoint.

K-3.RS.2.1: Recognize how various relationships are different.

• Provide students with a set of cards or pictures representing different relationships found in nature, such as predator-prey, symbiotic, or food chains. Ask students to work in small groups or pairs to sort the cards based on the type of relationship they represent. Encourage them to discuss and explain the differences between each relationship as they categorize them.

• Use graphic organizers, such as Venn diagrams or concept maps, to help students compare and contrast different types of relationships in science. For example, create a Venn diagram with overlapping circles representing two types of relationships, such as mutualism and commensalism. Ask students to identify and list the unique characteristics of each relationship in the appropriate sections of the diagram.

• Incorporate age-appropriate books, articles, or videos that explore different relationships in nature. After reading or viewing the materials, engage students in discussions to identify and discuss the distinctive features of each relationship. Encourage students to express their observations and share examples of other relationships they have encountered.

K-3.RS.2.2: Identify the qualities others, such as friends, have that you would like to see in yourself.

• Introduce students to diverse scientists and their contributions. Discuss the qualities that made these scientists successful, such as curiosity, perseverance, and collaboration. Ask students to choose a scientist they admire and identify the qualities they possess that they would like to see in themselves.

• Create a regular classroom circle time where students can openly share and discuss the qualities they admire in their peers. Provide prompts such as "Who in our class demonstrates kindness?" or "Which qualities make someone a good team member?" This activity promotes a positive classroom culture and helps students recognize and appreciate the qualities they value in others.

K-3.RS.2.3: Demonstrate ability to develop positive peer relationships based on shared activities/interests.

• Implement a science buddy system where students are paired up to work on science-related activities or experiments. Pair students based on their interests and complementary strengths. Encourage them to collaborate, help each other, and learn from one another. This buddy system will promote positive peer relationships and provide opportunities for students to develop friendships through shared science experiences.

• Allocate time for students to share their science-related interests, hobbies, or projects with their peers. Students can prepare short presentations or demonstrations to showcase their scientific interests. Encourage classmates to ask questions, provide feedback, and express their interest in the shared activities. This activity will create opportunities for students to develop positive peer relationships based on common science-related interests.

K-3.RS.3.1: Describe what conflict is and feelings associated with it.

• Assign group experiments or hands-on activities where students may encounter conflicts or challenges. Before starting the activity, engage students in a class discussion about conflicts that may arise during the experiment. Prompt them to share their thoughts on how conflicts make them feel. Encourage students to use descriptive language to express their emotions associated with conflicts, such as frustration, disappointment, or disagreement.

• Present case studies or scenarios related to scientific topics or discoveries that involve conflicts. For example, you can discuss a situation where scientists have differing opinions about a particular scientific theory or discuss conflicts that arise during fieldwork or research. After presenting the case study, have students reflect on the emotions they think the individuals involved in the conflict might have felt. Encourage students to describe these emotions and discuss possible ways to address or resolve the conflicts.

K-3.RS.3.2: Demonstrate understanding of the other’s point of view when there is conflict.

• Assign students different roles in a conflict scenario related to a science topic. For example, you can create a scenario where two students have different ideas about how to conduct an experiment or interpret the results. Ask each student to express their point of view and encourage the rest of the class to listen actively and take turns sharing their understanding of both perspectives. Prompt students to ask questions and reflect on why the other person may hold a different viewpoint.

• Present a conflict-related question or scenario and ask students to think individually about their own point of view. Then, have them pair up with a partner to discuss their thoughts and try to understand their partner's perspective. After the discussion, allow pairs to share their partner's point of view with the rest of the class. Facilitate a class discussion where students can compare and contrast different perspectives and explore ways to find common ground.

K-3.RS.3.3: Identify potential solutions to the conflict.

• Divide the class into small groups and present them with a conflict scenario related to a science concept. Ask each group to generate a list of potential solutions to the conflict. Encourage students to think creatively and consider different perspectives. After the brainstorming session, have each group share their solutions with the class. Facilitate a discussion where students can compare and evaluate the proposed solutions, highlighting the advantages and disadvantages of each.

• Assign students roles in a conflict scenario and ask them to act out different potential solutions. For example, create a scenario where two students disagree on the best method for conducting a science experiment. Have students take turns presenting and discussing their proposed solutions through role-playing. After each role-play, facilitate a class discussion to evaluate the effectiveness of the solutions and encourage students to provide constructive feedback.

K-3.RDM.1.1: Identify and follow shared bus, classroom, and school norms.

• Prepare a set of cards or pictures that represent different behaviors or actions related to science class. Some examples could include working collaboratively, listening actively, following safety procedures, and asking questions. Ask students to work in small groups and sort the cards into two categories: behaviors that follow shared norms and behaviors that do not. Afterward, have groups share their sorting decisions and discuss why they placed each card in a particular category. Reinforce the importance of adhering to shared norms for a successful science learning experience.

• Assign students roles in various scenarios where shared norms are challenged or followed. For example, create a scenario where students need to work together to solve a science problem but face challenges like not listening to each other or not taking turns. Have students act out the scenario and discuss the consequences of following or not following shared norms. Encourage students to suggest alternative actions or behaviors that align with the shared norms to resolve conflicts and promote cooperation.

K-3.RDM.1.2: Identify and illustrate safe and unsafe behaviors.

• Prepare a set of cards or pictures representing different behaviors related to science safety. Some examples could include wearing safety goggles, handling chemicals properly, using tools responsibly, and following lab instructions. Divide the class into small groups and provide each group with a set of the behavior cards. Instruct the groups to sort the cards into two categories: safe behaviors and unsafe behaviors. Encourage discussions within the groups about the reasons behind their sorting decisions. Afterward, have groups present their sorting choices to the class and discuss why certain behaviors are considered safe or unsafe.

• Assign students to create safety posters that illustrate safe and unsafe behaviors in the science classroom or during specific science experiments. Provide students with art supplies, including markers, colored pencils, and construction paper. Instruct them to include visuals and written statements that clearly depict safe practices and caution against unsafe behaviors. Encourage students to use colors, symbols, and attention-grabbing designs to communicate the importance of safety. Display the posters around the classroom as a visual reminder of safe behaviors.

• Divide the class into small groups and assign each group a specific science safety topic or scenario. Instruct the groups to create short skits that demonstrate both safe and unsafe behaviors related to the given topic. Topics could include handling sharp objects, using heat sources, or working with living organisms. Students should act out the skits, portraying the consequences of both safe and unsafe actions. After each performance, facilitate a discussion to identify the safe and unsafe behaviors depicted and discuss why they are important for maintaining a safe science environment.

K-3.RDM.1.3: Understand that decisions can have positive and negative effects on themselves and others.

• Provide students with a scenario related to a science concept or experiment, and ask them to identify a decision that could be made in that situation. For example, you could present a scenario where students are conducting an experiment to test the effects of different types of soil on plant growth. Students could make a decision about the amount of water to give to each plant. Instruct students to create a consequence chain by identifying the positive and negative effects of their decision on themselves and others. They can use arrows to connect the decision to the outcomes. Encourage students to think critically about the potential impacts on the plants, the environment, and themselves.

• Prepare a set of cards or pictures representing different science-related decisions and their consequences. For example, the decisions could be related to energy conservation, recycling, or animal habitats. Ask students to work individually or in small groups to sort the cards into two categories: positive effects and negative effects. Encourage students to discuss and justify their sorting decisions based on their understanding of the science concepts involved. Facilitate a class discussion to share and compare the different sorting choices, emphasizing the cause and effect relationship between decisions and their outcomes.

• Assign students different roles in a science-related scenario where decisions need to be made. For instance, students could role-play as members of a scientific research team studying a natural ecosystem. Present them with a situation where they must make decisions that could have positive or negative effects on the ecosystem, such as introducing a new species or implementing conservation measures. In their roles, students should discuss and debate the potential consequences of their decisions, considering both short-term and long-term effects on the ecosystem and its inhabitants. After the role play, facilitate a reflection and discussion on the importance of considering the potential outcomes of decisions in scientific contexts.

K-3.RDM.2.1: Implement "Stop, Think, and Act" strategy when making decisions.

• Provide students with a set of science-related scenarios where they need to make decisions. These scenarios could involve safety protocols, experimental procedures, or ethical considerations. Instruct students to apply the "Stop, Think, and Act" strategy by pausing before making a decision, considering the potential consequences, and then taking appropriate action. For each scenario, students should discuss their thought process and rationale behind their decisions. Encourage them to think critically and consider the scientific principles and relevant factors involved in each situation.

• Create an anchor chart with the steps of the "Stop, Think, and Act" strategy prominently displayed in the classroom. Refer to the chart during science activities or discussions related to decision-making. Whenever a decision needs to be made, guide students through the process by referring to the chart and prompting them to stop and think before acting. Encourage students to internalize the strategy and use it independently in their science investigations and daily life.

K-3.RDM.2.2: Demonstrate cooperation with social and classroom norms and procedures.

• Assign group projects that involve planning, researching, and presenting scientific topics. Provide guidelines and procedures for effective group work, such as assigning roles, setting timelines, and dividing tasks. Emphasize the need for cooperation, active participation, and respect for one another's ideas. Monitor the groups' progress and facilitate discussions on how well they are cooperating and following the established norms. Encourage students to reflect on their contributions to the group and identify areas for improvement.

K-3.RDM.2.3: Explain the consequences and rewards of actions on self, other, or group.

• Engage students in scientific investigations that explore cause and effect relationships. Provide scenarios or experiments where students can make predictions about the consequences of specific actions. For example, investigate the impact of different amounts of water on plant growth or the effect of various forces on the motion of objects. Guide students to observe and record their findings, and then reflect on the consequences of their actions on the plants or objects. Discuss as a class how their actions influenced the outcomes and what they have learned about cause and effect relationships.