Duration: 10 minutes

SPIRIT Skills:

• Emotional awareness, regulation and communication
• Empathy
• Valuing people and nature

Brief Description:

A short symbolic energiser introduces the idea that words/actions affect people “inside” and choices affect Earth. Students connect this to mothers/guardians and Mother Earth.

How does this develop particular SPIRIT skills

• Builds emotional awareness and communication by naming how words and actions can affect someone’s feelings inside
• Strengthens empathy by helping students imagine what a mother/guardian might feel when receiving thoughtful words
• Develops valuing people & nature by linking caring choices (recycling) to real impact on Mother Earth.

What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

As a result of this activity, students will be able to: 

• Emotional awareness/communication: name one feeling that kind words can create (e.g., loved, proud, calm).
• Empathy: explain what they want their mother/guardian to feel when reading the card.
• Valuing people & nature: name one way recycling paper helps Earth.

Academic/Curriculum Objective connection

Introduces cause-effect thinking for both emotions (social input → emotional impact) and sustainability (waste → environmental impact).

Materials and tools needed for implementation 

Kinder capsule demo materials, “Inside–Input–Impact” visual, emotion word cards.

Preparation notes

Keep energiser short and symbolic (not the main event). Use concrete daily examples. 

Guided Questions

• “What happens inside a person when they hear kind words?”
• “What happens to Earth when we throw paper away?”
• “What could we give today that helps both people and Earth?”

Stage Debriefing Questions (Optional)

• “Why should we think before we speak—or before we throw things away?”

Tips and Tricks for dealing with stage challenges

• Challenge: Metaphor feels abstract for younger students.
  Tip: Use everyday examples (“When someone says ‘thank you,’ how do you feel inside?”).
• Challenge: Students get stuck on “Mother Earth” idea.
  Tip: Make it concrete: “Earth gives us trees, air, water—how can we give back?”

Duration: 10 – 15 minutes

SPIRIT Skills:

• Emotional awareness, regulation and communication
• Empathy

Brief Description:

Students brainstorm what they truly appreciate, use a word bank to choose feeling words, and draft a gratitude message that is kind, specific, and respectful.

How does this develop particular SPIRIT skills:

• Strengthens empathy by focusing on the receiver’s feelings and needs
• Develops emotional awareness and communication by choosing emotion words and expressing gratitude clearly and respectfully
• Supports connectedness through idea-sharing and gentle peer feedback (without forcing public performance)

What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

As a result of this activity, students will be able to: 

• Emotional awareness/communication: write or dictate a gratitude message using at least one feeling word (e.g., “I feel grateful…”).
• Empathy: include one specific reason that shows they truly noticed the person (“Thank you for helping me when…”).
• Connectedness: offer one supportive comment to a peer (“That sounds kind,” “That will make her happy”).

Academic/Curriculum Objective connection

Purposeful writing: drafting, vocabulary selection, audience awareness, and tone.

Materials and tools needed for implementation 

Writing templates, word banks, sentence stems, sample card. 

Preparation notes

Differentiate: older students can write independently; younger can draw + dictate. 

Guided Questions

• “What do you want your mother/guardian to feel when reading this?”
• “Which words show real care?”
• “What is one moment you remember that you can thank them for?”

Stage Debriefing Questions (Optional)

• “Which line feels the most true and meaningful?”

Tips and Tricks for dealing with stage challenges

• Challenge: Students write generic messages (“You’re the best”).
  Tip: Prompt specificity: “What did they do that helped you?”
• Challenge: Younger students struggle to write.
  Tip: Allow drawing + one sentence; older buddy can scribe.

Duration: 30 – 40 minutes

SPIRIT Skills:

• Valuing people and nature
• Connectedness

Brief Description:

Students rotate through paper making (pulp → mold/deckle → press → dry) and writing refinement. Older students mentor younger peers

How does this develop particular SPIRIT skills

• Develops valuing people & nature by turning waste paper into something useful and beautiful
• Builds connectedness through mixed-age teamwork, mentoring, shared roles, and helping hands
• Supports empathy and emotional communication by improving messages with care (choosing words that protect and uplift)

What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

As a result of this activity, students will be able to: 

• Valuing people and nature: explain how recycled paper reduces waste and supports Earth (in simple terms).
• Connectedness: collaborate in a station role (mixer, mold holder, sponge presser, dryer helper) and help someone succeed.
• Emotional awareness/communication: revise one part of their message to sound kinder, clearer, or more meaningful.

Academic/Curriculum Objective connection

Environmental science (recycling process, fibres + water) + literacy (revision).

Materials and tools needed for implementation 

Paper scraps, pulping tools, tubs, mold/deckle, sponges, drying area; writing drafts.

Preparation notes

Pre-soak paper scraps if possible. Label station steps visually (1–2–3–4).

Guided Questions

• “Why is making paper from old paper good for Earth?”
• “What do you notice about the pulp—too thick or too watery?”
• “How can you make your message sound more caring and specific?”

Stage Debriefing Questions (Optional)

• “What surprised you about making paper?”
• “Did you change any words after thinking more?”

Tips and Tricks for dealing with stage challenges

• Challenge: Paper sheets tear when lifting.
  Tip: Use a thicker pulp or a slower lift; support with a buddy’s hands.
• Challenge: Waiting time at stations.
  Tip: Give clear micro-tasks (wipe area, label sheet, add name tag, revise one sentence).

Duration: 30 – 40 minutes

SPIRIT Skills:

• Empathy
• Valuing people and nature
• Connectedness

Brief Description:

Students assemble their cards using recycled paper, add natural/eco-friendly decoration, and ensure the design matches the feeling/message.

How does this develop particular SPIRIT skills

• Strengthens empathy by designing the card with the recipient in mind (“What would feel special to them?”)
• Develops valuing people & nature through eco-friendly design choices and respectful use of natural materials
• Builds connectedness through sharing tools, giving gentle suggestions, and appreciating each other’s ideas.

What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

As a result of this activity, students will be able to: 

• Empathy: explain one design choice that was made to make the recipient feel loved/seen.
• Valuing people and nature: choose materials thoughtfully (recycled base + limited decorations) and avoid waste.
• Connectedness: ask for or offer help respectfully during assembly (gluing, layout, fine-motor tasks).

Academic/Curriculum Objective connection

Design + literacy presentation: organizing text, readability, layout, and responsible material use. 

Materials and tools needed for implementation 

Card bases, glue, markers, dried flowers/leaves, stamps/wax seals (supervised).

Preparation notes

Set clear limits (“choose 2 decoration elements”) to prevent overwhelm and waste.

Guided Questions

• “What do you want your card to say and what do you want it to feel like?”
• “How can your decorations show care without using too much?”
• “What would make your mother/guardian smile when they see this?”

Stage Debriefing Questions (Optional)

• “What part was hardest to make—and how did you solve it kindly?”

Tips and Tricks for dealing with stage challenges

• Challenge: Students overdecorate and lose the message.
  Tip: “Message first” rule—read the message aloud, then add 1–2 small details.
• Challenge: Fine motor difficulties.
  Tip: Provide pre-cut shapes, glue dots, or buddy support.

Duration: 10 – 15 minutes

SPIRIT Skills:

• Connectedness
• Emotional awareness, regulation and communication
• Empathy

Brief Description:

Students share in pairs/small group, reflect on caring for people and Earth, and name one action they will take next.

How does this develop particular SPIRIT skills

• Strengthens connectedness by sharing work, listening respectfully, and celebrating each other’s effort
• Develops emotional awareness and communication through reflecting on feelings, intention, and word choice
• Deepens empathy by hearing what others created and recognizing different ways of expressing care
• Reinforces valuing people & nature by naming how the gift helps both a person and the planet

What do we want to achieve regarding SPIRIT skill development (student understanding and/or behaviour)?

As a result of this activity, students will be able to: 

• Connectedness: share their work with a partner/small group and respond kindly to someone else’s sharing.
• Emotional awareness/communication: name one feeling they hope their card creates and one feeling they had while making it.
• Empathy: speak about the recipient with respect and care.
• Valuing people and nature: state one action they will take to reduce waste or show care at home.

Academic/Curriculum Objective connection

Oral expression + reflection + consolidation of environmental science and literacy learning.

Materials and tools needed for implementation 

Reflection prompts, finished cards, envelopes/wraps, sentence stems. 

Preparation notes

Use think–pair–share before group sharing to keep it safe and inclusive.

Guided Questions

• “What did you put inside your card and why?”
• “How did making paper change how you think about waste?”
• “What is one caring action you want to do next for a person or for Earth?”

Stage Debriefing Questions (Optional)

• “What is one thing you are grateful for today?”

Tips and Tricks for dealing with stage challenges

• Challenge: Students feel shy about sharing personal gratitude.
  Tip: Pair-sharing only; allow “pass” in whole-group.
• Challenge: Mixed-age voices dominate.
  Tip: Structured turn-taking and a “younger-first” sharing rule.