WORKSHOP 10: HOW TO BREATHE

Learning Breathing Techniques to Help Self-Regulate Emotions

OVERVIEW

SOCIAL EMOTIONAL LEARNING CATEGORY

Self-Management

PURPOSE
● Impulse Control
● Stress Management

OBJECTIVE
Goal: Students learn and practice a mindful breathing technique.

Students watch a video on how to do mindful breathing then practice a breathing

technique. Students evaluate their state of mind after breathing exercises and then
demonstrate understanding by decorating papers that reinforce breathing techniques.

MATERIALS
Classroom Equipment
● Technical set-up (Internet connection, whiteboard, projector and space to
project)
● Crayons, pencils, tape, glue
● Blank 8.5x11 white paper

Emotional ABCs Program

Online Resources
● (Optional) Supplemental Background Music:
○ Background Music 1 Path: Top Tabs > Video > Scroll down to
Music Tracks
○ Background Music 2 Path: Top Tabs > Video > Scroll down to
Music Tracks
○ Background Music 3 Path: Top Tabs > Video > Scroll down to
Music Tracks
● Spot the Difference Path: Top Tabs > Lesson List > Unit 5, Lesson 1, Spot
the Difference
● Video #9 - Learning to Breathe Path: Top Tabs > Video > Video #9
Learning to Breathe
● How to Breathe Path: Top Tabs > Lesson List > Unit 5, Lesson 1, How to
Breathe
PDFs
● Self Reflection #10 - Flower/Candle PDF
● Workshop #10 PDF [Printable version of Overview and Workshop
Instructions]

CONNECTIONS
May connect to these Common Core Standards & National Arts Standards:

Language Arts: Language Arts: Language Arts: Speaking &

Writing Language Listening
CCSS.ELA-Literacy CCSS.ELA-Literacy CCSS.ELA-Literacy SL.K.1,
W.K.3 L.K.4, L.K.5 SL.K.4, SL.K.5
CCSS.ELA-Literacy CCSS.ELA-Literacy CCSS.ELA-Literacy SL.1.1,
W.1.3 L.1.4, L.1.5 SL.1.4, SL.1.5
CCSS.ELA-Literacy CCSS.ELA-Literacy CCSS.ELA-Literacy SL.2.1,
W.2.3 L.2.4, L.2.5 SL.2.4, SL.2.5

QUICK GLANCE

WARM-UP
● Movement Activity: Create a 5-minute movement exercise (stretching/yoga)
using your own music, or Supplemental Background Music:
○ Background Music 1 Path: Top Tabs > Video > Scroll down to
Music Tracks
○ Background Music 2 Path: Top Tabs > Video > Scroll down to
Music Tracks
○ Background Music 3 Path: Top Tabs > Video > Scroll down to
Music Tracks
● Introduce Topic: Play Spot the Difference Path: Top Tabs > Lesson List >
Unit 5, Lesson 1, Spot the Difference

MINI-LESSON
● Teaching Point: “Mindful breathing can help keep emotions from getting too
big. Deep breathing gets more oxygen to our brains, slowing our minds and
bodies down. Our emotions calm down, and we can think more clearly.”
 ● Introduce Mindful Breathing Technique: Play Video #9 - Learning to
Breathe. Path: Top Tabs > Video > #9 Learning to Breathe
● Reiterate Breathing Technique: Play Activity - How to Breathe. Encourage
students to breathe along with Moody. Path: Top Tabs > Lesson List > Unit 5,
Lesson 1, How to Breathe

ACTIVITY
Narrate Breathing Exercise: Narrate a mindful breathing exercise to help students
practice proper technique and develop an internal sense of timing.

SHARE-OUT
Discuss Activity: Ask students to describe their physical and mental feelings after the
breathing exercise with the goal of helping students recognize and identify their own
feelings of calmness and centeredness.

SELF-REFLECTION
Practice Breathe-In/Out Technique: Using Self Reflection #10 - Flower/Candle PDF
students decorate the page and then cut page in half. Students ‘breathe in’ the Flower
1/2 page by using their breath to pull the paper to their face and then ‘breathe out’ the
Candle 1/2 page by blowing the page away from their face with their breath.

I. WARM-UP

TEACHING TOOL: Tech - video and online activity

GOAL: Focus students’ attention to details on visuals about breathing.
PREPARATION
● Students sit on floor.
● Choose a format for stretching/movement exercises. Use your own music or
Emotional ABCs Supplemental Background Music:
○ Background Music 1 Path: Top Tabs > Video > Scroll down to
Music Tracks
○ Background Music 2 Path: Top Tabs > Video > Scroll down to
Music Tracks
○ Background Music 3 Path: Top Tabs > Video > Scroll down to
Music Tracks
● Locate Online Activity, Spot the Difference Path: Top Tabs > Lesson List >
Unit 5, Lesson 1, Spot the Difference

TEACHER DOES
1. Use your teaching techniques and choice of music (see above) to facilitate 5
minutes of classroom stretches, yoga, or relaxing movement activities.
 2. Cue up Online Activity, Spot the Difference Path: Top Tabs > Lesson List >
Unit 5, Lesson 1, Spot the Difference

TEACHER SAYS
“Let’s look at these 2 pictures. Overall, I notice that Moody is breathing in for Picture 1
and breathing out for Picture 2. Look for 8 differences between the 2 pictures. Use
finger counting to count silently.”

TEACHER DOES
Use your teaching techniques to help the class identify 8 differences between the
pictures.

II. MINI LESSON

TEACHING TOOL: Tech - video, modeling

GOAL: Students learn that mindful breathing calms the mind, allows the body to relax
and helps impulse control.
PREPARATION
● Cue up Video #9 - Learning to Breathe Path: Top Tabs > Video > #9
Learning to Breathe
● Locate Activity How to Breathe Path: Top Tabs > Lesson List > Unit 5,
Lesson 1, How to Breathe

INTRODUCTION (TEACHER SAYS)

“Emotions can be powerful, sometimes so powerful that it is hard for me to think clearly
and make good choices.”

[Describe a time when you let your emotions get out of control] Ex., “One time I was late
getting home from work. I was behind a car at a stoplight. The light turned green and
the car in front of me just sat there, for a long time. The person was texting and not
looking at the light. The situation made me feel so MAD! I started yelling and honking
my horn. But then I continued to feel mad all the way home. I was so distracted by
feeling mad that I drove too fast into my driveway and drove my car right into my own
garage door!”

FACILITATE STUDENT-TO-STUDENT INTERACTION

● Group students in pairs and ask,“Talk with your partner and share a time
when you felt your emotions were out of control.”
● Acknowledge student conversations.
● Example cues for conversation if needed: “Was there a time you threw
something at your brother? Did you slam a door? Did you yell at someone? I
have!”
TEACHING POINT (TEACHER SAYS)
“Mindful breathing can help keep emotions from getting too big. Deep breathing gets
more oxygen to our brains, slowing our minds and bodies down. Our emotions calm
down, and we can think more clearly.”

MODEL
“This video demonstrates a mindful breathing technique.” Play Video #9 - Learning to
Breathe Path: Top Tabs > Video > #9 Learning to Breathe

RESTATE TEACHING POINT

“Let’s review mindful breathing.”

Play Activity - How to Breathe. Encourage students to breathe along with Moody. Path:
Top Tabs > Lesson List > Unit 5, Lesson 1, How to Breathe

III. ACTIVITY

TEACHING TOOL: Demonstration, Whole Class

GOAL: Students develop an internal sense of pacing for mindful breathing.
TEACHER SAYS
NOTE: Below is a description of a deep breathing technique. Please use our script, or
choose any method that best suits your classroom.

● “Let’s breathe like Moody. First, we will practice our timing with 1 breath.
Remember what we learned about mindful breathing - in through your nose
like you are smelling flowers...” (model breathing in...)
● “Out through your mouth like you are blowing out a candle...” (model
breathing out...)
● “Take 1 breath in, and 1 breath out. Ready, Go...” (Breathe along with
students.)

“That’s it. Now, let’s put 3 breaths together, just like Moody.

1. “Breathe in through your nose like you are smelling flowers...” (model
breathing in..)
2. “Out through your mouth like you are blowing out a candle...” (model
breathing out..)
3. “Ready, set..IN (one, two, three...) OUT (one, two, three...)” Continue for 3
total breaths.

IV. SHARE-OUT

TEACHING TOOL: Targeted Share - Leads to Group Discussion

GOAL: Students make a connection between mindful breathing and a physical feeling
of being calm or relaxed.
TEACHER SAYS
Some example questions:

● “Does anyone want to tell me how they feel after all of this mindful
breathing?”
● “After the breathing, do you feel calm?”
● “Describe YOUR calm.”
● “Calm is an emotion where you can be focused, take in information, and feel
in control of your actions.”

V. SELF-REFLECTION

TEACHING TOOL: Defined Worksheet

GOAL: Students create visuals to help remember breathing technique.
PREPARATION
● Print Self-Reflection #10 - Flower/Candle PDF page, one per student.
● Students need scissors, crayons or markers.

TEACHER SAYS
1. “Your paper has a Flower on the left and a Candle on the right. Decorate your
Flower and your Candle. Then cut the paper in half on the dotted line.”
2. When you see the class has finished decorating and cutting, ask them, “See
if you can breathe in through your nose and bring the Flower 1/2 page to your
face, like this... (Demonstrate - you may have to hold it very close!) and then
breathe out through your mouth and blow the Candle 1/2 page away from
your face.” (You may need to remind students to stop for a while if they get
dizzy!)