Strand # 4: Social and Emotional Health

Lesson Name: Rainbow Fish

Summary/Overview of Lesson:
Students will model ways to show caring and respect to everyone
equally by watching the Rainbow Fish video (or reading the book out
loud as a class) and comparing the story of Rainbow Fish to our school
community. Student will then be given a playing card at random. The
students will treat peers in the class according to the rank of the card
(ace is high). Students will discuss ways to advocate for their school
environment.
Michigan Benchmark(s):
Grade 7-8:
4.10. Demonstrate ways to
show caring and respect for
others, including those with
real or perceived differences
(e.g., cultural differences,
disabilities, gender, and sexual
orientation).
4.17. Advocate for a school
environment in which everyone
treats each other with caring
and respect.

National Benchmark(s):
4.8.1. Apply effective verbal and
non-verbal communication skills
to enhance health.
8.8.3. Work cooperatively to
advocate for healthy individuals,
families, and schools.

Student Friendly Benchmark(s)

I can model ways to show respect to others, including those with
differences (cultural differences, disabilities, gender and sexual
orientation).
I can advocate for a school environment in which everyone treats each
other with caring and respect.

Content:
1.
Ways to show caring for
everyone.
2.
Ways to show respect for
everyone.
3.
Characteristics of caring
behavior.
4.
Characteristics of
respectful behavior.

Skills:
1.
Demonstrate ways to show
caring for others (those with
real or perceived differences
included).
2.
Demonstrate ways to show
respect for others (those with
real or perceived differences
included).
3.
Promote a school
environment where everyone
treats each other with care.
4.
Promote a school
environment where everyone
treats each other with respect.

Differentiated Objective(s):
Students will illustrate ways to show caring and respect for others,
including those with real or perceived differences using class content in
groups of 5.
Students will create ways to advocate for their school environment
using class content individually.
Materials/Technology
1.
Rainbow Fish Video (or
book)
2.
Rainbow Fish coloring
page
3.
Aluminum foil (for scales)
4.
Coloring utensils
5.
Scissors
6.
Tape
7.
Rainbow Fish worksheet
8.
Deck of cards

Preparation
1.
Print coloring sheet for each
student in class
2.
Print Rainbow Fish
worksheet for each student in
class

Warm-Up/Anticipatory Set
Write a paragraph about how you would like to be treated at
school.

Strand # 4: Social and Emotional Health

Lesson Name: Rainbow Fish
Procedure
Step # 1: Present Rainbow Fish video to class (or read the book, if you
choose to do so). After the video is completed, hand out Rainbow Fish
coloring sheet and instruct students to color their fish however they
desire. Hand out Rainbow Fish worksheets to all students. Then
students will be split into groups of five. Working together in their
groups, they will answer and complete the questions on the Rainbow
Fish worksheet. As a class, discuss the worksheet.
Step # 2: High Low Card: Pass out cards to each student, instructing
them not to look at their card. The students will hold the cards on their
forehead, facing outwards. Instruct students to treat their classmates
according to the ranking of their card (Ace is high). After 4-5 minutes of
talking to each other, instruct students to sort themselves by going to
the left side of the room if they are a low card, going to the right side
of the room if they are a high card, and to go in the middle if they are
between the high and low. Students will then look and see what card
they were given. Ask students why they felt that they were a high, low,
or middle card? Then ask students, without any names, who they
would treat as a high, low, and middle card, and why. Who do you think
teachers feel are the high, low and middle cards are? What are some
ways we can eliminate peers from feeling like low cards?

Teaching Tips:

Questions at Blooms Level of Learn

Can you see a possible solution to bullying?

Assessment:
Ask students why they felt that
they were a high, low, or middle
card? Then ask students, without
any names, who they would treat
as a high, low, and middle card,
and why. Who do you think
teachers feel are the high, low
and middle cards are? What are
some ways we can eliminate
peers from feeling like low cards?

Homework:
N/A

Differentiation/Modification(s):
Students with attention deficit disorder are seated at the front of the
classroom to provide consistent instruction.

Source: https://www.youtube.com/watch?v=RbKr-k1PTvA