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Mindfulness (Spring 2015)Lindsey Moosey

Unit/Topic (If unit-note how many lessons in unit): 1

Domain: Personal/Social
Title of Lesson: Mindfulness
Grade Level: Middle School (6 Grade)

ASCA Standards Addressed (Mindsets and Behaviors):

C1.MS.1: Belief in development of whole self, including a healthy balance of
mental, social/emotional and physical well-being
C2.SMS.2: Demonstrate self-discipline and self-control
C.2.SMS.7: Demonstrate effective coping skills when faced with a problem
Indiana Standards Addressed:
6-8.3.13: Identify stressors common to adolescents and describe appropriate
stress management techniques
Differentiated Instruction/Cultural Awareness: The counselor will be aware of
potential cultural differences in regard to mindfulness (meditation) and the focus
put on being aware of the physical and emotional being.
Learning Objective(s): Students will learn to focus on their breathing and mind on
living in the moment. This will help students beat anxiety, relax and become aware
of and then accept their feelings.
Collaborative Partners: ISI Counseling Department
Materials Needed: cuties, pens/pencils, paper, pre/post tests
Activity Summary: The counselors will start by having the students participate in
the P,N,F activity. After the counselor will introduce mindfulness, the cutie activity, a
minute of silence, and finish with the visual imagery activity.
Learning Activities (Include introduction to lesson, Activity(ies), resources
required, and Conclusion):
Time needed for lesson: 45 minutes
1. Welcome students and discuss confidentiality and make sure the students
understand and agree to the terms.
2. Counselor will pass out pre-test and have students respond accordingly.
3. Icebreaker activity (P,N,F): Counselor will have students write down all of
their thoughts for 2 minutes. Then the counselor will have students write
next to each thought either a P for past, N for now or F for future
o Counselor will ask students thought provoking questions:
- Why would we do this activity?

- What do you notice about the letters you wrote down?

- How does thinking about events in the past or future impact your
ability to think about the present?
- What makes it hard to think about the present?

4. Discuss the importance of mindfulness (relaxation technique, emotional

regulation). Ask students what they think mindfulness is and what it entails.
Mindfulness is used in training skills such as emotional awareness,
identification, and management. Noticing irregularities on the spot is
useful in obtaining stress relief. Mindfulness is the practice of purposeful
attention without judgment.
All of the stress and emotions felt during the day can impair clear cognitive
thinking (i.e., being nervous about tests or presentations).
Mindfulness is a way to become tuned into these emotions and overcoming
them in the moment.
First, brings attention to the present moment and away from events in the
past or the future, which can keep the brain from fully focusing on the
present moment. Second, focus on present-moment internal and external
experience broadens attention and allows for suspension of previously
practiced patterns of reacting (avoidance or over-engagement), sometimes
called decentering. Third, the quality of non-judgment that is essential to
mindfulness permits the observation of your experience without judgment or
evaluation. The practice of orienting to experience with curiosity and
acceptance strengthens tolerance for distress by altering automatic
response patterns described previously. When practiced regularly,
mindfulness can provide a powerful tool for restoring emotional balance and
preventing engagement in harmful behavior (MIndfulness Article).
5. Cutie activity: Students will be asked to write down each step of peeling a
cutie in detail. Once students have written down their process, the
counselor will ask students to use mindfulness and all of their senses (sight,
hearing, taste, smell, and feeling). Counselor will tell students to really
focus on their thoughts and actions while actually peeling the cutie. After
they are finished have them record their process and compare the
Counselor will ask students thought provoking questions:
- What did you think about this activity?
- How did the experience change for you?
- What significance does mindfulness have to you?
- How can you use mindfulness in your day-to-day life?
6. Minute of Complete Silence: Now that the students have had practice
with mindfulness, the counselor will ask them to get comfortable and try to
take in the present 60 seconds with all of their senses.
Counselor will ask students questions about their experience:
What did you notice with your senses?
What were you thinking about?

How was it trying to remain in the present?

7. Visual Imagery Activity: Counselor will first discuss how students can use
this daily or during stressful times to help relax them. Counselor will then
have students lie on the floor. Counselor will give instruction to have
students think of their happy place (give examples). Counselor will ask
students to use all their senses to really bring themselves into that moment.
Give the students 2-5 minutes in their happy place.
8. Counselor will pass out the post-test and have students answer
accordingly. Counselor will then dismiss the students.

Evaluation Plan:
The counselor will listen to discussions of the students and note key pieces the
students discuss. The counselor will also follow up with students during later
guidance lessons on mindfulness. Counselor can also use the pre/post test to
evaluate growth.
Follow-Up Plan:
Students can schedule follow-up appointments with the counselor if they have any
questions or concerns about how to reach their goal.
For future lessons: Ball of warm light activity, yoga, mindfulness recoding
References/Resources Used:
Mindfulness: Youth Voices (~2.5 minutes)
Lots of free potential worksheets:
Article explaining importance of mindfulness:
PNF Activity:
Mindfulness Article: