Suggested Grade/Age Range: Grades 1-3 (ages 6-9)

Activity Objective: The goal of this activity is to help children become aware of the different ways we use non-verbal cues to communicate.

Learning Goals
Big Messages to Kids

Link to Ontario Curriculum

Materials Required:

Social scenarios sheet (for facilitator use only; children will not need copies)

Prep Time: 5 minutes

Print out sheet with scenarios (these can be adapted as needed to suit the particular classroom environment)

Task Time: 45-60 minutes

• Discussion about non-verbal communication
• Have children express different messages with their bodies
• Read scenarios and have children use body language to communicate responses

Activity Description:

Opening Discussion

1.       Introduce the topic of communication and ask class what is needed for effective communication

If children do not spontaneously bring up non-verbal forms of communication, steer the discussion in this direction and ask them how non-verbal cues contribute to communication. Ask for some volunteers to act out some examples of non-verbal cues (e.g., facial expressions, gestures)

Activity: Part 1

2.       Explain that the activity they will be doing today is focused on non-verbal forms of communication. When we speak, this is often always accompanied by non-verbal cues as well. Tell the children that each one of them will now have an opportunity to express something using body language. Explain that these should be simple messages such as “I am sleepy”, “I am hungry”, “I feel sad”, etc.

Give an example first (e.g., for ‘I’m hungry’, you may choose to move your mouth and pat your stomach, etc.)

Go around the circle and have each child display a gesture for a message s/he is trying to communicate. After the individual has shown the gesture, allow a few guesses and then have him/her say the message s/he was trying to communicate non-verbally

When everyone has had a turn, point out how non-verbal communication is often unique to the individual expressing the message and that we need to pay attention to each other’s non-verbal cues. Emphasize that when we do not understand what another is trying to communicate, we can respectfully ask for clarification

Activity: Part 2

3.       Explain to the children that you will now read out some scenarios to them and that they will act out (silently) how the main character is feeling in each scenario

Depending on time limitations, you may either read out all the scenarios or just choose a few

After reading out the scenario, have all the children in the circle silently act out how the main character is feeling.

Instruct the children to look around to see the different ways the same feeling can be expressed. Ask them for non-verbal cues that they notice are shared in common (e.g., a frown for anxiety or worry; smiles for joy or excitement, etc.) and write some of these down on chart paper or on the board

For scenarios B, C, D, and E, allow children an opportunity to give feedback for how the main character can communicate these feelings and how they can get help. Write down some of their ideas

o   For example, for scenario B, have the children come up with ideas for who Brian can speak to about his fear of going to the amusement park and of disappointing his friend Jerry. What are some ways he can clearly communicate to Jerry?

o   You can use this as an opportunity to discuss how friends may sometimes feel pressured to do something they don’t want to, but they do not know how to speak up about it. When we ask our friends for requests, we can also pay attention to their non-verbal cues and ask for clarification when communication is not clear. We also want to make sure others are paying attention to us when we are communicating and to check in to make sure they are listening

Wrap-up Discussion:

4.       Review over what non-verbal communication is again and why it is also important for communication

Activity Extensions:

The scenarios can be turned into role plays and children can act out the feedback around effective communication they gave to the main character of each scenario

Additional Comments:

It is important to recognize that this activity is for the purpose of helping children recognize that communication can be both verbal and non-verbal. Be careful around portraying one form of communication (verbal or non-verbal) as being better or more effective than the other. Emphasize that both are required for effective communication.

Additional Resources:

You may also choose to review the Communication Literature Review before implementing this activity. It can be found here.