Molly

Hayes
2015-2016

Overview

The program has been divided into three main

parts:
1.
Roots recognizing and exploring the
uniqueness of each individual as a basis for building
the tree
2.
Trunk developing and expanding on the
strengths of each individual and the group in order
to build stability for new learning
3.
Branches introducing and practicing new
skills within the following realms:
a.
Frustration
tolerance
b.
Flexibility
c.
Adaptability
d.
Problem Solving
Every lesson will provide the opportunity for tree growth
and will feature activities that touch on one or more of the
skill groups or will focus specifically on one. For example,
roots and trunk may feature games that involve problem
solving and flexibility but once branch lessons take place,
activities may be more focused on adaptability and
frustration tolerance. Each lesson will use the tree
metaphor to process and draw attention to the successes
of the activities and to personal growth.
Each classroom will feature a large paper tree silhouette that
students will add to through activities. Each tree branch will
be labelled: tolerance, adaptability, problem solving, and
flexibility.

Molly Hayes
2015-2016

Lesson 1: Introduction
Objective: Introduce the program, concept of the tree, and begin the roots
Introduction: During our time together we are going to play games, create things together, and
have fun. At the end of every period together, we are going to get to add something to this
tree. This tree is for you and your classmates and its going to show everyone in the school all
the great things you have done.
Since I am in your classroom, we are going to follow your rules. Can anyone tell me what rules
are important for us to follow here? Is there anything else we need to remember to do when
we play games, listen to stories, or build things?
Activity: Silent line up games (objective: practice following instructions given by instructor, play
a game that highlights similarities and differences as a covert introduction to root activities in
coming sessions)
Debrief/Process:
1. What was it like to play a game where you werent allowed to talk?
2. What strategies did you use to complete the tasks?
3. What did you learn about each other?
Conclusion: All of the things you learned about each other today are little parts of what make
you you. These things are part of your class tree roots.

Molly Hayes
2015-2016

Lesson 2: Your Roots

Objective: engage physical activity, self-reflection about uniqueness, and externalization of

experience
Introduction: What did we do last time? What are the roots? The roots of our tree represent
each of you! Today we are going to research what tree roots look like in real-life
Activity: Tree Research
Today we are going to go for a walk in Lindsay Park. While we are on our walk, Id like you to
look for tree roots! Where might we find tree roots? How can we tell tree roots are underneath
us? If you were a tree, what might your roots look like?

Encourage self-reflection but do not require sharing of internal experiences yet!

Debrief/Process:
1.
2.
3.
4.

What did you see at the park?

What did you learn about tree roots from our observations today?
Why are tree roots so important for trees?
Lets think about our class tree for a moment, if we have a tree to represent our class as
a whole, what should our roots have on them? (the roots represent each individual
student so each root will be decorated to reflect the individuality of each student)

Conclusion: Tree roots keep the tree alive! Just like the roots of a real tree, the roots of your
class tree are what keep it alive and make it unique. Without you, your class tree wouldnt be
the same. Each of you offer something special to your class. Next time we are going to add
something to your tree root to represent you.

Molly Hayes
2015-2016

Lesson 3: Your Roots Continued

Objective: engage physical activity, self-reflection about uniqueness, and externalization of

experience
Introduction: What did we do last time? What are the roots? The roots of our tree represent
each of you! Today we are going to do something kind of different. We are going to visit the
park and take a look at all the different trees that are there. Once we get there, you will get a
chance to pick out a tree that is just like you.
Activity: Picking your tree
Take a look at all the trees in front of you; take a closer look, maybe touch a few. Examine the
differences in each tree; no tree here is the sameeven if they are the same type. Find yourself
in a tree. Pick a tree that is the most like you. Once youve found it, we will take a picture of you
with your tree and ask you a few questions about it. You can choose to answer the questions
out loud or you can keep the answers to yourself.
Debrief/Process:
1.
2.
3.
4.

Why have you picked this tree? What do you like about it?
What was it like to go looking for yourself in a tree?
What did you learn?
What did you like about this activity/what did you not like about this activity?

Conclusion:
Next time we meet, you will get a chance to put a picture of you and your tree on the roots of
your class tree. If you would like to tell the group about your tree next week, you will get a
chance to do that.

Molly Hayes
2015-2016

Lesson 4: Your Roots Continued

Objective: engage in self-reflection and sharing
Introduction: What did we do last time? What did you like about that activity?
Activity: Tell us about your tree (and add items to tree roots)

Hand out tree photos and offer chance to share why trees were chosen
Facilitate a discussion about uniqueness and offer encouragements and validation
throughout
Hand out names and paper for drawing items to decorate tree roots
Allow students to add items to their roots as they complete them

Debrief/Process: Take a look at the class tree and ask for reflections
1. What do you notice about your class tree?
2. What does it need?
Conclusion:
Each of you are unique and special; we all have similarities and differences but we can come
together to create a group

Molly Hayes
2015-2016

Lesson 5: Your Roots Continued

Objective: engage in self-reflection and sharing regarding personal strengths
Introduction: What did we do last time? We are going to do something kind of fun today. We
are going to visit the playroom and get a chance to examine all the toys. What we are doing in
there is finding a toy that represents our strengths; the things were good at or that we like
about ourselves. If this is too tough, its okay to pick a toy that reminds you of yourself.
Activity: Find a toy, have a photo shoot

Ask reflection questions about the toys that were chosen

Allow child to create a scene where that toy is strong and confident
Take a picture of that scene

Debrief/Process:

What did you think about this activity?

We are going to put your photo shoot pictures on your tree next week, when you see
them, how will you feel?

Conclusion:
Each of you are strong in your own ways; we all have similarities and differences but we can
come together to create a group

Molly Hayes
2015-2016

Lesson 6: Whats In Our Soil?

Objective: generate awareness of the importance of expectations and needs
Introduction: What do trees need to grow? (Facilitate discussion)
Activity: What does your tree need to grow and be strong?

Think about the things your class has that helps you do well in school
Teachers/students/facilitator can write items on hearts for students to decorate and
tape between the roots of the tree

Debrief/Process:
1. What did we do today?
2. What did you learn?

Molly Hayes
2015-2016

Lesson 7: Review
Objective: review activities completed and refresh mind on what we are doing together
Introduction: fist to five (how are you doing today?)
Activity: review items on the tree, activities completed, and lessons learned

Use concept map or play a game

Is there anything else we need to add to your roots?

Activity: visit the trees

Go for a walk and find your tree

Debrief/Process:
1. What do you notice about your tree? Has anything changed since the last time we
visited it?
2. Does your tree need anything right now? Maybe a hug? Maybe a message?

Molly Hayes
2015-2016

Lesson 8: Building the Trunk

Objective: Provide an introduction to strength-based activities
Introduction: Today we are going to start the next part of your tree: the trunk! What do you
notice about tree trunks? We need to work on things as a group to make our group strong.
Activity: Banana Phone

Take turns using a banana to make fake phone calls to each other
Practice making calls to a classmate
Hello, my name is ________ and Im calling to say something nice to ____________...

Activity: Fill in a tree bark

Take a banana and write down one thing that someone said to you that was nice
Put banana on the tree trunk

Debrief/Process:
1. What was it like to tell someone something nice?
2. What was like to hear something nice?

Molly Hayes
2015-2016

Lesson 9: Building the Trunk Continued

Objective: Begin team-building activities
Introduction: We are going to play a tough game today thats going to involve a lot of
communication and problem solving.
Warm up: if you could be any fruit, what fruit would you be?
Activity: Matching cards
-

Im going to hand out cards to everyone in the room, you goal is to find someone in the
room that have a card with the same snowflake on it
Once you have found your partner, talk to each other to find one thing that you are
both good at, or both like
When youre done, you both come pick another card from the pile
On your second round, figure out something that you are not good at or dont like that
your partner is good at or does like

Debrief/Process:
1. What did you learn from this activity?
2. What was it like to find out that you liked something the same as one of your
classmates?
3. Lets make a list of the things you like and are good at and put them on a piece of bark
for the tree
Conclusion:
Reflect on learning and what was chosen to represent that learning for the tree.

Molly Hayes
2015-2016

Lesson 10: Building the Trunk Continued

Objective: Team-building activities
Introduction: Sometimes in order for a team to work well together, they have to follow
someone elses lead. Today we are going to play a game that involves following the leader.
Warm up: To warm up we are going to experience a rain storm together. Ready? Follow my
lead.

Rub hands together (this is the wind)

Snap fingers together (these are the first rain drops)
Clapping (raining harder)
Slapping legs (thunder and rain)

Do this in reverse until rain has stopped.

Activity: All Change in the Circle

Stand in a large circle, start with one person picking an action/movement

Move around the circle like the wave starting the new movement
Once it has come back, then the next person gets to pick a movement
Go around until everyone has had a turn picking their movement

Debrief/Process:
What special skills did you use with this activity? Put that skill on a piece of bark and add it to
the tree.
Conclusion:
Reflect on learning and what was chosen to represent that learning for the tree.

Molly Hayes
2015-2016

Lesson 11: Building the Trunk Continued

Objective: Practicing skills needed for working together like understanding each other and
taking turns
Introduction: Today we are going to watch a short film and talk about what we see, think, and
feel
Activity: Watch Disney short film online
Process: (ask for hands up, take turns sharing, and draw attention to listening skills)
1. What happened in this movie?
2. What do you think the characters were thinking?
3. What do you think the characters were feeling?
Debrief:
1. What would happen if I didnt ask everyone? How would you feel if you werent
included in the discussion?
Conclusion:
For a team to work well together, everyone has to be included! Draw a picture for the tree.

Molly Hayes
2015-2016

Lesson 12: Building the Truck Continued

Objective: Build something together
Introduction: Todays activity is one that you must work together to create. You will need to do
two main tasks:

Do something unique and individual (meaning that the part you work on by yourself
looks different from other peoples)
You make sure your part fits together with the class

Warm up: Collect your supplies from the box

Activity: Spend time creating
Debrief/Process:
1.
2.
3.
4.

Take a look at creation and see if it fits both requirements

Allow each child to explain their pieces
What was it like to do this activity?
Take a picture of the creation (put it on the tree next week)

Conclusion:
Reflect on learning and what was chosen to represent that learning for the tree.

Molly Hayes
2015-2016

Lesson 13: Review

Objective: review activities completed and refresh mind on what we are doing together
Introduction: fist to five, games, or stories
Activity: look at tree, review concepts of roots and trunk, and introduce branches
Compare activities just played to the learning that is represented on the tree.
Debrief/Process:
Is there anything we need to add?

Molly Hayes
2015-2016

Lesson 14: Problem Solving

Objective: Introduce concept of problem solving and leaves on the tree
Introduction: Problem finding
Problems can exist everywhere! Take a look around your classroom and find 3 problems each!
Come back and we will write them all down.
Activity: Problem awareness and solving
Write down problems and brain storm how to solve them. Rephrase offered solutions so that
they can be applied to other problems and create a list of ways to solve problems (i.e.
ignore/let it go, ask for help, use what you know to solve the problem, etc.)
Activity: Spend 10 minutes fixing all the classroom problems
Debrief:
What did you learn about problem solving? Write each solution or learning on leaves for the
problem solving branch
Lesson 15: Problem Solving Continued
Objective: Practice using problem solving skills
Introduction: We are going to play a game today but its going to be hard because I am going to
make problems that you will have to solve in order to play
Activity: Play catch as a group without talking (add additional problems if necessary like 20
catches, etc.) adapt for age by playing eye spy instead!
Debrief: How did you solve the problem of not being able to talk so that you could play catch?
Write answer on a leaf and put it on the tree.
Lesson 16: Problem Solving Continued
Objective: Practice using problem solving skills
Introduction: We are going to play a game today but its going to be hard because I am going to
make problems that you will have to solve in order to play
Activity: Insert age-appropriate and skill-appropriate problem solving activity for each group
Debrief: How did you solve the problems? Write answers on leaves for the tree.

Molly Hayes
2015-2016

Lesson 17: Flexibility

Objective: introduce flexibility concept, make tangible comparisons by externalization of
experience, and reflect on personal flexibility
Introduction: What does being flexible mean? (Explore physical flexibility)
What sort of things are flexible?
Are trees flexible?
Activity: Are trees flexible?
Go to the park and observe trees

Are trees flexible?

In what ways are they flexible or not flexible?
Why do you think their branches are flexible? (Being flexible lets them access more
sunlight, lets them handle the snow and wind better, etc.)

Debrief:
1. Are you flexible?
2. How did you become flexible?
3. Why is it important for us to be flexible?
Conclusion: Write importance of flexibility on leaves for the tree

Molly Hayes
2015-2016

Lesson 18: Flexibility Continued

Objective: Reflect on personal flexibility
Introduction: What did we talk about last time?
Activity: Flexibility and gum

Hand out gum and have children unwrap their piece for examination
Reflect: what do you notice about the gum? Does it look flexible or inflexible?
Slowly bend your piece in half. What do you notice now? (When its bent slowly, the
gum is flexible. When is it bent quickly, it breaks being flexible doesnt happen over
night, it happens slowly)
Put gum in your mouth but dont chew it. What do you notice? Is it more flexible now?
(No, it stays the same. Being flexible means you have to make changes. You cant just sit
there)
Chew your gum. What do you notice now? Is it more flexible now? (Yes, chewing the
gum makes it more flexible. Being flexible takes practice)

Debrief: When do we ask you to be flexible in school?

Conclusion: Write examples of being flexible on leaves for the tree.

Molly Hayes
2015-2016

Lesson 19: Frustration Tolerance

Objective: introduce concept of frustration tolerance
Introduction: What is it frustration?
Activity: Read In My Heart: A Book of Feelings
Debrief/Process:
1.
2.
3.
4.
5.

What makes you frustrated?

What is it like to be frustrated?
What other feelings are kind of like frustration?
What do you do when you are frustrated?
What can you do when youre frustrated?

Conclusion: Write down one thing about frustration on a leaf and put it on the tree
Lesson 20: Frustration Tolerance Continued
Objective: explore frustration
Introduction: What did we talk about last time? What can you do when youre frustrated?
Activity: Watch Disney Short Films and reflect with zones of regulation/five point scale/calming
strategies
Debrief/Process: What strategies work well when youre frustrated? (Write down on leaves for
tree)

Molly Hayes
2015-2016

Lesson 21: Frustration Tolerance Continued

Objective: practice frustration strategies

Introduction: review frustration strategies and prepare group for activity

We are going to play a game that is designed to make you frustrated and thats okay

Activity: Clothespin Tag

Debrief/Process:

Use five point scale to describe frustration during the game

Discuss strategies to lower frustration
Introduce self-talk: this is supposed to make me frustrated but I can handle it
Reflect on handling it
Have children write I can handle it on a leaf for the tree
Lesson 22: Bringing it all together

Objective: introduce concept of practicing more than one skill at a time

Introduction: sometimes we are required to solve problems, handle frustrations, and be flexible
all at the same time! Can you think of some activities where you need to do all that at the same
time?!
Activity: list of multi-stressor activities
Debrief/Process:

What do you do to handle multiple stressors? (Reflect on calming strategies, etc.)

Conclusion: write situation on leaves for each tree branch that applies
Lesson 23-25: Practicing Multiple Skills
Objective: practicing skills

Molly Hayes
2015-2016

Lesson 26: Adaptability

Objective: reflect on success and introduce concept of adaptability
Introduction: take a look at all the leaves on your tree. How do you feel looking at all of your
successes? What do you notice?
We have one branch that doesnt have any leaves yet this is the adaptability branch. Being
adaptable means that you can use all of your skills in environments that you arent used to.
What places have we practiced our skills in? (The school and the park)
How do you adapt yourself when we leave the school? (Review expectations)
Activity: visit the trees

How do trees adapt to sidewalks? (grow underneath and sometimes through)

How do trees adapt to other trees invading their space?
How do trees get what they need from the soil?
How do they get more sunlight or more water?

Debrief/Process:

What was it like to visit your tree?

What did you notice about your tree? Does it need to adapt so it can grow?

Conclusion: just like your trees learn to adapt so they can get the most out of their
environments, people learn to adapt to changes so that they can continue to become better
versions of themselves. What adaptation did you make today when we visited the park? (voice
level, moved around people, watched where I was going, etc.) put this on the tree branch

Molly Hayes
2015-2016

Lesson 27: Adapting to New Adults

Objective: practice adapting to new adults
Introduction: today you are going to listen to another adult and practice adapting to how
people do things differently!
Activity: have an unfamiliar adult facilitate a lesson
Debrief/Process:

What was that like for you? What did you think? How did you feel? What did you want
to do?
What did you need to do to make sure you were okay?
What would you do next time?

Conclusions: write any learning on leaves for the tree

Lesson 28: Adapting to New Environments
Objective: practice adapting to new environments
Introduction: today you are going to go somewhere different and play a game!
Activity: facilitate lesson in a new place
Debrief/Process:

What was that like for you? What did you think? How did you feel? What did you want
to do?
What did you need to do to make sure you were okay?
What would you do next time?

Conclusions: write any learning on leaves for the tree

Molly Hayes
2015-2016

Lesson 29: Adapting to Less Structure

Objective: practice adapting to less structure
Introduction: today I am not going to give you many instructions and were going to see how it
goes
Activity: describe an objective/end product of the activity and let them sort it out
Debrief/Process:

What was that like for you? What did you think? How did you feel? What did you want
to do?
What did you need to do to make sure you were okay?
What would you do next time?
What other skills did you practice?

Conclusion: add appropriate leaves to any branches applicable

Lesson 30: Reflect
Objective: reflect on the learnings of tree therapy so far and solidify experiences
Introduction: take a look at your tree so far look how far youve come!
Activity: decorate a bird in a way that represents how proud you are of all of your tree therapy
accomplishments
Debrief/Process: explain bird and put it on the tree somewhere of your choosing
Lesson 31: Reflect on your tree
1. What do you notice about your tree? Has anything changed since the last time we
visited it?
2. Does your tree need anything right now? Maybe a hug? Maybe a message?
3. Does your tree have any animals in or on it?
4. Strong trees can handle helping out other park creatureswhat do you think about
working as a group to support someone else in the school?
Lesson 32: Service Learning Projects
Facilitate service learning projects within the community or school as a group completed
goals can be represented with nests in the tree branches