After School Academy (ASA) Lesson: Fear

Riverside Central Elementary School

2.4.2.4.2 - 2nd grade Social Studies

Substrand 2: Peoples, Cultures, and Change Over Time

Standard 4: Understand that the differences and similarities of cultures around the world are
attributable to their diverse origins and histories, and interactions with other cultures throughout
time.

Benchmark 2: Describe how the culture of a community reflects the history, daily life or beliefs of
its people. ​For example: Elements of culture—foods, folk stories, legends, art, music, dance,
holidays, ceremonies, celebrations, homes, clothing.

Day 1

Materials:
● Paper, pencils, and coloring materials
● (Teacher) Completed name with 3 things drawn about yourself
● Phone with songs (see Music Listening Activity) and a speaker
● Hippo & Rabbit in Brave Like Me (3 More Tales)
● 3 cleaned out Pringles containers with construction paper covering the outside of the
tube, pudding cups, potato chips, sporks.

Community Building:​ As students enter the room, have them grab a piece of paper and some
coloring materials. Tell them to write their name on the paper and draw at least three things that
tell us something about them. Once all students have settled in and have had some time to
work, divide into small groups.

Once in small groups, go around and have each students share what they drew and why they
included it on their paper. Don’t forget to share yours as well!

Explain to students why you are there and what you are looking forward to. Use this time to set
expectations with students, and also ask them what they expect of you and each other. Be sure
to state that you still expect kind and respectful behavior, and that the goal of our time together
is to have quality discussion and learn from one another. Tell students that there will be fun
activities, but it’s important that everyone is still listening to one another and participating.

Music Listening Activity:​ Next, distribute another piece of paper and have them divide it into
four sections. Tell students that they will be listening to four different pieces of music and their
job is to pick a color that best fits with that song and making a quick drawing using that color.
(For example, if a song is happy, the student might draw pink polka dots on their paper. If it is
fast paced and frantic, they may draw green scribbles.) They may also choose to write one or
two words that describe the music. Remind students to use their best sound spelling if they
don’t know how to spell the word(s). Emphasize that there are no wrong answers; just draw
whatever the music makes you feel.
Songs:​ “Fireworks” by Nicholas Hooper (0:00-0:32) - ​Happy
“Nemo Egg” by Thomas Newman (0:40-1:16) - ​Sad
“Test Drive” by John Powell (1:20-1:52) - ​Scared
“Suite From Forrest Gump” by Alan Silvestri (5:25-6:04) - ​Empowering

Reading:​ Read one of the stories from Hippo and Rabbit

Questions to discuss:
● Which song that we listened to before do you think would fit with how Hippo felt in the
beginning of the story? In the end?
● Has there ever been a time when you’ve felt afraid? Why do you think you felt afraid?
● Is fear a good thing or a bad thing? Why? ​(Ans: It can be a good thing when it keeps you
out of danger, but a bad thing if it keeps you from trying new things or making new
friends.)

Mystery Grab:​ Students will take turns reaching their hand into cleaned out Pringles containers
with a mystery substance at the bottom. The teacher should present the containers as if the
substance at the bottom is kind of scary/gross/dangerous. Make sure that the students who
reach in first don’t spoil it for the kids reaching in next.

Students will be reaching into three different containers with moistened potato chips, plastic
sporks (facing pointed side up), and an open pudding cup at the bottom. Encourage students to
use their fingers to feel the object. Take some time after everyone has had a chance to feel
everything to allow students to discuss what they think is in the bottom of each container. Once
students have discussed, reveal what was in each container and talk about how just because
we don’t know what something is doesn’t mean we should be afraid of it. Just because
something is unknown doesn’t mean it can’t be useful or even yummy.

Snack: ​Pass out a pudding cup, spork, and handful of chips to each student. Allow free
discussion between students.

Discussion if extra time:​ Ask students to think of a time when they were afraid of something,
but then realized they didn’t have to be afraid after learning more about it. Come up with an
example or two to help get students started: ​I used to be afraid of Daddy Long Legs spiders until
I held one in my hand and realized it wasn’t so bad. I used to hate thunderstorms, but then my
dad showed me how cool lightning looked when it lit up the sky and then storms weren’t so bad.
I used to be afraid of pool filters until a lifeguard showed me how they work.
Wrap Up:​ Thank students for a great first day learning all about fear. Tell them what a great job
they did of being kind and respectful participants (or remind them of the behavior you expect to
see from them next time you get together). Tell them that you will be seeing them in two weeks
to continue talking about fear and how that affects us.