Intro – 4th Grade – Ruby

Intro to Resiliency


In lesson 1, students will review the definition of Resiliency, be introduced to the definition of adversity, be re-introduced to Ruby and learn how being resilient can help them through adversity.

In lesson 2, students will practice resiliency skills in an adventure based activity.

In lesson 3, students will incorporate their understanding of Resiliency into an entry in their Career Journals, as it relates to their future work.


Students will develop self confidence in their ability to succeed and be resilient in their lives by:

  • demonstrating perseverance to achieve long and short term goals
  • learning to overcome barriers in relationships and in learning
  • practicing personal safety skills
  • managing change and taking responsibility
  • demonstrating effective coping skills when faced with a problem


Resiliency: the ability to bounce back from hard times

Adversity: a difficult situation or condition that causes hardship


* Prior to the start of the lesson, draw four columns on the board. Label the columns with ADVESITY, RESILIENCY, WHO HELPED? and WHAT HELPED?

  1. Using the Project TEAM House Guide, draw the PT house, indicating Window #2.
  2. Review the definition of Resiliency.
  3. Re-introduce Ruby and briefly discuss her abilities in being resilient.
  4. Have students take turns sharing their thoughts about Resiliency while you write them on the board.
  5. Introduce the definition of adversity.
  6. Explain to students that resiliency is when we get back up after adversity knocks us down.
  7. Give this example: Professional dancers put a lot of strain on their bodies as they practice dancing for long hours, multiple days in a row. They can get blisters on their feet and bruises on their knees and arms if they are using multiple body parts while dancing. They can be very tired from all of the practicing and they can also deal with injury. If they break their arm while doing a backflip, they must be resilient to figure out ways to keep going. Maybe they could focus on using their feet for the most part and practice with their lower body. This would be an example of Problem Solving, using creative thinking strategies and using resiliency to keep going.
  8. Ask students to share times that were difficult to them when they felt knocked down. Make sure they share who or what helped them get back up.
  9. During the discussion, it is important to remember some key items:
    • Validate the students’ feelings.
    •  Focus on moments of strength in the students’ experiences.
  10. As they share their experiences, focus on their resilience, who helped, and what helped. Write these on the board.  (*NOTE: If topics get too personal or intense, thank them for their willingness to share but tell them it might be too much for everyone to know.)
  11. Point out how students have all been resilient in the past and can continue to be resilient in the future. They just need to remember that there are ways to help them and people that will help them if they need it.
  12. Have each student name a person who can help him or her.

Making Foundation Connections 

  1. How could you Help Others to be resilient when they are having a hard day?
  2. What kind of Positive Changes might Nick Negative need to make to be more resilient?
  3. How can Anti-Bullying help you to be resilient?
  4.  How might you use Problem Solving when you are being resilient?


15 minutes