1. Hidden Path (K-2)
This experiential activity was devised by Thom Stecher and
Associates (www.ThomStecher.com) as part of an SEL
Curriculum (www.SELToolkits.com). Depending upon how you
facilitate this activity, it can address all five competencies of social
emotional learning.
I have aligned the 1st grade Common Core Math Standards to
showcase one might connect this activity to content.
2. Materials and Objective
Materials:
15-20 12” squares
Objective:
The goal is for the entire
group, one by one, to find
and follow the unmarked
hidden path across the grid
of squares.
FINISH
START
3. ● Position carpet squares in a 5x4 grid as indicated on the map.
● Gather the entire group (10) people around the grid so that everyone has visual access.
● Determine which student will go first, second, third, etc. This order will always follow the same order.
● Only one student may be on the path at once.
● Moves on the path may only take place across squares with a shared border (forward, backward, left, right,
or diagonal). Entire rows or columns may not be skipped.
● Communication between participants regarding the path is permitted when there is no one currently on
the path. Once a participant enters the path, all communication to that participant must halt. This includes
non-verbal communication and/or encouragement.
● One at a time, group members attempt to find the hidden path by trial and error. A group member
continues to attempt steps until a wrong step is taken.
● Once a wrong step is taken, the group member on the path must exit the path and the next group member
in line enters the path.
● Once the full path is revealed, and a participant has successfully exited the path, that participant may no
longer assist with providing instructions or suggestions to those who have not yet completed the path.
● Proceed with all other participants completing the revealed path until all have exited. Again, as each
participant completes the path, he/she is no longer permitted to assist, verbally or non-verbally.
● The reader of the map (facilitator) judges proper moves. Other participants should not see the map at any
time.
Directions
4. SEL Competencies
I.A.K-2.b Identifies and communicates an emotion.
I.C.K-2.a Identifies an adult one can trust
I.C.K-2.b Explains situations in which one needs to seek help from an adult
III.B.K-2.c
Identifies how others within one’s school, home, and community
are helpful
III.B.K-2.e Expresses how one feels about helping others
III.D.K-2.b Demonstrates turn-taking
V.B.K-2.c
Demonstrates social and classroom behavior (ask permission,
listen to speaker, ask for help, offer to help, participate)
5. Processing an Experiential Activity
There are many different ways to process this activity
depending upon what SEL skills you want your students to
practice.
Processing involves three parts:
1 What? What did you just do? (literally)
2 So What? What SEL skills did you work on during this activity?
3 Now What?
How can you apply these skills in school, your community,
or at home?
6. Processing Questions for Kindness & Helping
1
What specific actions did the team take to achieve success in revealing the hidden
path?
What specific obstacles or restrictions made revealing the path difficult?
When it was your turn in the maze, what were some feelings you experienced and
why?
2
Were there times when you felt you had too much help from your teammates? Or not
enough? How did you ask for help or say you didn’t need help?
3
Think about a time at school or at home when you needed to ask for help. Who do
you go to for help? How do they help you?
8. Increase or Decrease Difficulty
● Increase or decrease the number of squares in grid
● Cannot take backward steps, only forward
● Include different color squares or different shapes - students have to name
them
● Increase or decrease the number of individuals participating
● Practice 3 areas of executive functioning (be explicit with the students):
memory, flexible thinking, self-control
● Ask students to add numbers together as they walk on them.
● Ask students to count by 2s, 3s, 5s, etc. as they take steps.
● Leave some squares without numbers and ask students to fill them in based
on a sequence as they step on them.
9. 1st Grade Common Core Math Standards
1.OA.C.5 - Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
1.NBT.A.1 - Count to 120, starting at any number less than 120.
1.G.A.1 - Distinguish between defining attributes (e.g., triangles are closed and three-
sided) versus non-defining attributes (e.g., color, orientation, overall size); build and
draw shapes to possess defining attributes.
1.G.A.3 - Partition circles and rectangles into two and four equal shares, describe the
shares using the words halves, fourths, and quarters, and use the phrases half of, fourth
of, and quarter of. Describe the whole as two of, or four of the shares.
