The document introduces ChalkWyld, the world's first fully customizable backpack made to foster creativity and self-expression. Students will learn about the benefits of using art and mindfulness to label and manage strong emotions. They will participate in an activity where they draw an emotion on a whiteboard and ways to bring mindfulness to that emotion or manage it, then discuss their drawings in a group. The lesson combines art, mindfulness, and emotional regulation skills to help students understand and process their feelings.

1. Art and Mindfulness
A Lesson in Partnership with ChalkWyld
ChalkWyld
Website:https://www.chalkwyld.com/
Email:hello@chalkwyld.com
K-12 Standards:
●
Learning Objectives:
● Students will learn about ChalkWyld, the world’s first fully customizable backpack
made with creativity and expression in mind.
● Students will learn about the benefits of mindfulness and art in labeling and managing
strong emotions.
Materials:
● Whiteboards
● Expo Markers
Vocabulary Covered in Lesson:
● Emotion: a person’s inner feeling
● Mindfulness: the quality or state of being conscious or aware of something
Considerations for Learner Variability:
- A written handout of the assignment
Total Time: 60 minutes
Beginning of the Lesson
Time Teacher Actions and Pre-planned
Questions
Student Actions/Learning Activities
5 min Intro:
● (2 min) Teacher introduces the
“Learning Objectives” and agenda.
● (3 min) Teacher introduces
ChalkWyld
● Students are expected to
follow along, noting any
questions they might have.
15 min Hook:
Lesson vocabulary has been pre-written
on a slide that can be shown at the
beginning of the lesson, or potentially pre-
assigned.
(3 min) Conversation starter: What are
emotions? What are some emotions that
● Students are expected to write
down key academic
vocabulary, and respond to
questions either in written or
oral formats.
● Students will view and answer
formative assessment
questions orally or as

2. you’ve felt before?
(2 min) Emotion: a person’s inner feeling
Examples: Joy, Sadness, Anger, Fear,
Disgust, Guilt, Boredom, Jealousy,
Thankful
(7 min) Conversation Starter: What is
mindfulness?
Mindfulness: the quality or state of being
conscious or aware of something
Question to think about: What are healthy
ways we can manage our emotions?
Video: "Just Breathe" by Julie Bayer
Salzman & Josh Salzman (Wavecrest
Films)
(3 min) How did the kids in the video
practice mindfulness to manage the way
they were feeling?
● Recognizing the signs your body
shows when you are feeling a
certain emotion
○ Example: Anger - head
hurts, blood is pumping,
get sweaty, turning red,
having difficulty controlling
body
● Managing their emotion by
breathing
○ Taking deep breaths
○ Finding space to be alone
○ Closing your eyes
● Pop Culture Ex: Turning Red -
when Mei feels a strong emotion,
she turns into the red panda, but to
turn back she relaxes, breathes,
and thinks of a happy place.
prompted by the teacher. For
the questions, students are
expected to engage either in a
whole-group discussion, think-
pair-share activity, or by writing
down their responses in their
notes.
During the Lesson
4 min Content Delivery:
● Emotions are always changing and
● Students are expected to take
active notes (in the style
dictated by the educator) and

3. when we practice mindfulness, we
can allow ourselves to feel the
emotion and let it take its natural
course within our mind and body.
● The lifespan of an emotion in the
body and brain is about 90
seconds. The bodily
sensations/signals (example:
quicker heartbeat, turning red,
etc.) leave on their own
Conversation Starter: What are other tools
we can use to help identify and manage
strong emotions?
*One tool to help identify and manage
emotions is through art and self-
expression.
ask questions, when
necessary.
19 min (1 min) Distribute whiteboard materials to
students.
(2 min) Directions
Direct students to choose one emotion to
draw/depict. This can be an emotion they
currently feel, or one they’ve felt in the
past week.
Examples: fear, anger, sadness,
joy/happy, trust, calm, anxious, worried,
surprised, loving, peaceful, safe, disgust
(7 min) Engagement:
Instruct students to turn the whiteboard
landscape and write the emotion they’ve
chosen at the top of the board.
Then instruct the student to draw a line
dividing the whiteboard into 2 halves.
Then instruct students to draw a picture
on the LEFT side of the board depicting
the emotion they’ve chosen. (This can be
up to the student’s interpretation - drawing
an emoji, person feeling an emotion, a
situation in which one would feel that
emotion, etc.)
● Students are expected to take
active notes (in the style
dictated by the educator) and
ask questions, when
necessary.
● Students will use art supplies
to draw an emotion they’ve
identified and ways to bring
mindfulness and manage that
emotion.

4. (2 min) Directions
Direct students to think of:
● One tool that can be used to bring
mindfulness to this emotion
(Examples: breathing, pausing,
labeling the emotion, bringing kind
attention to the emotion).
● Signs/signals/sensations from their
mind and body that let them know
they’re feeling that emotion
● One tool that can be used to
manage that emotion (Examples:
engaging in art, physical activity,
journaling, meditation, playing
music, dancing, etc.)
(7 min) Engagement:
Instruct students to draw either:
a person using this tool to bring
mindfulness to the emotion on the right
OR
signs/sensations from their body that
signal to them they are feeling that
emotion
OR
a person using a tool to help manage the
emotion they’re feeling
Closing the Lesson:
7 min Sharing and Discussion:
In a Socratic discussion, the teacher will
direct students to share the emotion
they’ve chosen to depict along with either
the tool used to bring mindfulness to the
emotion, the signs/sensations from their
body that signal this emotion being felt, or
a tool used to help manage the emotion..
Depending on class size, this can vary
from an “all student” activity, to selecting
students randomly, or by asking for
● Students will be asked to
share the emotion they’ve
chosen to identify and draw,
and show on the right how
they either, a tool they use to
bring mindfulness to the
emotion, the bodily sensations
they notice that signal the
emotion, or a person using a
tool to manage the emotion
once it’s been identified.

5. volunteers. Signpost this section with a
call for positive reinforcement comments
from the class. The teacher should
evaluate students based on their active
participation in the process of self-
expression, and not on any scale
concerning artistic quality.
5 min Tension/Relaxation Activity
● Explain to students they will be
practicing feeling both tension and
relaxation (exploring the difference
between the two by focusing on
different body parts to tense and
then release)
● Instruct students to stand up, with
enough space around their body to
move freely.
● Explain to students that together
you will tense different parts of
your body (or tighten/squeeze
different parts of the body) then
shake them out and let them
hang/release
○ Squeeze hands to form a
tight fist
○ Hug arms tightly to body
○ Tense face
muscles/scrunch face
○ Bring shoulders to ears
○ Curl toes
○ Ask for other suggestions
from students
*Alternative Relaxation
(Breathing/Meditation Mindfulness
Activity)
● Headspace:
https://www.youtube.com/watch?v
=cEqZthCaMpo (1:10) Breathe
● Headspace:
https://www.youtube.com/watch?v
=c1Ndym-IsQg (1:06) Stress
● 5 minute:
https://www.youtube.com/watch?v
=lUJ3nl7N35Q
● Students will practice tensing
and relaxing different parts of
their body per the guidance of
the instructor.
5 min Reflection: ● Students write a response to

6. Direct students to write in their notes (or
discuss in their groups) a response to this
prompt:
Remember the mindfulness definition -
paying attention to what is happening right
now. After doing the tension/relaxation
activity, answer the following questions:
● When do you feel relaxed?
● What do you do to feel relaxed?
● What is the opposite of relaxation?
(Tension)
● What does it feel like to be tense?
the question in the prompt.
(Also appropriate for small
group discussion or a think-
pair-share activity with a
partner student.)

7. ChalkWyld One-Pager
About:
The first concept of the ChalkWyld Backpack was initially conceived by an inquisitive and
creative 11-year old boy in Northern California. His dream was to customize his backpack with
his own unique art. The problem? You can draw on you canvas backpack… but then what?
The solution? We developed the world’s first erasable backpack!
Each ChalkWyld Backpack is equipped with a clear “canvas” cover, made of 600D super
durable polyvinyl that never discolors. Bring it to life using our own liquid “Chalkers” (a set of 8
various colors included with each backpack). Erase your art and repeat over and over again.
Every day can be a new look, a new story, or a new adventure. Go as far as your imagination
will take you!
Studies have shown that engaging in the arts helps boost creativity, self esteem, empathy,
confidence; improve problem-solving skills and social emotional development; relieve stress and
anxiety; express feelings that are hard for kids to describe verbally, and to cope with childhood
experiences.
Children thrive. Schools win. Workplaces benefit. Society strengthens.
Contact:
● ChalkWyld
● Website: https://www.chalkwyld.com/
● Email: hello@chalkwyld.com
● Instagram:
https://www.instagram.com/chalkwyld/