K1 Activity 2 – My Superpowers!


K-1 students are developing a stronger sense of identity within a group than ever before. They are learning how to speak up for themselves and to express their own special interests and style. This delightfully growing sense of self-awareness allows students to be active experimenters with friendships and interactions within the classroom community. WE ALL HAVE POWER celebrates students developing social and emotional strengths.

Many young students are fascinated with superheroes and their powers. We can all be IM4U superheroes with the power to do good things for our community. What would those powers be? In this activity, students discuss positive actions or powers they can use to speak up for themselves and others, and use art materials to draw their superpower image.


Students listen to the Speak Up song, discuss and visually represent superpowers that they have to make positive change for themselves and others.

Principle Overview

What does the word “power” mean to you? Some people associate the word “power” with control or authority and even destruction. It is essential when discussing the word “power” that it is seen in the IM4U context as the ability to affect positive change in the world! Exploring the “ripple effect” analogy of WE ALL ARE VALUABLE, students can see there is power in understanding that their abilities, interests, and personality can create positive change. Because we all have an effect on each other, WE ALL HAVE POWER.


Goals and Objectives:

  • Define positive actions they can take to help themselves and others.
  • Use imagination to recognize their social and emotional superpowers.
  • Preview the Speak Up song to better facilitate discussion.
  • Create a “We All Have Superpowers!” class book or bulletin board using student’s work.
  • You might make this a cooperative activity by providing large paper for small groups of students to draw their superheroes on. Encourage students to speak up and use helpful words to complete the activity.
Being aware of a certain situation or experience and then being able to give language to it and speak it out loud is a powerful life skill. Teaching students to speak up for themselves begins with helping them be independent and competent in their communication. They will then be better equipped to master life’s skills and handle life’s challenges when they use their power of speaking up.

  • Remind students to use either the following steps or the ones created together from the Speaking Up skill builder.
    1. Use a person’s name.
    2. Look him or her in the eyes.
    3. Use nice words with a big voice.
  • Remind students that when they are aware of their abilities to help (self-awareness), including how and when they speak up (self advocacy), they can feel good (self-esteem) about their participation in the group.
Skill Builder
Use these visual resources to enhance the student experience in this unit.

View In Resources

Activity Steps

  • Connector.

    Listen to the Speak Up song and invite students to join in by adding hand motions or singing the chorus with Uncle Jim.

  • Connector.

    Write the word “superpower” on the board, and invite students to share what they think of it. Studies have shown that young students identify with superheroes as a way to understanding of their own strengths and power, so they may want to discuss popular superheroes and their actions. Encourage the conversation.

  • Connector.

    Remind students that having power means our ability to create positive change in the world. One way we can use this power is through our ability to speak up to help others and ourselves. Ask:

    Is that what a superhero does?

  • Connector.

    Use yourself as an example. Share with students what your superpower is. For example, your superpower might be listening, telling the truth, or being a helper. Write this on the board under the title “My Superpower.”

  • Connector.

    Invite students to think about superpowers they could have and use. Ask:

    What positive things could you do to be a superhero?
    What would your powers be?

    Make a list of their ideas on the board.

  • Connector.

    Review the list and look for actions they can take to use their superpowers in the classroom.For example, if students listed “helpful” as a superpower, talk about what actions students might take to be helpful in the classroom.

  • Connector.

    Pass out drawing paper and markers or crayons for students to draw their own image as a superhero. Ask:

    If your superpower is kindness, what would you look like?
    Can you draw yourself using your super powers?

  • Connector.

    Invite students to either write or dictate their superpowers on their drawing.

  • Connector.

    At the end of the activity, have a superpowers meeting and encourage students to take turns sharing their drawing and powers.

  • Connector.

    Invite students to share how they feel about themselves when they imagine that they have superpowers.

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