Zoo U®:

Social Emotional Game for Grades 2-4

Program Guide Contents:

Scripted Introduction
Scene Descriptions
Understanding Reports
Completion Certificate

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What you should know first:

Technology Requirements

Students can access the programs via the web

browser on a laptop, desktop, Chromebook, or iPad at
student.centervention.com

Headphones are recommended as dialogue and tone

of voice differentiation is important to the program.

Logging in Students

It’s suggested that students play 1-2x a week for about

20-30 mins. This will spread out gameplay over the
course of a semester or school year.

Student usernames and passwords are automatically

generated when you create their account. The password is
the same as the username that was generated and students
will log in at: student.centervention.com

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 Scripted Introduction
“We’re going to learn some skills that will help us get along with each other at school. Instead of
doing a normal lesson, you get to play an online program where you’ll practice situations that
you may experience at school.”

Scripted Introduction: logging in

“The website for the program is student.centervention.com. You can see the web address above
your name on your login card. Type it into the address bar at the top of your browser and hit
enter.”

If you have a shortcut to student.centervention.com on student’s desktop, direct them to that instead.

Student’s screens should look like this:

“Once you are at the login page, type in your username and then password exactly how you see
it on your login card”

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 Scripted Introduction: Avatar & Emotion Check In

Each student begins by creating a personalized avatar to represent their character in the
program. This avatar gives the students a sense of agency and encourages them to make
choices in the program that are similar to how they behave in the real world.

“You’ll create an avatar to represent you in the program and customize how it looks. Your
avatar will be a student at Zoo U, where the students are learning to be zookeepers. In
each scene, there will be a problem: maybe you can’t find your class, or there might be
students who are bothering you. Try your best to solve these problems just like you would if
they happened at your real school. Don’t worry about making the right choice every time. In
fact, there aren’t really wrong answers and right answers - it’s all about practicing.”
“A character named Principal Wild is going to introduce you to Zoo U, have you create an
avatar, and help you practice a little.”

Each day your student logs in to their Centervention account, before they play the assigned
program, they will complete an emotion check in. They will be greeted by Principal Howard, and
she will ask them “How are you feeling today?”. After selecting the sticker that best represents
how they are feeling, they place it in an open spot in their book (which contains their prior check
in choices).

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 Scripted Introduction: Skills and Game Play

In each scene, students decide how to communicate and interact with the other characters.
Each of the dialog choices is read aloud, and students make decisions about what to say and
also the tone of voice to use.

“We’re going to learn some skills that will help us get along with each other at school. We’re
going to be introduced to animal characters that each represent a skill”

“You’ll play the first six scenes of the game. These scenes are short, and they will teach the
program more about you. Do your best, but again, don’t stress about making all the right
choices. The first six scenes will be the same for each of you, but after that, you may choose
to play a different scene than your friend next to you. So don’t worry about what your friends
are playing. Click “Click to Play” on the screen to start playing.”

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 Scripted Introduction: Skills and Game Play

After the first 6 scenes, students will move to play 30 additional scenes, five for each skill. The first
scene for each skill will be unlocked so students can choose where to start. If the student fails to
reach mastery of a scene three times, the scene below will unlock automatically. After each scene,
Principal Wild will give each student feedback specific to their choices.

“For the rest of the program, each scene will be a little longer and have more challenges
for you to figure out. After each scene, Principal Wild is going to give you some advice
on the choices that you made. He’ll point out your good choices and give you some tips
on different decisions you could have made. Make sure you listen to his advice so that
you can improve and move on to the next scene. You need to make mostly good
choices to unlock the next scene.”

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 Scene Descriptions- first six assessment scenes

Emotion Regulation: Players are confronted by bullies in the hallway who demand a “toll” to

1 enter a classroom.
Objective: Regulate emotions when faced with people blocking your path.

Impulse Control: Players must figure out the correct food to feed the elephant.
2 Objective: Follow directions and stay on task to perform a non-obvious job.

Empathy: Players have the choice of continuing a fun game or checking on solitary classmate.
3 Objective: Identify a child in need and help him feel better.

Communication: Players get a hall pass from the hall monitor when they cannot find their class.
4 Objective: Be polite and appropriate with different types of authority figures.

Cooperation: Players must catch a loose bird by first trying independently and then working with

5 a classmate.
Objective: Cooperate with another student to perform a difficult task.

Social Initiation: Players must choose to join a four-square game already in progress.
6 Objective: Engage with three others who initially reject your offer.

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 Scene Descriptions-skill builder scenes

The first scene for each skill will be unlocked so students can choose where to start. Each skill is
represented by the animal at the top of the column, and the scenes are progressively more
challenging from the first scene to the fifth. You will only be able to download a report for a skill
when the student has completed all five scenes under that skill, so encourage students to work
vertically rather than horizontally.
Students must earn three stars in the scene to unlock the next. There are a certain number of
scored opportunities in each scene, and the number of stars a student earns is based on how they
do in those scored opportunities. A student needs to earn three stars to pass the scene.
The stars are really there to help students and you know if there are still opportunities for
improvement on a scene. Don’t focus on a specific breakdown of the difference between one, two,
or three stars. Instead, think of it this way:
1 star = the student really struggled with this scene
2 stars = the student did okay, but they need to replay the scene and make a few different/better
choices
3 stars = the student made enough good choices to pass
If the student plays the scene three times and still does not earn three stars, the scene below will
unlock automatically. The number of plays for each scene is shown on the scene matrix, shown
above.

After each intervention scene, Principal Wild provides personalized feedback on students’ choices —
both positive feedback and constructive criticism. Encourage students to pay attention to Principal
Wild’s feedback so that they can make improvements when they replay the scene.

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 Scene Descriptions- Impulse Control

In order to help Principal Wild with a fun project, players must complete several tasks (finish a

1 painting, wash paint brushes, clean up clay), before a certain time.

Objective: Work independently, stay on task using time-management and organization skills,
complete steps of a task in a set order.

Players wait in line for lunch in the hallway and cafeteria. The rule is “no talking in line,” but
players are offered several distractions and temptations. Players must successfully fill their
2 lunch tray with food.
Objective: Exhibit self-control despite distractions, pay attention to social cues like when to
move forward in line, pay attention when adults ask questions.

The receptionist leaves players and a classmate alone in the main office. Before she leaves,
she tells the students to play word games while they wait. The classmate wants to feed candy

3 to Owlivia the owl.

Objective: Follow directions despite a tempting distraction, resist peer pressure to do
something wrong.

Ms. Swan leaves students in the library to complete an assignment. Players are dared to turn
Karma the chameleon pink in science class. Players complete a pros and cons list for

4 accepting the dare.

Objective: Weigh pros and cons of a situation, differentiate between short-term and long-term
goals, resist peer pressure.

Players are tasked with creating a feather tonic for Owlivia the owl in the science lab. They
must listen to, record, and follow multi-step directions on how to complete the experiment.

5 Players deal with distracting classmates and how to respectfully ask the teacher for help.
Objective: Avoid distractions to listen to directions, approach teacher correctly to get missed
instructions, follow multi-step instructions correctly.

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 Scene Descriptions- Communication

Two teachers ask players to bring notes to the principal’s office. Players must interact with

1 adults respectfully along the way.

Objective: Follow instructions and stay on task, use appropriate tone of voice, and be specific
with adults.

Players participate in a word game (similar to Catch Phrase or Taboo) with classmates and
teachers. Players take turns guessing and giving descriptions for different words.

2 Objective: Employ effective listening skills, gather enough information before making a guess,
give detailed and expressive descriptions for others.

Players must carry on a conversation with students at the lunch table. They must focus on
staying on topic and not derailing the conversation.
3 Objective: Practice effective speaking and listening skills, stay on topic, take turns in the
conversation.

Players work with a classmate to prepare for a puppet show. First, they will practice reading a
script, matching their tone of voice to the listed emotions. Then, players will put together
puppets so their body language and facial expressions match their emotions. Players will also
4 give and receive feedback to their classmate.
Objective: Understand the connection between tone of voice, body language, and facial
4 expressions, understand and portray a variety of emotions, give and receive feedback.

Players are playing ball at recess, and their ball knocks down a classmate’s sandcastle. The
classmate is upset, and a teacher helps them use I-statements to resolve the situation.
5 Players help the student rebuild the sandcastle.
Objective: De-escalate a situation by listening and acknowledging a classmate’s feelings,
express your feelings using I-statements.

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 Scene Descriptions- Cooperation

Players work in the library to decode a joke. They are given the option to work independently
or with a partner. Eventually, they will discover that working with a partner makes the activity
easier and more successful.

1 Objective: Decide when it’s best to work alone or with a partner, demonstrate effective
teamwork and cooperation skills.
(See page 16 for some extra tips on playing this scene)

Players work with two classmates to conduct animals playing instruments. Players have to act
as a leader and cooperate with their classmates to make the instruments blend together.
2 Objective: Listen to classmates’ preferences and strengths, act as a leader in a group of
peers, trouble-shoot to find the best solution.

Players work with a classmate to cook food for Cooper the Lion to do three different tricks.
They must compromise to decide which tricks to teach Cooper.
3 Objective: Work with a classmate effectively by sharing resources, communicating respectfully,
and sharing the workload.

Players work with a partner to train Cooper the lion to do three different tricks. They must
compromise to decide which tricks to teach Cooper.
4 Objective: compromise with a classmate.

Players work with a classmate to create a slideshow presentation for Principal Wild under a
time constraint.
5 Objective: Compromise with a classmate and effectively negotiate your preferences.

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 Scene Descriptions- Social Initiation

The art teacher, Ms. Daisy, instructs players to find a partner to create their favorite animal.
Students making balloon animals already have a partner, so players should find someone

1
working alone.
Objective: Determine who is available/best to work with in this situation, and how to best
initiate partnering with them.

Players are at recess looking for an activity to do. There are two students playing tetherball,
one student by himself, and an activity the player can do him/herself.

2 Objective: Decide between initiating with a group, a single student, or playing by yourself.

Three students are in the attic playing a game called Buggz that the player does not
recognize. There is also an arcade game that players could choose. Players must inquire

3 about the game appropriately, and play the game with good sportsmanship.
Objective: Decide between initiating with a group, a single student, or playing by yourself.

Players are outside and encounter three picnic tables; one has a box of bugs and magnifying
glasses with no students, and the other two each have three students sitting with them.

4
Players must initiate with a group of students already engaged in conversation.
Objective: Positively initiate with a group after being rejected, interrupt and leave a
conversation at the appropriate times.

Players are playing a card game called Trio with a partner, when their partner is called to the
office. Players must choose to join another table playing the same game and adjust when they
realize those students have different “house rules” for the game.
5 Objective: Ask to join a game already in progress, be flexible when the rules of a game
change.
(See page 15 for some extra tips on playing this scene)

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 Scene Descriptions- Empathy

Lester the bird steals Podi the octopus’s toy airplane from the attic and drops it in the yard

1 outside. Players must communicate with a classmate via walkie-talkie to describe the
airplane’s position from the classmate’s perspective.
Objective: Recognize Podi’s feelings, use perspective-talking skills to describe an object’s
location.

Players attend a “Feelings Fair” in the library and play three different games: Moody Mugs
(matching emotion words to facial expressions), Choose and Chomp (match related emotion

2 words and faces with the given scenario), and To the Rescue (identify how someone is feeling
and how to help them in different scenarios).
Objective: Identify others feelings and appropriate ways to make them feel better, understand
which feelings and facial expressions may be associated with different scenarios.

Ms. Swan, the librarian, asks players to forgo part of recess to cheer up an upset classmate.

3 Objective: Gather information to identify a classmate’s feelings. Choose the best way to help
the classmate feel better.

Lester the bird drops purple fruit on a classmate’s head and two other classmates laugh at the
student. Players must identify the fruit-covered students’ feelings and choose whether to join in

4 on making fun of him or help him get cleaned up.

Objective: Identify other’s feelings, resist peer pressure to make fun of a classmate, help a
classmate in need.

Players are at recess with the option to play basketball, turtle toss, or a snail race. Players
must recognize that a classmate is alone on the playground and help her appropriately.

5 Objective: Recognize that a classmate is isolated in a fun environment, choose to approach

that student rather than playing fun games, identify the classmate’s feelings and help her feel
better.

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 Scene Descriptions- Emotion Regulation

Players ask to join a soccer or basketball game and are rejected. They must choose how to
react in order to play one of the games.

1 Objective: Regulate emotions and demonstrate effective coping skills when faced with
rejection, identify your feelings, practice resilience and attempt to join another game.

Players compete against a classmate in two field day games: Turtle Toss and Rat Race.
Player’s experience both losing and winning and the emotions related to both.

2 Objective: Regulate emotions not only in disappointing situations, like losing a game, but also
in situations in which it’s tempting to boast, such as winning a game.

Players are packing up their locker and overhear their classmates’ conversation. These
students accuse players of being a “snoop.” Players must react immediately, then contemplate

3 their emotions later at home.

Objective: Regulate emotions when false accusations are made, engage in positive self-talk,
and create positive change when given the opportunity.

In the attic, three classmates are discussing what to give a mutual friend for their birthday
party. They ask players for input on the gift, implying the player is no longer friends with this

4 person and is not invited to the birthday party.

Objective: Resist jumping to conclusions and negative self-talk, cope with feeling left out and
hurt feelings, approach friend in respectful way.

Two classmates pressure players to turn Karma the chameleon pink while the teacher is away
from the science lab. Players must choose between acting on the dare and completing their

5 regular assignment.
Objective: Resist peer pressure.

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 Scene Descriptions- Scene Roadblocks

Social Initiation (Gorilla) Scene 5

After the first student gets called to the office, the player moves to the other table to play with the other
kids. When it’s the player’s turn in Trio, they’ll have 5-10 seconds to move the mouse. Afterwards, a hint
button will appear to the left of the screen (left). Pressing the hint button will highlight two of the cards
that constitute a Trio (right).

If you don’t move the mouse for a while or make too many wrong choices, a skip turn button will also
appear (left). When the classmate changes the rules, players can also click on the question mark in the
bottom left corner to see those new rules.

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 Scene Descriptions- Scene Roadblocks

Cooperation (Lion) Scene 1

Students must work with their partner to decode the symbols on the page and reveal a joke. First, the
player needs to ask the other student at the table to work with them. Then, the player should click on the
piece of paper on the table. Once in the activity, if students are having trouble, they can click on the
question mark in the bottom left corner for further directions.

Players need to click on each symbol, then their classmate in the corner will say something like, “That
one should be ‘L’.” Players must then click on the space above the symbol to type the letter. If they
type the correct letter, the space will become green. If they type the wrong letter, the space will become
red.

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 Understanding Reports- Zoo U assessment
In Zoo U, we measure six social emotional skills, and each skill is associated with a character as shown
below:

These assessment scores are a percentile scaled to a national sample of 3rd and 4th grade students. The
Composite score is calculated by combining each of the six social skills scores together, then scaling that
combined score based on the same national sample.

You can view and download an individual student report on the Reports page by clicking on the orange
report icon in the row with their name (left picture below). View all your student’s data at a glance on the
Group Data page (right picture below).

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 Understanding Reports-Zoo U Skill Builder

Each scene in Zoo U gives students the opportunity to learn and practice various subskills of the six main
skills. Both dialogue AND behavior choices are factored into students’ scores.
Students will most often choose between three dialogue options. Sometimes these will be all the same
text with different tones of voice, or different text and tones altogether.
Behavior in the program includes explicit menu options such as choosing to talk to a lonely classmate, or
more hidden choices like how long it takes you to ask a teacher for help.

This section documents how students advanced to the next scene. Students must either achieve
mastery of a scene or play it three times before advancing to the next scene.

Please reach out to [email protected] with any questions

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