Body Signals Map

Overview

Today is Lesson 3 of 10 in “The Ultimate Guide to Me.” Students learn interoception (noticing internal body signals) and create a body map that connects feelings to body locations to support emotional regulation and safer interactions.

Learning intentions

WALT:

• understand interoception and how bodily signals help us notice emotions early
• identify how feelings can show up in different body areas (for example, chest, belly, throat, hands)
• use a body-mapping strategy to choose a helpful self-regulation option

Success criteria

Students can:

• complete a traced body map with at least 5 labelled feelings in appropriate body areas
• explain (or point to and name) one bodily signal they notice for two different feelings
• choose one regulation strategy and describe how it could help in that moment

Curriculum links

• Health and Physical Education: AC9HP6P06 apply strategies to manage emotions and analyse how emotional responses influence interactions
• Content focus from AC9HP6P06: exploring emotions linked to feeling unsafe or uncomfortable, and practising self-regulation for intense/unpredictable emotions

Lesson structure (45 minutes)

1. 0–5 min · Warm-up spark (high-dopamine, low reading). Teacher shows 6 emotion picture cards (happy, calm, anxious, angry, excited, worried) and a “body signal” prompt: “Where do you feel it in your body?” Student selects 2 cards and points to one body location on a quick stick-figure outline (teacher draws on whiteboard paper).

2. 5–12 min · Teach: Interoception mini-moment. Teacher explains using very simple language and visuals: “Interoception is noticing what’s happening inside your body—like tight tummy, fast heartbeat, warm face.” Student watches an emotion-to-body demo: teacher silently rubs hands (hands feeling), taps chest (chest feeling), places hand on belly (tummy feeling) while the student names the likely feeling picture.

3. 12–15 min · Quick regulation check-in (movement burst). Teacher leads a 60-second regulation “reset”: inhale for 3, exhale for 4 (or blow bubbles if preferred). Student tries once, then rates “How loud are my body signals?” using a simple 1–5 scale with coloured dots.

4. 15–30 min · Main task: Body mapping (project-based, highly visual). Teacher sets up a large sheet with a full body outline (student lies down or stands against the paper while teacher traces, depending on comfort/mobility). Student labels feelings directly on the body map using sticky notes or cut-out labels, placing at least 5 feelings in designated areas (for example: anxious → chest/throat; angry → shoulders/fists; calm → belly/face). Teacher prompts using short sentence starters (for dyslexia-friendly support):

• “I feel ___ in my ___.” (printed strips)
• “When I’m ___, my body might ___.” (single-word option lists)

Teacher circulates and supports with “choice not judgement” language: “That’s your signal. You decide what to do next.” Optional hands-on evidence: student colours body zones using a colour key (red = strong, yellow = medium, blue = quiet).

5. 30–38 min · Link to emotions influencing interactions (micro-analysis). Teacher introduces one scenario card with very little text, or uses gestures: “If you feel anxious in your belly/chest, what might you do with others?” Student chooses one of two pictured responses: “keep quiet / ask for space” vs “snap / walk away” (teacher uses supportive discussion, not moralising). Teacher asks: “What regulation could change your choice?” Student selects one strategy from a small set of pictured options (box breathing, water sip, muscle squeeze-and-release, 10-minute calm corner, talk to a trusted adult).

6. 38–43 min · Success criteria completion sprint. Teacher gives a 3-minute “final touches” timer: confirm at least 5 labels, add one sentence strip for two feelings (or point-only explanation if reading is a barrier). Student updates the map: adds (or confirms) two bodily signals and one chosen regulation strategy.

7. 43–45 min · Exit ticket (fast, visual). Student completes a one-question exit using thumbs-up/middle/thumbs-down plus one circle dot: “I can notice body signals early: Yes / Sometimes / Not yet.” Student shows the body map area for their most common signal.

Resources

• Large paper body outline (1 per student) and colouring materials
• Sticky notes and cut-out emotion labels (picture + word)
• Coloured dot scale (1–5) and colour key for body intensity
• Scenario cards (very short, visual) and regulation strategy picture cards
• Sentence starter strips (printable, minimal text)
• Optional: bubble wand or water bottle for regulation practice
• Timer (visual), music-free if sensory sensitive

Assessment

• Formative during body mapping: teacher checks that labels are placed on appropriate body areas and that the student identifies signals for two feelings (oral or pointing acceptable).
• Formative during scenario discussion: teacher listens for a link between emotion/physical signal and an interaction choice.
• Summative check (exit ticket): student demonstrates confidence in noticing body signals early.

Differentiation

• Support:
• Use point-and-label or word bank instead of independent writing for dyslexia-friendly access.
• Offer a limited set of feelings (6–8) and a limited set of body zones (head, throat, chest, belly, shoulders, hands/feet).
• Provide pre-made sentence strips with the student only completing one blank.
• Extension:
• For enrichment, student adds a “What helps?” line for 2 feelings and marks whether the feeling is “fast” (energy rising) or “slow” (heavy/low).
• Neurodivergent-friendly pacing:
• Keep tasks in short bursts with timers (mapping chunks + one scenario micro-step).
• Provide sensory choice: colouring, sticky notes, or tracing with marker thickness preference.
• Single-student flexibility:
• Teacher can immediately model and co-construct labels, then gradually hand over choices as confidence grows.