Calm with Eyes Closed

Overview

Lesson 5 of 10 in unit: Understanding Emotions and Reactions
Duration: 30 minutes
Year Level: Year 2
Class Size: 25 students
Learning Area: Health (Health and Physical Education)
Western Australian Curriculum Codes:

• AC9HP2P03 — Recognise own emotions and ways to manage expression in different situations
• AC9HP2P05 — Identify and demonstrate protective behaviours and help-seeking strategies to stay safe

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Learning Intentions (WALT)

• We Are Learning To understand how closing our eyes can help us feel safe and calm.
• We Are Learning To recognise how this helps us relax when we experience different emotions.

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Success Criteria

• I can describe how closing my eyes helps me feel safe and relaxed.
• I can participate in a guided meditation to practice relaxation.
• I can design a simple "Calm Corner" to help myself and others feel safe in the classroom.

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Curriculum Alignment (Western Australia)

Content Descriptions:

• AC9HP2P03: Identify how different situations influence emotional responses and explore self-regulation strategies to manage emotional responses (e.g., calming techniques).
• AC9HP2P05: Identify and demonstrate protective behaviours that help to stay safe, including emotional self-regulation strategies like relaxation.

General Capabilities:

• Personal and Social Capability: self-awareness, self-management of emotions, social awareness.
• Critical and Creative Thinking: experimenting with strategies to calm emotions.

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Resources

• Illustrated, dyslexia-friendly guided meditation script with colourful visuals.
• Calm and quiet classroom area with soft cushions or mats.
• Poster materials and craft supplies (coloured paper, markers, stickers) for Calm Corner design.
• Timer or soft gentle chime to signal meditation start and end.

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Lesson Structure

1. Introduction & Engagement (5 mins)

• Gather students in a circle on the floor.
• Discuss briefly: "How do you feel when you're upset or worried? What do you do to feel better?"
• Introduce WALT and Success Criteria.
• Show images or a short colourful poster depicting a person closing eyes and feeling calm.
• Explain: Sometimes, closing our eyes helps our brain feel safe and calm.

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2. Guided Meditation Activity (10 mins)

Differentiation: Provide two options—guided meditation with visuals/script and quiet time for students who prefer gentle self-relaxation.

• Seat students comfortably in the Calm Corner or their spots.
• Read the dyslexia-friendly illustrated meditation script slowly and gently:
  • Example script segments: "Take a deep breath... Close your eyes gently... Imagine a safe, happy place... Feel your body relaxing... When you hear the chime, slowly open your eyes."
• Use calming background sounds (optional, soft nature sounds or quiet chime).
• Encourage students to notice how closing eyes makes them feel safe and relaxed.
• For students needing extra support, a guided hand-holding or mentor buddy could be provided.

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3. Sharing and Discussion (5 mins)

• Invite students to share quietly or draw a small picture of how closing their eyes made them feel.
• Prompts: "Did closing your eyes help you feel calm? What happened inside your body?"
• Support language with visuals where necessary.

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4. Extension Activity: Design a ‘Calm Corner’ (8 mins)

• Present a mini-project: Design a Calm Corner poster for the classroom.
• In small groups of 3-4 (to encourage cooperative learning, manipulatives, bright colours):
  • Use coloured paper, stickers, and markers.
  • Decide what objects or pictures help them feel calm (e.g., pillows, soft toys, books, posters).
• Groups present their design ideas briefly to the class.
• Teacher or aide can help document group ideas for classroom Calm Corner setup later.

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5. Conclusion and Reflection (2 mins)

• Recap WALT and Success Criteria.
• Reinforce that closing eyes can be a helpful tool they can use anytime to feel safe.
• Praise participation and acknowledge all contributions.

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Differentiation Strategies

• For students needing extra support: Use illustrated meditation scripts, provide sensory hand or fidget tools.
• For EAL/D or speech difficulties: Use simple language supported by pictures and gestures.
• For students with anxiety: Allow participation as comfortable; some can observe quietly.
• For students with advanced understanding: Lead group design discussions or create additional calming strategies.

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Assessment for Learning

• Formative: Observe student engagement during meditation and participation in sharing.
• Success criteria check: Can students describe how closing eyes helps them relax?
• Product: Group Calm Corner design poster reflects understanding of what creates a safe calm space.

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Teacher Reflection Notes

• Was the meditation length appropriate for attention span?
• Which students benefited most from guided vs. independent relaxation?
• How effective was use of dyslexia-friendly visual scripts?
• Can Calm Corner designs be implemented to support ongoing emotional regulation?

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This lesson fosters emotional self-regulation by connecting a practical calming strategy to feelings of safety and comfort, aligned closely with Year 2 Health curriculum outcomes in Western Australia, encouraging hands-on group work and bright, engaging materials for optimal learning engagement and inclusion.