Cool Down Steps

Lesson 4: Walking Away to Cool Down

Unit: Understanding Emotions and Reactions

Year Level: Year 2

Duration: 30 minutes

Class Size: 25 students

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Curriculum Links

Western Australian Curriculum: Health and Physical Education

• Content Descriptor: AC9HP2P03
  Students learn to: Identify how different situations influence emotional responses, including recognising own emotions and demonstrating ways to manage how they express their emotions in different situations.
• Content Descriptor: AC9HP2P05
  Students learn to: Identify and demonstrate protective behaviours and help-seeking strategies they can use to help themselves and others stay safe.

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Learning Intentions

WALT (We Are Learning To):

• Discuss why it is important to step away from stressful or upsetting situations to cool down.
• Recognise and explain when walking away is a helpful strategy to manage strong emotions.

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Success Criteria

Students can:

• Explain in their own words when it is a good idea to walk away from a stressful situation.
• Describe why walking away helps to calm their emotions and prevent conflict.
• Demonstrate walking away appropriately through role-play with peers.

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Resources

• Emotion cue cards with faces and simple keywords (e.g., angry, upset, calm).
• Simple scripted scenarios for role play (dyslexia-friendly, with large print and visuals).
• Colourful floor markers to designate role-play spaces.
• Large chart paper and crayons/markers for group reflection.

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Lesson Outline

Time	Activity	Description	Differentiation / Support
5 min	Introduction & Discussion	- Begin with a brief whole-class conversation: “What do we feel when we get upset or angry?” Use emotion cards to prompt recognition. - Ask: “What can we do when we feel really upset?” Introduce walking away as a way to cool down. - Explain the WALT and success criteria in simple terms.	Use visual aids of emotions. Speak clearly and slowly, allow extra wait time for dyslexic learners.
10 min	Role-Playing Small Groups	- Divide the class into groups of 4-5. - Provide each group with a simple scenario script depicting a stressful situation (e.g., a friend taking a toy, a disagreement during a game). - Students practice walking away appropriately and talking about feelings. - Encourage use of bright coloured role-play props if available.	Use simple scripts with clear sentences and pictures. Pair dyslexic or younger learners with supportive peers. Allow verbal or acted responses for those challenged by writing.
7 min	Group Sharing & Reflection	- Reconvene as a class. - Invite groups to share what they learned from role-playing. - Create a large colourful poster together titled "When and Why We Walk Away to Cool Down", adding student ideas with drawings.	Provide sentence starters for sharing (e.g., "I walked away when... because..."). Scribe for students who prefer to share verbally.
8 min	Extension Writing Activity (Optional for advanced learners)	- Students write (or draw and label) a personal or imagined scenario where walking away helped them feel better. - Provide lined or blank paper, coloured pencils, and emotion word lists to support expression.	Allow drawing or verbal dictation for those with literacy difficulties. Encourage older or advanced learners to write full sentences.

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Differentiation Strategies

• For dyslexic learners: Use simple, repetitive language and scripts; provide visual emotion cards; pair with supportive peers for role play; allow drawing instead of writing for extension activity.
• For learners needing extension: Encourage detailed written descriptions of scenarios where walking away helped; explore other calming strategies beyond walking away.
• For diverse learners: Use physical movement and manipulatives (role play spaces, floor markers); include culturally inclusive examples in scenarios; encourage participation through multiple modalities (speaking, acting, drawing).

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Assessment (Formative)

• Observation of student engagement and ability to follow role-play scenarios appropriately.
• Listen to student explanations during group share for comprehension of purpose behind walking away.
• Review extension writing/drawing for understanding of when and why walking away is helpful.

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Teacher Reflection Prompts

• Did students demonstrate understanding of emotional self-regulation through walking away?
• Which scenarios were most effective in illustrating the strategy?
• How did students respond to hands-on role-playing and group work?
• Adjust scripts or supports for future lessons based on observed needs.

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This lesson fosters self-regulation and emotional intelligence aligned with the Western Australian Curriculum's focus on understanding and managing emotions in real-life contexts for Year 2 students. The use of role play and colourful, tactile resources supports diverse learning preferences including those with dyslexia, while the extension activity allows for deeper personal reflection and narrative skills development. The 30-minute plan balances active engagement and reflection, catering to young learners’ attention spans and developmental stages.