Empathy and Understanding

Overview

This lesson is the seventh of ten in the unit Building Respectful Relationships. Students learn what empathy means and practise respectful ways to show it when someone feels left out, hurt, or upset in play and shared situations.

Learning intentions

Students will:

• explain what empathy is and why it matters
• identify feelings in simple scenarios (happy, sad, angry, scared, worried)
• practise showing empathy using kind words, body language, and actions
• discuss how to respond inclusively when someone is struggling

Success criteria

Students can:

• describe empathy in their own words (e.g., “It’s noticing how someone feels and being kind”)
• share an empathic response during a group discussion
• match simple facial expressions/body language to feelings
• use respectful language such as “Are you OK?” and “How can we help?”

Curriculum links

• Health and Physical Education: AC9HPFP02 (practise personal and social skills to interact respectfully with others), with a focus on explaining reasons and actions in response to challenging shared play situations
• Health and Physical Education: AC9HPFP03 (express and describe emotions they experience), identifying emotions and linking feelings to actions and body language
• Health and Physical Education: AC9HPFP02 (cooperating and negotiating respectfully in shared play and activities)
• Health and Physical Education: AC9HPFP02 (identifying behaviours that may be disrespectful and cause hurt or harm during play, and choosing alternatives)

Lesson structure (50 minutes)

1. 0–5 min · Welcome and feelings check-in. Teacher shows 3 feeling cards (sad, upset, worried) and models a sentence: “I notice you look…”. Students choose a card and briefly share how someone might feel using a turn-and-talk.

2. 5–12 min · Teach: What is empathy? Teacher reads a short picture book or uses projected images and pauses to ask: “What is the character feeling? What do you think they need?” Students repeat a simple definition: “Empathy is understanding how someone feels and helping kindly.”

3. 12–20 min · Feeling-to-action mapping (guided). Teacher displays a scenario (e.g., a child sits alone at recess; a friend bumps and says sorry). Students place magnet/colour cards under “Feelings” and “Empathy actions” on a class chart (e.g., “Listen”, “Use gentle words”, “Include them in the game”).

4. 20–30 min · Empathy role-play in small groups. Teacher assigns groups of 4–5 with roles (A feels upset, B notices, C responds, D helper/observer). Students practise 1–2 role-play turns using an “Empathy script” card:

• “Are you OK?”
• “You look (sad/worried).”
• “Do you want help or to play together?” Teacher circulates, checking respectful language and gentle body language.

5. 30–39 min · Group discussion: What would you do? Teacher shows 2–3 short picture scenarios (printed or on screen). Students discuss in pairs, then share one idea to the whole class using stems: “I think they feel… because… We can show empathy by…” Teacher reinforces inclusive, respectful responses.

6. 39–46 min · Digital “Empathy Match” (quick practice). Teacher opens a simple interactive activity (e.g., drag-and-drop on a tablet/iPad/Chromebook) with images of feelings and matching empathic actions. Students complete one round, then explain their choice to a partner.

7. 46–50 min · Exit ticket (assess understanding). Teacher hands out a one-page response: “Empathy means…” (with a picture box option). Students draw either (a) a face feeling sad/upset or (b) an empathic action (holding a hand, offering a toy) and write/dictate one sentence or use a sentence starter.

Resources

• Short picture book or printed picture cards showing empathetic situations
• Feeling cards (sad, upset, worried, scared, happy) with simple faces
• Empathy action cards (listen, include, offer help, gentle words)
• Scenario printouts for role-play and discussion
• Magnet/colour chart or large paper “Feelings → Empathy actions” board
• Empathy script cards for small groups
• Tablets/iPads/Chromebooks for the digital “Empathy Match” activity
• Exit ticket sheets with sentence starters and picture prompts
• Visual timer

Assessment

• Formative teacher observation during role-play (use of empathic language and respectful body language)
• Checks for understanding in the feelings-to-action mapping activity (correct matching of feeling to empathic response)
• Exit ticket review for “Empathy means…” and one empathic action statement

Differentiation

• Use picture-based options throughout (printable feelings and empathy actions) for students who need concrete cues
• Provide sentence starters and an “Empathy script” for emerging speakers and students with additional support needs
• Dyslexia-friendly reading options: teacher reads the book aloud; provide enlarged images and simplified text; allow oral responses instead of written responses on the exit ticket
• Group roles in role-play ensure every student participates (e.g., “observer” who points to the empathic action card)
• For students who need regulation support, provide a calm-down spot and allow them to practise empathic phrases with the teacher first before group performance

Extension (optional)

• Advanced learners create a 3–5 slide digital presentation titled “How to Show Empathy” using their own images or photo icons:
• Slide 1: A feeling (sad/worried)
• Slide 2: What someone might need
• Slide 3: Empathy words (2–3 phrases)
• Slide 4: Empathy actions (one inclusive action)
• Slide 5 (optional): “When I showed empathy, I felt…” Teacher checks for respectful language, correct feeling identification, and clear empathic responses.