Feelings and Triggers

Overview

In this first lesson of the unit, students explore how emotions can be influenced by people, situations, and events. They identify personal emotional triggers and practise sharing ideas through storytelling and role-play.

Learning intentions

• Students will recognise that different situations can trigger different emotions.
• Students will identify personal emotional triggers and name the emotions they lead to.
• Students will describe simple links between triggers, body feelings, thoughts, and actions.
• Students will discuss emotions respectfully with peers during group activities.

Success criteria

• I can name at least two emotions I feel and what can trigger them.
• I can explain how a trigger can change how I feel in my body and mind.
• I can practise role-play showing a trigger and an emotional response safely.
• I can listen to others’ ideas and share my own in a small group.

Curriculum links

• Health and Wellbeing: Personal identity and relationships — recognising emotions and how they can be affected by people and events (AC9HP4P06).
• Health and Wellbeing: Social and emotional wellbeing — learning strategies to manage feelings and seek support when needed (AC9HP4P10).
• General Capabilities: Personal and Social Capability—building self-awareness and respectful communication in group discussions.
• General Capabilities: Critical and Creative Thinking—making connections between triggers and responses and trying new ways to respond.

Lesson structure (45 minutes)

1. 0–5 — Welcome and “safe start” Teacher sets expectations for respectful sharing and role-play safety (no put-downs, “use kind voices”, and “you can pass”). Students sit in a small circle due to the class size of 3.

2. 5–12 — Storytelling: triggers and emotions Teacher tells a short, age-appropriate story with clear moments (e.g., a missing turn in a game, someone bumps a backpack, waiting for news). Students hold up a “feelings card” (teacher-prepared) to show which emotion the character might feel at each moment, then quickly justify with one sentence.

3. 12–20 — Whole-group mapping: trigger → emotion On the board (or large paper), teacher models a simple sequence: “Event/situation” → “Emotion name” → “What my body might do”. Students help with examples from the story (e.g., “left out” → “sad/worried” → “tight tummy/slow feet”). Teacher emphasises that triggers can be different for different people.

4. 20–32 — Mini-group role-play: “My trigger” In one small group, students choose one trigger card from prompts (noise, waiting, change to routine, someone being unkind, losing a game, being praised, sharing, getting hurt). Each student completes a role-play using the same template:

• Trigger (what happened)
• Emotion (what they felt)
• Body (what they noticed)
• Thought or action (what they might do next) Teacher circulates, prompts with sentence starters, and ensures participation is comfortable (one student can choose “act it out” or “describe it” depending on readiness).

5. 32–38 — Personal thinking: “My trigger list” Each student completes a short, low-writing option:

• Option A: draw two triggers and add an emotion word to each
• Option B: teacher writes the emotion word while the student points or dictates Teacher prompts: “When this happens, I might feel… (emotion)” and “My body might…”.

6. 38–43 — Share and reflect Students share one trigger from their page. Teacher checks understanding by asking: “What was the trigger?” and “What emotion did it lead to?” Emphasise learning that emotions are normal and varied.

7. 43–45 — Exit ticket: quick check Students answer verbally or with cards: “Name one emotion and one trigger.” Teacher records brief notes for next lesson planning.

Resources

• Feelings cards (clear emotion words/pictures): happy, excited, sad, worried, angry, scared, calm (teacher selects appropriate set)
• Trigger prompt cards (people, situations, events): loud noise, waiting, change in routine, someone says unkind words, being left out, losing/winning, getting hurt, being praised, sharing
• Large paper/whiteboard with a simple model diagram: Event → Emotion → Body
• Sentence starter strips (e.g., “When ___ happens, I feel…”, “My body feels…”, “I can ask for help when…”)
• Role-play props (optional): hat/earmuffs, “game board” cue, small cards for “character”
• Personal trigger pages (pre-prepared with circles for drawing and a space for an emotion word)
• Timer and calm signal for transitions (e.g., chime)

Assessment

• Teacher observation during storytelling and role-play: can students name emotions and identify triggers with accurate, age-appropriate language?
• Exit ticket check: each student states one emotion and one trigger.
• Review of personal trigger pages: evidence of a trigger-emotion link and any mention of body feelings.

Differentiation

• For ADHD/Autism support: provide visual trigger/emotion cards; allow “pass” during sharing; offer two ways to respond (acting out or describing/drawing).
• Chunk tasks: short story segments with quick responses; role-play uses the same repeatable template for predictability.
• Sensory needs: offer optional calm props (e.g., soft earmuffs) during group discussion; include movement breaks between steps.
• Extension: for students ready, ask “Is your trigger the same as in the story, or different?” and “How could we respond in a safe way next time?”