Recognising Body Signals

Overview

Students learn to notice body signals (what their body feels/does) and link them to emotions and everyday situations. They practise identifying signals, choosing safe responses, and communicating needs using simple, respectful language.

Learning intentions

Students will:

• identify body signals such as tired, hungry, worried, excited, or sick (or “not feeling well”)
• describe how emotions can affect their body (e.g. tummy, heart beating fast, feeling hot/cold)
• practise safe ways to respond when they notice an uncomfortable body signal
• use kind, clear communication to tell a trusted adult what they feel

Success criteria

Students can:

• name at least two body signals and say how they might feel in their body
• match an emotion (e.g. worried, excited) to a body signal example
• choose a safe response (pause, breathe, drink water, get help, tell an adult)
• use a sentence starter to explain their body signal and what they need

Curriculum links

• Health: Students recognise changes in their body and emotions and learn strategies to support healthy wellbeing through safe choices and communication.
• English (supporting communication): Students express ideas in short spoken and written responses using appropriate sentence structure for their level.
• Oral language and communication: Students use language to extend ideas during guided interactions by listening and responding appropriately.

Lesson structure (60 minutes)

1. 0–5 min · Welcome and focus. Teacher introduces the unit as “Healthy Helpers: Growing Together” and tells students today’s focus is body signals and getting help. Students listen, then show a signal with their body (e.g. “I feel…”) using a “quiet body” gesture.

2. 5–12 min · Hook: “How does your body talk?” Teacher displays/reads a short scenario: “You wait in line and then your tummy feels tight.” Asks, “What might your body be saying?” Students do a quick think-pair-share and contribute one idea to a class word bank: tired, hungry, worried, excited, sick/not well.

3. 12–22 min · Direct teach: body signals and emotions. Teacher explains that body signals are messages like: face feels hot, tummy aches, hands feel shaky, heart feels fast, want to cry, feel calm, or feel energised. Students join a guided chart: “Body signal” (what we notice) and “Possible feeling” (what it might mean). Teacher keeps it concrete and child-friendly.

4. 22–32 min · Practical: Signal Stations (rotation). Teacher sets up 3–4 stations around the room (one at a time, short rotations). Each station has picture cards and simple prompts. Students rotate in small groups and match one “body signal” picture to one “emotion/need” picture, then say a sentence using a starter (teacher models first):

• “My body feels…”
• “I think I might be…”
• “I need to… (pause / drink water / get help / tell an adult)”

5. 32–42 min · Emotions affecting the body (story + freeze). Teacher reads a brief class story about a child in different moments (e.g. first day, loud noise, losing a game). At key points, teacher pauses and asks, “What might the body feel like now?” Students do a “freeze and show”: they silently choose a facial/body cue for the moment (e.g. worried face, happy bounce) and then share one body signal out loud.

6. 42–52 min · Safe responses: “Healthy Helper Steps.” Teacher introduces a simple 4-step strategy students can remember:

• Stop (pause)
• Breathe (slow breath)
• Help (tell a trusted adult / ask for help)
• Choose (do a safe action like drink water or move to a quiet spot) Teacher demonstrates with a calm script and models respectful help-seeking language. Students practise role-play in pairs using a card with prompts: “I feel… because… I need…”

7. 52–58 min · Whole-class check: body signal sorting. Teacher holds up mixed picture cards and students vote with hands: “Is this a body signal? What safe response fits?” Students justify briefly using one sentence: “My body might be saying… so I will…”

8. 58–60 min · Exit ticket (quick). Teacher hands each student a small card with two blanks and a picture cue. Students complete: “My body feels… (signal). I need to… (safe response/get help).” Teacher collects for feedback.

Resources

• Picture cards of body signals (e.g. tummy ache, hot face, shaky hands, fast heartbeat, calm body)
• Picture/emotion cards (happy, excited, worried, angry, tired, not feeling well)
• Scenario cards for discussion and role-play
• “Healthy Helper Steps” visual poster
• Sentence starter cards
• Small exit ticket cards and crayons/coloured pencils
• Station signs for 3–4 Signal Stations

Assessment

• Formative: Observe station matching and listen for correct use of “My body feels…” statements.
• Formative: During story freeze moments, check that students link emotions to likely body signals (with teacher guidance).
• Exit ticket: Review whether students can name a signal and choose a safe response/request help.

Differentiation

• Support: Provide sentence starters and example responses; allow students to point to pictures rather than rely only on verbal language.
• Support: Use fewer station cards for students who need reduced cognitive load; pair them with a supportive peer.
• Extension: Invite students to add an extra detail: “My body signal happens when…” (e.g. “after running” or “when it’s noisy”).
• EAL/SEN: Use consistent gestures for “Stop,” “Breathe,” “Help,” “Choose,” and practise the role-play script together before independent attempts.