Understanding Emotions

Overview

This is Lesson 1 of 6 in Building Resilience Through Community. Students build a shared vocabulary for emotions, examine how emotions can vary in different situations and practise expressing feelings respectfully. Activities alternate between discussion, movement and creative reflection to support flexible learners and different attention spans.

Learning intentions

Students will:

• identify and describe a range of emotions with increasing precision
• analyse how situations, thoughts, relationships and cultural experiences can influence emotional responses
• practise expressing feelings in ways that are respectful and safe for themselves and others
• recognise that people may respond differently to the same situation.

Success criteria

• I can name and explain several emotions beyond “happy”, “sad” or “angry”.
• I can identify a factor that may influence how someone feels.
• I can communicate my feelings using respectful words, body language or creative expression.
• I can listen to another person’s viewpoint without judging it.

Curriculum links

• Health and Physical Education: analysing factors that influence emotional responses and devising strategies to self-manage emotions.
• Health and Physical Education: refining protective behaviours and identifying when and how to seek help.
• Health and Physical Education: planning strategies that support wellbeing, relationships and safe participation.
• Auslan: expressing feelings and interacting with others using appropriate facial expressions, body language and classroom protocols, where Auslan is part of the class program.

Lesson structure (45 minutes)

1. 0–5 min · Emotional hook. Display a sequence of contrasting facial expressions and situations in the opening image sequence. Ask, “Can two people experience the same event but feel differently?” Students silently choose one emotion for a displayed scenario, then share a possible reason with a partner. Emphasise that emotions are valid, but actions still need to be safe and respectful.

2. 5–12 min · Build the vocabulary. Use the emotion vocabulary slides to introduce a feelings continuum, grouping emotions by common experiences such as joy, sadness, fear, anger, surprise and calm. Model precise words including disappointed, uneasy, frustrated, hopeful, relieved and overwhelmed. Students select three unfamiliar words and explain what each might look, sound or feel like; they may write, draw or gesture their responses.

3. 12–20 min · Factors investigation. Present three short scenarios in the scenario discussion slides: receiving unexpected feedback, being left out of a group chat and arriving late to an unfamiliar activity. In groups of five, students discuss: “What might the person feel?”, “What could influence that response?” and “How might their response affect others?” One student facilitates, one records, one monitors respectful participation, one reports and one observes examples of empathy. Groups may use sentence starters on the emotions and influences worksheet.

4. 20–28 min · Same situation, different responses. Read a neutral scenario such as, “A teacher changes the group you are working with.” Students move to a position on an emotion continuum from calm to strongly upset, without needing to disclose a personal experience. Invite volunteers to explain possible influences, such as past experiences, friendships, expectations, tiredness, family or cultural viewpoints. Students listen for differences and practise responding with, “I can see why you might feel that way,” rather than judging.

5. 28–39 min · Creative expression and self-management. Students complete the “emotion snapshot” section of the emotions and influences worksheet. They choose one fictional character from a scenario, represent the character’s emotion through a colour, symbol, short comic, written inner voice or abstract pattern, then add one respectful response the character could use. Model strategies such as pausing, breathing slowly, naming the feeling, asking for space, seeking clarification and speaking to a trusted adult. Students may work independently or with a quiet partner.

6. 39–45 min · Share and exit reflection. Revisit the reflection and exit slides. Students share one insight with a partner using the frame, “A factor that can influence emotions is …” and complete the final three prompts on the emotions and influences worksheet: “One emotion I can describe precisely is …”, “One factor that may influence a response is …” and “One respectful strategy is …”. Remind students they can speak privately with the teacher if today’s discussion raises a concern.

Resources

• the Understanding Emotions slide deck
• the emotions and influences worksheet
• Whiteboard or display screen
• Emotion word cards or a visible word bank
• Coloured pencils, pens and blank paper
• Timer
• Five role cards for each discussion group
• Quiet space or headphones for students who need reduced stimulation

Assessment

• Listen during group discussions for students identifying emotional influences, acknowledging different viewpoints and considering effects on others.
• Check worksheet responses for precise emotion vocabulary, a plausible influencing factor and a safe, respectful response strategy.
• Use the exit reflection to identify students needing vocabulary support, further discussion about self-management or a private check-in.

Differentiation

• Provide a visual emotion word bank, icons, sentence starters and model responses. Allow students to point, draw, type or use a communication device instead of speaking.
• Pre-teach unfamiliar vocabulary and check understanding through examples and non-examples. Avoid requiring students to disclose personal experiences; fictional scenarios are sufficient.
• Pair students thoughtfully and assign clear group roles. Offer a quiet workspace, additional processing time and a reduced-choice version of the creative task for students with attention, sensory or executive-function needs.
• Extend students by asking them to compare two possible responses to the same situation and evaluate which response is most likely to support the person and others. Where Auslan is taught, students may use established signs for selected feelings with appropriate non-manual features.