Exploring Our Emotions

Overview

This lesson introduces Year 3 students in New Zealand to the Zones of Regulation, a framework that helps them recognise and manage their emotions through categorising feelings into four colour-coded zones. The lesson uses an AFL (Assessment for Learning) style approach, ensuring students are actively involved in developing understanding and self-regulation skills aligned with the Health learning area of the New Zealand Curriculum Refresh.

WALT (We Are Learning To)

Identify and describe our feelings using the Zones of Regulation.
Recognise which zone emotions belong to and understand how to manage them.
Use vocabulary to communicate emotions clearly.

Success Criteria

I can name and describe the four Zones of Regulation (Blue, Green, Yellow, Red).
I can say which zone I am in by recognising my feelings.
I can share ways to help myself move to the Green Zone (calm and ready to learn).
I listen and respond respectfully to others when they share their feelings.

Curriculum Links

Learning Areas: Health and Physical Education

Personal Social Development: Recognise and describe emotions, and how they affect thoughts and behaviour.
Self-Regulation: Develop strategies to manage emotions and behaviour.
Communicating and Interacting for Health and Well-being: Use social and emotional vocabulary to express feelings and show empathy towards others.

Achievement Objectives (Year 3) - New Zealand Curriculum Refresh

Understand the importance of personal well-being and identify strategies for regulating own emotions and behaviour.
Use appropriate vocabulary to communicate emotions and preferences clearly.

Key Competencies

Managing self: Developing emotional awareness and self-regulation.
Relating to others: Listening, showing empathy, and communicating effectively.

Lesson Duration

45 minutes Class Size: 22 students

Resources

Large coloured zones chart on the wall (Blue, Green, Yellow, Red).
Emotions flashcards with pictures and words.
Feeling thermometer visual (dyslexia-friendly; coloured sections with simple words and images).
Scenario cards or story prompts.
Whiteboard and markers.

Lesson Outline

1. Introduction (10 minutes)

Begin with a friendly greeting and introduce the topic, using WALT and success criteria written visibly for the class.
Show the Zones of Regulation chart: Explain the four zones using simple language and colours:
Blue Zone: Feeling sad, tired, or bored — low energy emotions.
Green Zone: Feeling calm, happy, ready to learn — ideal state.
Yellow Zone: Feeling worried, excited, frustrated — heightened but controllable emotions.
Red Zone: Feeling angry, out of control, scared — intense emotions needing management.
Use simple examples and invite students to mimic facial expressions linked to each zone.
Check understanding by asking volunteers to name or act out an emotion for each zone.

Differentiation:

Provide visual cues for all zones (colours + pictures).
Use clear, short sentences.
Pair up students who might benefit from peer support.

2. AFL Activity: Emotion Sorting Game (15 minutes)

Distribute emotion flashcards to pairs of students.
Invite each pair to come forward, show their card, and decide which zone it belongs to, placing it on the large zones chart.
Encourage the rest of the class to support or suggest other zones if they disagree, fostering discussion.
Teacher facilitates discussion about why different emotions belong in specific zones.

Dyslexia-Friendly Support:

Use flashcards with bold fonts, clear images, and consistent colour coding.
Read words aloud when needed.

3. Scenario Role-Play (10 minutes)

Present simple, everyday scenarios (e.g., losing a toy, waiting for a turn, sharing with friends).
In small groups, students discuss which zone someone might feel in the situation.
Each group acts out the scenario and shows the associated zone with a coloured card.
After role plays, discuss strategies that could help someone move to or stay in the Green Zone (e.g., deep breaths, asking for help, taking a break).

Extension for Advanced Learners:

Ask students to suggest additional strategies or explain why some strategies might work better in certain situations.

4. Reflection and Sharing (7 minutes)

Invite students to think quietly and then share which zone they are in right now and why.
Use sentence stems on the whiteboard for support, e.g., “I am in the ___ Zone because I feel ___. One thing I can do is ___."
Encourage positive self-talk and affirm different emotional experiences.
Summarise the importance of recognising and managing our emotions for health and learning.

5. Plenary (3 minutes)

Quick exit ticket: Students hold up a coloured card representing their current zone.
Teacher gives verbal feedback and encouragement.
Review WALT and success criteria, celebrating learning.

Assessment for Learning (AFL)

Observation of participation in sorting and role-play for understanding emotions zones.
Listening to student explanations and reasoning during discussions.
Informal assessment through exit ticket colour zone responses.

Differentiation Strategies

Visual supports with images, colours, and simple words for clarity.
Pair work for peer support.
Sentence stems for oral sharing.
Additional verbal explanations for those needing more support.

Extension Activities

Create a personal "Feeling Wheel" or "Zones Journal" where students track their zones daily.
Introduce calming strategies like mindfulness or breathing exercises for Yellow/Red Zone management.
Invite students to share stories about using zones at home or school.

This lesson plan aligns with the New Zealand Curriculum Refresh by focusing on personal well-being, vocabulary for expressing emotions, and self-regulation strategies within the Health learning area. Using AFL strategies ensures engagement and responsive teaching to student needs, while visual and oral supports cater to diverse learners, including those requiring dyslexia-friendly approaches.

Teaching Instructions