Identifying Feelings

Year 0 — Health

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Lesson Overview

This is Lesson 2 of 15 in the unit "Understanding Our Feelings" for Year 0 students. This lesson focuses on helping students identify, recognise, and name different feelings by exploring the concept of emotional zones, supported by picture cards. The session aims to create a safe, inclusive environment where young learners begin to express emotions and understand that different feelings are normal and shared by everyone.

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Curriculum Alignment

Learning Area: Health and Physical Education

• Strand: Personal and interpersonal skills
• Level: Level 1 (Year 0)
• Achievement Objective:
  Develop understanding of personal identity by recognising and describing their feelings (identity, emotional literacy).

Key Competencies:

• Managing self: Recognise and express feelings using simple language and actions.
• Relating to others: Respect others' feelings and experiences.
• Participating and contributing: Share feelings and listen to peers.

Values Explored:

• Respect, empathy, and diversity in emotional expression.

References:

• Aligns with the New Zealand Curriculum Refresh, Health and Physical Education learning area, Level 1 content focused on emotional literacy and personal identity .

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Lesson Duration

45 minutes
Class size: 25 students

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Learning Objectives

By the end of the lesson, students will be able to:

• Identify and name at least three different feelings using picture cards and simple vocabulary (happy, sad, angry, calm, scared etc.).
• Recognise that feelings change and relate to different situations and zones (e.g., calm zone, angry zone).
• Express their own feelings through words or gestures with teacher support.
• Demonstrate respectful listening when classmates share their feelings.

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Materials Needed

• Picture cards showing different facial expressions representing feelings/emotions keyed to zones (e.g., red, yellow, green, blue zones with various feelings).
• A colourful “Zones of Regulation” chart or simple zones visuals suitable for Year 0.
• Emotion masks or emoji faces for role play.
• Large paper and markers or whiteboard.
• A soft toy or puppet for modeling feelings discussions.

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Lesson Plan

1. Welcome and Group Circle (5 minutes)

• Gather students in a circle on the mat.
• Introduce the lesson topic: "Today we will explore feelings and learn to name them."
• Use a soft toy/puppet to introduce the concept of feelings by showing a "happy face" and asking, "How do you think I feel today?"
• Briefly explain that everyone has lots of feelings and that all feelings are okay.

Teaching Tip: Use clear, simple language and positive tone to set a safe, supportive atmosphere.

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2. Introduction to Zones and Feelings (10 minutes)

• Show the Zones of Regulation chart or a simplified version with colour zones representing different feelings and states (e.g., calm = green, mad = red).
• Introduce 3-4 zones and examples of feelings in each zone using picture cards. For example:
  • Green zone: happy, calm
  • Yellow zone: worried, frustrated
  • Red zone: angry, upset
• Hold up picture cards one by one; ask students to name the feeling or mimic the facial expression.

Interactive Activity:

• Play a quick "Feelings Freeze" game: Teacher shows a feeling card, students freeze showing that face or gesture.

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3. Group Activity: Feeling Identification with Picture Cards (15 minutes)

• Divide class into small groups (5 per group).
• Give each group a set of picture cards showing different feelings.
• Guide students to look at each card, say the feeling name, and share a time they might feel that way (teacher models first).
• Allow children to pick a card that represents how they feel right now or a recent time.
• Facilitate sharing in pairs or small groups, encouraging respectful listening.

Support: Circulate to prompt and scaffold vocabulary and respectful sharing.

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4. Role Play and Expression (10 minutes)

• Using emotion masks or emoji faces, children take turns to put on a mask and say what the character might be feeling and why.
• Invite a few students to come to the front and model feeling expressions.
• Discuss briefly how we can help someone who feels upset or worried.

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5. Reflection and Closing Circle (5 minutes)

• Bring the group back together in a circle.
• Invite students to share one new feeling word they learned today.
• Reinforce that all feelings are normal and important to talk about.
• End with a calming activity such as deep breaths or a quiet song about feelings.

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Assessment for Learning

• Formative: Observe student participation in naming feelings and using picture cards.
• Oral feedback: Listen to students’ sharing and use of feeling words.
• Self-expression: Ability to indicate their current feeling using cards or gestures.
• Provide positive reinforcement and gently scaffold if students struggle to identify feelings.

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Teaching Considerations

• Use clear, precise feeling vocabulary as recommended in Te Mātaiaho English and Health and Physical Education curriculum guidance for Year 0.
• Incorporate opportunities for self-regulation and self-talk during activities to encourage verbalising feelings even at this early age .
• Maintain a calm, supportive atmosphere to build emotional safety.
• Use repetition and visual cues to reinforce learning.
• Accommodate diverse learners with additional support or modified expression methods as needed.

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Extensions and Connections

• Link to classroom routines (e.g., "How are you feeling today?" check-ins).
• Connect to storytelling or arts activities in subsequent lessons to express feelings creatively.
• Integrate with social skills teaching on empathy and respectful listening.

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This structured yet gentle approach to emotional literacy will build foundational skills for young learners to understand and communicate their feelings, aligned with New Zealand's refreshed curriculum principles and values.

If you'd like, I can help create the picture card designs or suggest specific warm-up songs or stories to support this lesson.