My Feelings Chart

Overview

This 45-minute lesson is designed for Year 0 students in New Zealand to help them identify, express, and reflect on their feelings using a personal feelings chart. Students will create their own chart by drawing or using stickers to represent how they feel today and then place it in the correct zone. This lesson builds on the unit "Understanding Our Feelings" (Lesson 3 of 15) and aligns with the New Zealand Curriculum Refresh, specifically within the Health and Physical Education learning area.

Learning Objectives

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

Understand and identify basic feelings and emotions in themselves.
Express their current feelings through drawings or stickers.
Place their feelings in appropriate zones on a personal feelings chart.
Develop early self-regulation of emotions by recognising and naming their feelings.
Engage in respectful sharing and listening to peers' feelings.

Curriculum links:

Health and Physical Education | Personal Health and Physical Development
- Understand that emotions are signals that influence behaviour and wellbeing (Progress Outcome Phase 1, years 0–3).
- Recognise and describe feelings and emotions in self and others to guide personal responses.
Key Competencies
- Managing Self: Students develop the ability to recognise and express feelings appropriately.
- Communication: Expressing ideas and feelings verbally and non-verbally, and listening with respect.
Values
- Respect for self and others by acknowledging different emotions and perspectives.
- Integrity in expressing feelings honestly.

Materials Needed

Personal feelings chart templates (zones visually indicated, e.g., calm, sad, happy, angry).
Stickers with faces or emotions (happy, sad, angry, scared, calm, excited).
Crayons, markers, or coloured pencils.
Whiteboard or chart paper.
Emotion flashcards for introduction.
Sticky tape or magnets (to place feelings charts on a class feelings wall if desired).

Lesson Outline

1. Warm-up and Introduction (5 minutes)

Briefly review previous lessons about feelings.
Show emotion flashcards, naming each (happy, sad, angry, excited, calm).
Engage students by asking: "How do you feel today? Can you show me with your face?"
Explain that today, everyone will make their own feelings chart to help show these feelings.

Teacher notes: At this age, keep language simple and use lots of modelling and gestures .

2. Exploring Feelings Zones (10 minutes)

Introduce the concept of the feelings zones on the chart (for example: Green = calm/happy, Yellow = worried/fidgety, Red = angry/upset, Blue = sad/tired).
Use simple emotive faces or colours to represent each zone on a large class chart.
Use scenarios or stories to link feelings to zones—for instance, “If you feel excited, which zone might that be?”
Encourage children to share examples of times they have felt these emotions.

Support: Use clear visuals and repeat key vocabulary to build emotional vocabulary for expression and understanding .

3. Creating Personal Feelings Charts (20 minutes)

Hand out individual feelings chart templates.
Provide stickers or ask students to draw their face or symbols showing how they feel right now.
Support students to identify their feelings and place the sticker or drawing in the correct zone on their chart.
Teacher circulates, providing individual support, encouraging language use ("I feel _____ because _____"), and praising efforts.
For children struggling to identify their feelings, use one-on-one questioning or scaffold with example emotions.

Inclusivity: Ensure all children, including those new to English, have access to vocabulary and visual supports .

4. Sharing and Reflection (7 minutes)

Invite volunteers to share their feelings chart with the class or a buddy.
Create a respectful, safe space where students listen and acknowledge different feelings.
Reinforce that all feelings are okay and part of being human.
Remind students that they can use the feeling charts anytime during the day to help talk about their feelings.

5. Wrap-up and Take-home (3 minutes)

Recap key learning: “We can all have different feelings, and it’s okay to share them.”
Explain that the feelings chart is a tool that helps us understand ourselves better.
Encourage students to take their chart home and share it with whānau.

Assessment

Formative Assessment: Observe students’ ability to identify and place their feelings correctly.
Verbal Assessment: Listen for use of feeling words and phrases in sharing time.
Teacher Notes: Use observations to plan for further emotional literacy activities and support.

Teaching Considerations

Use simple language with lots of repetition and modelling.
Be mindful of individual student’s emotional needs and provide support or adaptations as needed.
Use a calm and reassuring tone to foster a safe environment.
Incorporate te reo Māori greetings or feeling words (e.g., hari for happy, pōuri for sad) to support bicultural learning where relevant.

Links to the New Zealand Curriculum Refresh

Health and Physical Education Learning Area Overview:
- Focus on personal identity and expression of emotions as described in Phase 1 of the curriculum, helping students thrive socially and emotionally in safe environments.
Key Competencies Emphasised:
- Managing Self: Learning to recognise and express feelings appropriately is crucial at Year 0.
- Relating to Others: Respectful listening and acknowledging differences in feelings supports this competency.
Values: Respect and Integrity support the safe sharing of feelings.

This lesson intentionally integrates emotional vocabulary development, visual learning, and communication skills, all core to the refreshed curriculum’s approach to holistic health education for young learners 【7:New Zealand Curriculum.html】.

If you want, I can also provide suggestions for integrating te reo Māori or inclusive strategies to support diverse learners. Would you like that?

Teaching Instructions