Understanding Emotions

Overview

In this 45-minute session, Year 5/6 students will begin their journey in the "Strong Hearts, Strong Girls" unit by exploring a broad range of emotions, how emotions influence decisions, and expressing feelings safely. This lesson is designed for a diverse classroom, recognising individual needs, particularly supporting students with behavioural challenges, neurodiversity, and varied cultural backgrounds. The lesson embraces the New Zealand Curriculum Refresh values, emphasising identity, belonging, and well-being as part of Hauora.

Learning Objectives

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

Identify a wide range of emotions in themselves and others through words, facial expressions, and body language.
Understand how emotions influence decisions and actions.
Express their feelings safely and respectfully in a supportive class environment.

Curriculum Alignment

Health and Physical Education (Health Learning Area)

Level 3-4 Achievement Objectives

Personal identity and well-being:
Recognise and describe how their own and others’ emotions affect thinking and behaviour.
Develop skills to express feelings and emotions appropriately.
Interpersonal skills:
Use strategies to express emotions and respect others' feelings.
Key Competencies:
Managing Self – Recognising the importance of emotional self-awareness and self-regulation.
Relating to Others – Expressing empathy and listening actively to peers in a culturally responsive manner.

The New Zealand Curriculum Values

Respecting people, place, and property: through respecting classmates’ feelings and boundaries.
Celebrating diversity: recognising and validating the diverse emotional expressions influenced by culture and experience.
Aspiring for personal greatness: encouraging students to take ownership of emotional understanding as a foundation for personal growth.

Resources Needed

Emotion flashcards or printed emotion faces showing various emotions (happy, sad, frustrated, excited, anxious, calm, angry, surprised, embarrassed).
Whiteboard and markers.
Felt pens and paper for drawing emotions.
“Emotion Thermometer” visual scale (simple chart showing low to high intensity emotions).
A quiet cosy corner or calm space area for self-regulation breaks.

Lesson Breakdown

1. Warm-Up: Emotion Brainstorm (8 minutes)

Begin circle time. Greet the class with warmth and authenticity, acknowledging the diversity of the group.
Teacher invites students to name as many emotions as they can think of, writing them on the whiteboard without judgment or correction.
Encourage words beyond basic ones (happy, sad). Model more nuanced emotions like "excited," "nervous," "proud," "frustrated," "lonely."
Ensure that the diverse cultural and personal experiences of emotions are valued (some students might express or name emotions differently).

2. Exploring Emotions Through Faces and Stories (10 minutes)

Show flashcards of different emotional expressions. Ask students to identify the emotion and share a time when they felt that emotion.
Use visual cues (body language, facial clues) to deepen understanding, especially useful for students with communication challenges.
For the student with Autism, use clear, simple language and visuals. Provide additional support or repeat questions as needed.
Ask: “How might feeling this emotion affect the choices we make?”
Discuss briefly how emotions can be signals guiding our decisions.

3. Group Activity: Emotion Thermometer (12 minutes)

Introduce the Emotion Thermometer chart (low to high intensity emotions).
Give each student a paper and felt pens, instruct them to draw a face on the thermometer indicating how they feel right now.
In pairs or small groups, students discuss why they placed their emotion there and what might help them if the emotion is intense.
Teacher circulates, providing empathy and support. Highlight that emotions are normal and everyone experiences them differently.

4. Expressing Emotions Safely (10 minutes)

Facilitate a discussion on strategies for expressing emotions safely (using words, asking for space, calm breathing).
Role-play scenarios with the class (e.g., feeling angry when someone interrupts, or feeling anxious about a test).
Emphasise respectful communication aligned with school values (“Respecting people”).
Include neurodiverse learners by offering alternative expression methods if needed (drawing, gestures).

5. Reflection and Calm-Down (5 minutes)

Invite students to share one new thing they learned about emotions today.
Guide a short calming mindfulness exercise focusing on breathing to end the lesson positively.
Remind students about the calm space if they need it during the day.
Link learning to the theme “Strong Hearts” — being strong includes understanding and managing our feelings.

Differentiation and Classroom Management Tips

Engagement for diverse learners: Use varied sensory input — visual cards, verbal stories, drawing. Provide movement breaks if needed.
Impulse control and behaviour: Set clear expectations for respectful listening and taking turns before the lesson. Use non-verbal cues for off-task or disruptive behaviour.
Support for neurodiverse students: Provide clear, consistent instructions. Allow extra processing time. Use peer buddies for social support.
Encourage empathy: Scaffold discussions to avoid conflict; model respectful disagreement and apology.
Inclusion of cultural perspectives: Encourage students to share how emotions are expressed in their families/cultures to celebrate diversity.

Assessment for Learning

Observe student participation in discussions and role-plays: Can they identify emotions and relate them to actions?
Review emotion thermometer drawings for understanding of self-awareness.
Use questioning during reflection to gauge emotional vocabulary development.
Provide verbal feedback focusing on positive communication and empathy.

Next Steps

Prepare for Lesson 2: "Managing Emotions" where students will explore strategies to regulate strong feelings and develop self-control skills connected to the “Strong Hearts, Strong Girls” context.

Teacher Reflection Prompts

Which activities engaged the class most, especially those with behavioural challenges?
Were all learners able to participate safely? Any needing modified support next time?
How well did the lesson foster a kāhui classroom culture celebrating diversity and integrity?
What adjustments will enhance emotional literacy development in the next lesson?

This lesson plan respects the unique makeup of your class at View Road School Waiuku, harnessing your chill yet authentic teaching style, and meets the refreshed New Zealand Curriculum goals for holistic Health education in Years 5–6.

Teaching Instructions