Book: I have feelings!

Whole Class

1. Read I have feelings! book.

2. Read the book a second time stopping at each emotion.

3. Ask students to show the way the possum is feeling with the body language, facial expressions and words.

4. Draw attention to the different body signals the students are demonstrating for each emotion.

E.g. Happy - large open eyes, arms in the air, smile, warm feeling in belly, etc.

Body outlines

Independent or Small Group

5. Divide the students into groups of 3 or 4 using a grouping strategy.

6. Give each group some large butchers paper to trace around one person's body.

7. Allocate each group with a different emotion - sad, angry, scared, happy, excited, frustrated, loved, calm, silly, etc.

8. Ask students to draw body signals on the body outline to represent their allocated emotion. Optional: use scrap craft materials to represent body signals.

   E.g. Scared - squiggly drawing in tummy, clenched teeth, knees shaking, frozen still, eyes wide, mouth open

 Teaching tip: It is important to draw attention to the fact that different people can have different body reactions to the same emotion. People can also have different body signals for the same emotion in different scenarios. The flight/fright/fawn/freeze response is an example of this. 

9. Display the body outlines and share each groups response.

Positive coping strategies

Whole Class

10. Use the body outlines as visual prompts to discuss the following questions: 

❓ If we are feeling silly, is it OK to run around the classroom and bump into each other?

(No, it could hurt someone or break something)

❓ What are some positive things we can do to get the sillys out?

(Wiggly our bodies to some music, run around the playground, laugh with our friends)

❓ If we are feeling angry, what things might someone do that are unhelpful or unsafe?

(Hit, scream, break something, etc)

❓ What are some positive things we can do to help if we are angry?

(Hit a pillow, scream into a pillow, run around outside, talk to a friend or trusted adult, do something we enjoy, listen to calming music, eat some food or have a drink, etc )

11. Continue for other emotions that students have created body signals for. 

Reflection - help seeking

Whole Class

12.  Ask:

❓ Which of these body signals might someone notice if they were feeling unsafe?

(sweaty palms, butterflies in tummy, feel unwell, heart racing, frozen, etc)

13.  Say:

"These body signals are very important. They are warning us that we might not be safe. If we listen to our body signals carefully, they can help keep us out of danger."

❓ What can we do if we start to feel any of these warning signs?

(talk to a trusted adult, don't ignore the signals, tell a friend, move away, call 000 if it is an emergency, etc)

14. Revise the 'helping hand' network by asking students to list off their 5 trusted adults (one for each finger) to themselves.

Before you get started

• It is important to acknowledge diversity of bodies and abilities in this lesson. The focus is on celebrating different strengths.

Different strengths

Whole Class

1. Display Teacher resource sheet - Animals strengths.

2.  Explain:

"We are going to ask all of these animals to do some activities to see which one is the best animal.

❓ First, they all have to climb a tree, which of the animals is going to win?

(monkey, cheetah)

❓ Next, they have to swim across a river, which animal is going to win?

(fish, crocodile)

❓ Now, they have to sing a song, who will sing the prettiest song?

(bird)

❓ Finally, they have to tie some shoelaces, which animals will be able to tie shoelaces?

(none)

3.  Discuss:

"The fish cannot climb a tree - does this mean it is not the best animal?

The bird cannot swim across the river - does this mean it is not the best animal?

The crocodile cannot sing a song - does this mean it is not the best animal?

None of the animals can tie shoelaces - does this mean that none of the animals are the best?

No! Of course not. Each of the animals are good at different things. They all have different strengths. It is not fair to compare them in this way.

Similarly, WE all have different strengths.

Some of us are good at climbing trees, some aren't. Put your hand up if you are good at climbing trees.

Some of us are good at swimming, some aren't. Put your hand up if you are good at swimming.

Some of us are good at singing, some aren't. Put your hand up if you are good at singing.

Some of us are good at tying our shoelaces, some aren't. Put your hand up if you are good at tying your shoelaces."

 Teaching tip: You may wish to get the adults in the room to model NOT putting their hand up to be good at everything and making the point that it is ok not to be good at all of these things. You may also point out that some people don't like doing these things and that can be why we aren't so good at them, and that is ok.

Strengths can change over time

Whole Class

4.  Discuss:

"The strengths of these animals don't really change over time. Can a fish ever learn to climb a tree? Can a crocodile ever learn to sing?"

5. Revisit the timelines that were created in lesson 1. Milestones - birth to now. 

6.  Discuss:

"Some of our strengths change over time"

❓ How have your strengths changed from when you were a baby? What things can you do better now?

(walk, run, talk, write your name, read some words, etc)

 Teaching tip: It is important to acknowledge diversity and disability (e.g. not all people are able bodied and some people are not able to walk or walk unassisted). 

❓ What are some things that an adult or older sibling can do better than you?

(run, climb, drive a car, cook, play basketball, play piano, type on a keyboard, draw, etc)

❓ Why are adults able to do these things more easily?

(bodies are grown, stronger, had more practice, etc)

❓ What are some things that you can do better than an elderly person?

(handstand, climbing trees, picking up things you have dropped, playing sport, etc)

❓ Why might some elderly people find it harder to do these things than you?

(bodies are ageing and can't move as easily, can't see as well, might be unwell, etc)

❓ What are some things that you would like to get better at as you grow older?

(drawing, maths, writing, sport, making friends, etc)

My strengths over time

Independent or Small Group

7. One a piece of A4 piece of card - on one side students draw a picture of a strength they have NOW, on the back they draw a strength they will have when they are a teenager/adult.

8. Hang the pictures around the room and have students share the strengths that they will have when they are older.

Reflection: strength complements

9. Have students sitting in a circle (on floor or chairs). 

10. Model how to pay a 'strength complement'. Stand in the centre of the circle and, for example, say,

"Jayden's strength is bravery. He was very nervous to speak at assembly, but he was very brave and did an amazing job."

9. This student then comes to the centre of the circle to pay another student a 'strength complement'. Alternatively, you can ask for volunteers to pay the next 'strength complement'. 

 Teaching tip: To try to ensure all students get a complement, you may wish to make the rule that a new person has to be chosen each time.

Optional: Strengths cards

1. Place the strengths cards on the floor around the room.

2. Invite students to stand next to a strength they think they have. Ask for volunteers to share their strength and why they think they have this strength.

3. Invite students to stand next to a strength that someone else in the room has. invite volunteers to share their answers. 

Reflection

1. Ask some students to show their work to the class and explain their responses.

2. Discuss, as a whole class, the students' responses of what they would like their strengths to be in the future.

3. Highlight words such as happy, enjoyment, fun, good at, strength, persistence, practise, set-backs, getting help.

4. Send T-charts home with students to share with their family.  

Before you get started

• Protective interrupting - Teachers need to know and understand how to use this technique to prevent students form potentially disclosing sensitive information or abuse in front of other students.

• Dealing with disclosures - Teachers must be aware of the school and legal procedures if a student discloses personal issues, particularly disclosures of sexual abuse.

Group agreement

 Teaching tip: A group agreement must be established before any RSE program begins to ensure a safe learning environment. Read Essential information: Establishing a group agreement for tips on how to create one and what to include.

1. Revise the class group agreement.

Feelings book/video/song

Mat session / On the carpet

2. Read a Winnie the Pooh story or other book listed in the materials section.

3.  Ask:

❓ What feelings can you spot? For example, can you see happy, sad, excited, tired, angry, scared or confused? (Write them on the board or on strips of cardboard and read to the children and explain that another word for feelings is 'emotions')

(sad, angry, frustrated, happy, excited, upset, grumpy, etc)

❓ How can you tell they are feeling these emotions?

(face, mouth turned up/down, sad eyes, crying, shoulders slumped, head hung down, smiling, laughing, shouting, sighing, etc)

❓ Why do we have feelings/emotions?

(To show how we feel, to show others how we feel, to understand what is happening inside our body, to help keep up safe).

Explanation - what are emotions?

4.  Say:

"Feelings are also called emotions.

Emotions are are important body signals that help us to understand what is happening to us and what we need to do.

We all have emotions - they are part of everyone.

We feel different things at different times depending on what happens to us.

Sometimes we feel sad - like when someone we love goes away.

Sometimes we feel happy - like when we are having fun with friends.

Everyone is different. What does not upset one person, may be very upsetting for another person. What makes one person happy, may not make another person feel this way. 

Even though some emotions don't make us feel good at the time, there are no 'bad' emotions because they are all useful.

For example, we may feel scared to ride our bike with no trainer wheels but this feeling helps our bodies to stay alert so we can concentrate on learning this new skill and keep safe."

Discussion - emotions change

5.  Ask:

❓ Did Winnie's (or other character in the book) feelings change during the story?

(yes, he got sad when he lost his honey; yes, he was upset when he saw Eeyore upset, etc)

❓ How did you know that Winne's feelings changed?

(he put his head down, he frowned, he cried, he sighed, he said, 'Oh bother', etc).

6.   Say:

"Our emotions can change depending on what is happening to us.

Sometimes our emotions can change because of something we have heard or something we have seen.

Sometimes our emotions can change because we have not had enough sleep, or we are hungry, or because we are feeling too hot or too cold.

Sometimes our emotions can change and we are not sure why.

Today, we are going to spend some time thinking and learning about the words we can use to describe different emotions.

It is also helpful to think about how we can work out how another person is feeling too by listening to their words and what they are saying, as well as looking at their faces and other things people do to share how they are feeling."

Mirrors - facial expression and body language

7. Give each student a mirror or have them stand with a partner face-to-face so that they can see the facial expressions and body language of their partner.

8. Work through the following list of scenarios and have students show how someone might feel for each. Ask the students to describe the emotion they are feeling. Write the words on the board and group similar emotions. You may wish to use a display such as the Emotions cards as visuals to go with the words. 

 Teaching tip: It is important to accept a range of emotions for each scenario. Some students may feel embarrassed to get a merit certificate while others feel proud. Some might feel disappointed that they didn't get a present they were longing for.

Acknowledge that it is possible to feel more than one type of emotion at once. Someone cal fell proud for receiving a prize for their drawing but shy to go up and receive the award in front of the school. 

• opening birthday presents

• receiving a merit certificate or award

• being sick with a cold

• being teased or not allowed to play in a game

• playing their favourite game

• someone getting a toy that you really wanted

• getting lost in a shopping centre

• dropping an ice cream on the ground

• riding a roller coaster

• floating in the deep end of a pool

• winning a prize for your drawing

• hearing thunder when in bed.

 Teaching tip: You may wish to use Glenn Trigg's Emotion Wheel as a teacher reference to help you to expand the students vocabulary and provide words for emotion intensity (e.g. sad - upset - miserable). 

Group activities

9. Small group activities 

• Give the group a Teaching Resource: Feelings cube. 

• Each student takes a turn to roll the cube.

• Once rolled, the group may suggest different situations when people may have experienced this feeling.

 Teaching tip: Remind students to use the phrase 'someone might feel...' rather than 'I feel...' to avoid potential disclosures in front of other children.

• Students use play dough or plasticine to make faces showing different expressions. Use the Emotion cards can be used as prompts.

• Students sit in front of the interactive whiteboard and use the link to play the "Guess the feelings" game.

• Alternatively, students could play this in pairs or small groups with a computer or tablet. 

• Set up paper and paints, so that the children can show with colour how they are feeling today. 

Reflection

10.  Invite students to share their paintings and explain why they chose a particular or shape to show a feeling.

 Teaching tip: The group agreement 'right to pass' is very important in activities such as these. Students should be invited to volunteer to share their work rather than asked to share work and feelings to avoid putting them on the spot to share things they do not feel comfortable sharing with the class. 

 Teaching tip: Adults in the room must consider the potential for disclosures when asking students about their work.

1. Model to the class how you are feeling using facial expressions and body language. Ask the students to use the words on the board to describe how they think you are feeling.

2. Invite the students to  show how they are feeling with their faces and bodies. You may want to note any children that are showing an unhappy face to approach them after the lesson. 

Before you get started

• It is important to consider life events/milestones in children's live's that may be triggering or upsetting (e.g. children from refugee backgrounds, children who have lost close family members, children who are transgender who may/may not have affirmed their gender, children with disability, etc).

Book or video stimulus

Whole Class

1. Choose one of the following to share and discuss:

• Song - Growing up nursery rhyme (2min)

• Video - Portrait of Lotte 0-18 years (5min 28sec)

• Book reading - Someday (2min 29sec)

Discussion: things that change/stay the same

Whole Class

3.  Ask:

❓ What changes did you notice happen to the child in the book/video?

(they get older, grow up, height, can crawl, can walk, can ride a bike, hair changes, etc)

❓ What things stay the same?

(eye colour, skin colour, name, etc)

 Teaching tip: It is important to acknowledge that some things that stay the same for some people, don't stay the same for all people (e.g. name, hair colour, ability to walk/run, where they live, etc) and that some changes may not be a choice, welcomed or positive). 

Timeline

Independent or Small Group

4. Model how to complete the 4 squares on the timeline. Draw a picture showing a milestone/change for each of the following stages:

• Baby (e.g. sitting up, eating solids, etc)

• Toddler (e.g. walking, saying words, etc)

• Kindy (e.g. getting dressed by myself, riding a tricycle, etc)

• Now (e.g. tie my own shoelaces, doing a jigsaw puzzle, writing my name, etc)

5. Students complete their own timelines.

Reflection

6. Have students share the milestones/changes that happened when they were a baby and compare.

7. Then compare the milestones and changes for the other 3 squares.

8.  Ask:

❓ What changes happened by themselves?

(e.g. got taller, got teeth, hair grew, etc)

❓ What changes did you have to learn?

(e.g. how to get dressed, how to brush my teeth, riding a tricycle, etc)

❓ Could you do these things the first time you tried? What happened?

(No, had to try lots of times, made mistakes, got annoyed, needed help, etc)

9.  Say:

"As we grow and learn new things, they don't always happen as quickly as we like. Sometimes we get frustrated. This is ok and normal. But there are some ways to handle frustration that are OK and not OK."

❓ What might happen if we get frustrated when we try new things?

(We might yell, throw something, snap at a friend/family member, give up, not care, be OK about it and stop being frustrated). 

❓ Some of these things are not OK. What might be helpful to do when we are frustrated? 

(Ask for help, try again, walk away for a while, take a breath, leave it until the next day, do something else for a while, ask a friend, sigh and say 'urgh!')

Take home activity

Cut and paste the following Take Home Activity with parents electronically...

My milestones - birth to now

Dear parents and carers

We have been learning about how we have changed and grown from the time we were born until now.

You may wish to look through some old family photos and talk about the milestones that have happened in your child's life. You might also like to share pictures with your child of the same milestones in your life. Things like:

• first words

• first teeth

• first steps

• first foods they liked/didn't like

• toys, music and shows they liked compared to what they like now

• new skills they have learnt over the years (like getting dressed, writing their name, etc)

We have looked at 4 stages - babies, toddlers, Kindy and now. If you would like to share a photo of your child at each age for our classroom activity, please send them through.

Happy trip down memory lane!