Explain to the pupils that in this session we are going to think about feelings and emotions.
• To begin, ask them to explain what they think feelings and emotions are.
• Have a thumbs up/thumbs down check-in to show how they are feeling right now.
• Show an empty Emotions Word Bank for this unit. Ask pupils to suggest as many different emotions and feelings as they can: positive, negative and everything in between. As pupils suggest the words, ask them to describe a time when they have in the past or could in the future feel that emotion. Write these words onto the Emotions Word Bank.
In this activity, volunteers will pretend to experience an emotion but try to hide it. The rest of the class must guess what emotion they are experiencing.
• Invite a volunteer to the front – say that you want really good actors!
• Tell the volunteer that you will whisper an emotion in his/her ear. They must pretend to experience this emotion on the inside but at the same time try to make it difficult for the class to guess what they are feeling
• Suggested emotions are: fear, anger, joy, sadness, boredom, tired, unwell.
• Choose a different volunteer for each emotion word.
At the end of the activity, the key point to draw out is that sometimes it can be difficult to know how someone is feeling.
If you have run the sessions with this class in Module 1, Unit 2, then display the word on the screen:
• Ask if anyone knows what ‘Hormones’ are
• Explain that Hormones are chemicals in our bodies which can affect and change the way we feel.
• Explain that just like their bodies will grow and change, their emotions will grow and change too. The hormones that make their bodies experience changes as previously discussed will also affect their emotions.
• Say that emotions can be confusing sometimes because we don’t always know we feel and we can’t always tell how others feel.
If this teaching is not appropriate for the age and stage of your children, begin the presentation on Slide 2 with the words:
Emotions Can Be Confusing
• Explain emotions can be confusing sometimes because we don’t always know we feel and we can’t always tell how others feel.
In this section, the children will watch a number of live action scenarios in which the characters act on their feelings. As the children watch each scenario, they must try to guess what emotion the character is feeling.
After each scenario is played out, ask the pupils:
1. What was the character feeling?
2. How did the character act on that feeling?
3. What could he/she have done differently?
Through these scenarios, make the key point that feelings are not always good guides for actions.
Click to play film
Scenario #1 – Leyla was sick in bed and she didn’t want to go to school. Her Mum said okay but said that she wouldn’t be able to go to karate class tonight. Leyla got angry with her Mum. She shouted at her and told her that she was being mean.
Action: Shouting at Mum
Scenario #2 – Finn was at home. Before his Mum went out to work, she told Finn that he was not allowed to play on his phone because he spends too much time on it. But Finn was feeling bored. Out of boredom, he decided to play games on his phone. Hours ticked by and he played and played until eventually his Mum came back in, upset by what he had done.
Action: Being disobedient
Scenario #3 – Siobhan was at school. She got a low mark on a Maths test which made her very upset. Later, on the school playground, her friend Marcus knocked into her by accident. She pinned him to the wall and told him to stop it or she will punch him.
Action: Being aggressive
In this section, help the children to identify what actions they can take to positively change their emotions.
• On the Slide, display the words “Emotional Well-Being” and ask the pupils to explain what these words mean.
• Ensure that the pupils understand that “Emotional Well-Being” means that they are able to respond positively to situations even when they feel a bit down, or they are in situations that they don’t like.
Returning to the three scenarios involving Leyla, Finn and Siobhan, all three characters explain how they could have handled the situation differently. Click to reveal each explanation:
• Leyla says that when she feels angry, it helps her to close her eyes for a few moments and breathe deeply.
• Finn says that when he feels bored, it helps him to do something creative like draw a picture instead of being disobedient.
• Siobhan says that when she feels upset, the best she can do is talk to her Dad.
• Explain that there are things we can do and habits that we can keep to help our emotional well-being.
• On the screen, display some suggestions of actions we can take and people we can talk with to positively help our emotional well-being:
o Actions = walking outside, feeling the sun on your face, listening to music, running/exercise, laughing, recalling a special memory, saying a prayer
o People we can talk to = parents, other family members, teachers, parish priest, friends, brothers/sisters
• Invite the pupils to make their own suggestions to add to the list.
Ask the pupils to undertake a personal writing/drawing activity using Appendix 1: Worksheet – Emotional Well-Being. Working on their own, pupils should complete the sheet by answering the following questions:
1) When I feel…. (add negative emotions)
2) I can talk to…. (add trusted people you can talk to)
3) I can do… (add positive actions)
To help, pupils can refer to the suggestions on the slide and the Emotions Word Bank you have created.
You may wish to play some gentle music during this personal activity.
Ask children to describe what they’ve learned throughout the session, then click to reveal the list below to see how they did:
• Emotions change as we grow up
• Feelings are complex and can be confusing
• Sometimes our feelings lead us to act in negative ways
• “Emotional Well-Being” means responding positively to situations even when we have negative feelings or are in situations we don’t like.
• Positive actions help our emotional well-being
• Talking to people we trust helps our emotional well-being