RIC-20013 AC Health (Year 4) Communicating for health and wellbeing

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,, .. Emotions Communicating and interacting for health and wellbeing The lesson Introduction • What do you think emotions are? Record students' suggestions on the board. Categorise them as positive or negative. • Read some short stories about emotions that students may know from their earlier years. (See 'Resources' for examples.) Development • How do emotions affect the way you think and behave? How does your body (language) react when you feel different emotions? Share responses. • What colours would you associate with different emotions? Show students internet images of 'colours of emotions'. • Students complete the activity on page 55. • Do you think it is bad to feel negative emotions? In groups, students discuss and display personal responses to negative emotions. What can you do to control your response to a negative emotion? e.g. counting to IO in the hope of preventing an angry outburst. • Having physically released a negative emotion, it may still linger in the mind. Discuss ways of sending it on its way. • Students complete the activities on page 56. Differentiation The activities are all outcome based. When completing them, students could be grouped in mixed abilities and the activities discussed before being completed. Conclusion • Students share personal experiences of responses to different emotions. Content description Investigate how emotional responses vary in depth and strength (ACPPS038) G Resources • Sufficient copies of pages 55 and 56 • Internet images of 'colours of emotions' • Stories about emotions; e.g. The way I feel by Janan Cain, My many colored days by Dr Seuss, Lots of feelings by Shelley Rotner, Glad monster, sad monster by Ed Emberly Assessment • Does the student know it is normal to experience feelings across the spectrum of emotions? • Does the student know the more we experience different emotions, the better we become at controlling them? • Does the student know the strength of emotion can vary with circumstances? Going further • Develop strategies to cope with controlling different emotions; e.g. When I feel upset, I will think of funny things to stop myself from crying. • Share warning signs you feel that can predict an emotional response; e.g. When I'm about to cry, my bottom lip begins to quiver. • Discuss degrees of emotional response to different acts or behaviours. When or why might your emotional response be greater than expected? Complete page 57. ©R.I.C. Publications Low Resolution Images Display Copy 54 Australian Curriculum Health (Year 4) R.I.C. Publications ® www.ricpublications.com.au
,, .. Emotions Communicating and interacting for health and wellbeing Emotions are the responses we feel to the things that happen in our lives. Emotions can be positive or negative, and body language can easily betray which emotion we are feeling. When you feel each emotion, describe: • what you think • what you do • how your body reacts. Shade each section the colour you think matches the emotion . . ... . . . ...... ... . ... • C • G) : LI. . . . . . . . . . . . . . . . . .... ·..·. '° .• • Anger • • . . . . . . . .. . . . . . . . . . . . ... ·.o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .. .. .... .. . . . ..... . .. . ... . .... .... . . . ... . . . ·-.. .. . . .. .. . . . . . .. . . . . . .. . .. ...... ... .. .. .... . . . . .. .. .. . .. .. .. . .. . .. . . . . . . . Vi>"· • · .. . . . . . . . . . . . . ©R.I.C. Publications Low Resolution Images Display Copy .. .. . b . .· R .· .. . 0 .· . . . ... . . .,, . ""I C: .• (/)-""I • c · -· . O ::::s • .. .. . . . .. . . R.I.C. Publications ® www.ricpublications.com.au Australian Curriculum Health (Year 4) 55
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RIC-20013 AC Health (Year 4) Communicating for health and wellbeing

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