INQUIRY LEARNING PLANNER

UNIT TITLE:
LEVEL
F-2

Sometimes I feel...
TEAM
Laura, Louisa,
Ashleigh

UNDERSTANDINGS:
Foundation
Recognition and ability to name different
feelings and emotions
Knowledge of appropriate ways of
expressing feelings (particularly strong or
difficult feelings i.e. anger or loss)
Recognition of how certain actions or
scenarios can affect their feelings both
positively and negatively
Year 1
Description of a range of different
feelings and emotions, both positive and
negative
Knowledge that feelings and emotions
may change at times of change and loss,
and how to manage these feelings
An understanding that certain actions
can hurt ones feelings, and to be
conscious of these actions
Year 2
An understanding of a broad range of
links between ones actions and negative
feelings or emotions
Management of a range of their own
difficult feelings and emotions as well as
the feelings of others
Recognition and an understanding of the
feelings of others (particularly when
upset, sad, angry or lonely etc) and the
ability to empathize
Use of effective strategies to help
overcome their own difficult feelings and
the feelings of others

TERM
3

DURATION
9 weeks

FOCUS QUESTIONS:

What are some of the different feelings

and emotions that we feel?
What should I do if I am feeling down?
How should I show others if I am feeling
sad or upset?
What things make us feel happy? What
things make us feel sad or upset?

What types of feelings are positive? What

types of feelings are negative? How can
we describe these feelings?
What things can change the way we feel,
causing us to feel upset? How can we
keep these feelings under control?
What are some things that can hurt our
feelings or the feelings of others?
What are some actions that we might do
or that others might do, that can hurt
peoples feelings?
If we are feeling hurt or someone we
know is feeling hurt, what can we do to
best look after our feelings and the
feelings of others?
How can we tell if someone we know is
feeling hurt or unhappy? What are some
things we can do to help and support
them?
What are some strategies that we can
use or recommend to others when we are
feeling down or struggling with difficult
emotions? How might these strategies
help us?

KEY CONCEPTS:
Feelings/emotions, bullying, relationships,
wellbeing
Thinking Skills

Communication Skills

Personal Learning

Interpersonal
Development

-Make links between

certain actions or
scenarios that can
affect feelings and
emotions
-Problem solve and
seek alternatives to
resolving emotional
conflicts and difficulties

-Present findings to
wider audiences in a
creative, clear and
coherent manner (i.e.
using digital, visual,
and oral forms)
-Listen and respond to
ideas from texts and
videos

-Self-awareness of
various feelings and
emotions that they
experience
-Recognize and
manage their own
emotions and feelings

-Communicate
effectively with other
peers in order to work
in cooperatively in
teams
- Communicate and
express their feelings
appropriately with
others
-Empathize with others
-Work collaboratively
with others to help
strategize resolve
conflicts

RESOURCES
Tuning in:
Feeling Faces pictures
Feeling Card Names
Pretend fishing rod with string and magnet attached
Question Box
Scenario Cards
Finding Out:
Video: Kids Learn to control Anger, Manage Emotions- Stress Free
Kids. http://www.youtube.com/watch?v=dyflxTtYMmc
Feeling Faces.
Coloured pencils and textas.
Visual Display
Pegs
String
Adams Story:
www.nicurriculum.org.uk/docs/key_stages_1...2/.../yr3_unit2.pdf
Speaking object for Circle time
Sorting Out:
How to make a stress ball- http://www.abc.net.au/science/surfingscientist/jugglingballs.htm
Meditation video- http://www.youtube.com/watch?v=0eOjnnlhWcg
Digital Camera
Paint & Paintbrushes
Rice

Funnels
Balloons
Empty plastic bottles
Poster paper
Textas, pencils, crayons
Art smocks
Loose leaf paper
Grey leads

Going Further:
Paper bags for show bags
Props/objects needed for show bags (i.e. stress balls, artwork, photos)
Digital camera
Web 2.0 technology program (i.e. Moviemaker)

TUNING IN
Lesson 1: Fishing for Different Feelings & Emotions (Circle Time)

Arrange students into a circle on the floor.

In the centre of the circle place several pictures of different Feeling Faces expressing
various feelings and emotions (i.e. happy, sad, nervous, excited etc).
Choose students individually to use the fishing rod with magnet attached to the end to catch
a Feeling Face (while blindfolded).
Each time a Feeling Face has been caught, ask for volunteers to name the different
feelings and emotions associated with the picture.
Generate a class discussion about these feelings, highlighting the variety of words that have
a similar meaning, for example the word sad is similar to hurt or unhappy.

Lesson 2: Clarifying any Wonderings or Misunderstandings about Feelings & Emotions

On strips of paper students will write any questions or wonderings they have on the topic of
feelings and emotions and place them into an anonymous question box.
In a circle, students will each pull out a question one at a time (without knowing or revealing
who wrote the question) and the wondering/question will then be discussed as a class.
The aim is for students to offer their own ideas to each others queries not for the teacher to
simply answer the question.

Lesson 3: Brainstorming the different actions that can affect peoples emotions both positively and
negatively

Arrange students into groups of 4 or 5 and provide either a range of different

scenarios/actions (i.e. bullying others/being bullied, going for a walk, playing outside) or a
range of different feelings (i.e. happy, sad, angry, lonely, relaxed).
Ask students to create a poster associating either their delegated scenario/action with
particular feelings or vice versa (depending on year level and/or ability).
For example a group might be given the following scenario: Sarah asks Jade if she can play
with her on the playground. Jade says no and runs away.
The students will then brainstorm a range of feelings that would be associated with that
scenario.
Alternatively, a group may be given a feeling (i.e. lonely) and will then brainstorm a range
of scenarios that would be associated with that feeling.

Reflection
To effectively wrap up all 3 lessons, students will work collaboratively to create a feelings board
for the classroom. This will virtually look like a broad concept map of feelings and emotions and will
link the Feeling Faces, names of different feelings and emotions, and a variety of scenarios and
actions that were explored in previous lessons. Throughout the duration of the unit, students can
also add to the board if they think of new vocab or different scenarios or ideas about the topic.

FINDING OUT

SORTING OUT

How can we: Take students beyond what they already know?
Challenge their ideas, beliefs and attitudes? Enable them to use
skills and knowledge to collect new information? Provide a range
of experiences to develop our understandings?

How will students sort out, organise, represent and present

what they have found out? How can they communicate and
express what they know? How will they use preferred ways to
demonstrate their knowledge, skills and values?

Lesson 4: Our experiences with emotions

Lesson 6: Developing strategies to manage

feelings and emotions

Video: Kids Learn to control Anger,

Manage Emotions- Stress Free Kids.
http://www.youtube.com/watch?v=dyflxTtY
Mmc

After watching this video, ask the children

to think about a time where they have felt
like the Octopus in the story.

Activity 1: Give each student a copy of

the Feeling Faces (from Lesson One).
Encourage children to select, colour and
talk about these feelings when they
experience them with a partner or small
group. As a class, gather and ask children
to volunteer their own experience when
they have been happy, sad, angry etc.

Activity 2: Create a visual display of a

cloud (sad/low), sun (happy/high), thunder
(angry) and fog (fear), which are all
connected by a string. Invite the children
to attach their name, on a peg, to the
string, which expresses their feelings.
Once constructed, this activity can be
repeated every day throughout the inquiry
unit, to really emphasise that its okay to
express how we are feeling.

Students will work in small groups of 3

or 4.
Each group will be allocated a feeling or
emotion and will develop a poster, using
text and/or illustrations to identify
strategies they would use to manage
this feeling.
For example, count to ten and take five
deep breaths when feeling mad. Groups
will rotate this activity, to ensure
students have brainstormed strategies
to manage a range of feelings/emotions.

Reflection:

Reflection:

In addition, when calling the roll each morning,

each child could reply, Good morning, I am
feeling (name feeling) today. These simple
rituals allow you to gauge the class climate and, if
negative, allow you and the class to give those
children the attention they need to change to a
more positive emotion. Remember, it is important
to allow time for the children to talk about how
and why they are experiencing this feeling.

Bring the students back together at the end of

the lesson. Ask students, or groups, to share
the strategies they have identified to manage
feelings. Allow students to express their
strategy in any way, perhaps a role-play, or an
example of when they have used this strategy.
Display the posters students have created next
to the Feelings Wall.

Lesson 5: Adams Story

Read Adams Story to the class.

www.nicurriculum.org.uk/docs/key
_stages_1...2/.../yr3_unit2.pdf

Talk about the different feelings people in

the story experienced. Invite the children
to answer the following questions:
What was Adam feeling?
How did he show he was feeling sad?
What did he do and not want to do?
What do you think Adam was thinking to
himself in the playground? (What might he
have been saying in his head?)
What do you think he was feeling in his
body? (Sick tummy, headache, shaky
knees.)
What happened when Adam cried?
Do you think crying helps and if so, how?
Which helps more crying on your own or
crying with someone you trust?

Discuss with children that most of the

sadness in our everyday lives is caused by
little things, for example, someone saying
hurtful words or being left out of a group.

Ask the children for practical things that

they could do to spread a little happiness.
Talk about Random Acts of Kindness.
Ask the children to practise these in class
and in the playground.

Reflection:
Arrange students in a circle. Ask them to think
about who they would go to if they needed to talk
about something that is upsetting. Have the
children pass a speaking object around and take
turns to say, I can talk to Next, ask the
children to follow with the statement, When I am
sad I like when someone Repeat activity with
different emotions (e.g. happy, angry, lonely etc).

Lesson 7: Putting strategies into practice

Students now have the opportunity to

put their ideas into practice, as they will
trial a few approaches to manage
feelings in a number of workshops.

The first workshop involves students

privately recording a journal entry. In this
activity, students have the chance to
privately express their feelings about
any experience or situation.

The second workshop will involve

making a stress ball out of rice and
balloons to help manage the feeling of
stress/anxiety.

In the third workshop students will be

introduced to the concept of meditation.
Arrange students to sit in a circle on the
floor. Briefly explain the process of
meditation, and invite students to follow
the video Kids Meditation #5 - Light as
a Feather - Soothing, Relaxing. Once
students have completed the video,
question students to identify how
meditation can manage feelings. Ask
them How did it make you feel?, Why
do you think meditation is important in
managing our feelings?

The fourth workshop involves students

expressing their feelings through
painting. Students have the opportunity
to paint anything, and are invited to
share their interpretation and feelings
about their illustration.

In the final workshop students will

explore their physical environment by
taking photographs around the school.
Students are required to photograph
things that help manage their emotions.
For example, the garden activates the
feeling of relaxation, and the playground
triggers feelings of happiness.

Reflection:
Generate a class discussion about the
strategies put into practice throughout the
lesson. Ask students if they would apply these
strategies the next time they experience these
emotions. Ask questions such as Have you
discovered any new strategies you can use to
manage emotions?, Are there any other
strategies you would use when feeling this
emotion?, What can we do to help others
manage their emotions?

GOING FURTHER
How can we extend and broaden the unit? What other perspectives or dimensions can we explore? What are the ways which
students can negotiate their own personal inquiries?

Lesson 8: Face our Feelings show bags

Using the strategies that were explored in the previous lessons, students will each construct
a Face our Feelings show bag which will consist of any objects (i.e. stress balls), activities
and any other ideas that they have explored and that are significant to them.
The show bags are designed for students to refer to when they may be struggling with
difficult feelings and emotions, so as to effectively support them and help overcome any
emotional hurdles.

Lesson 9: Role Plays

In groups of 3 or 4, students will apply their knowledge of this topic to prepare and/or
perform a role play of a scenario that is likely to occur in their own school setting.
The role plays will involve a complication where an individual/s feelings are hurt (i.e.
through bullying, being left out in the playground) and a resolution where students show how
they can manage and resolve these hurt feelings.
Students can also incorporate ideas from their show bags into their play
The role plays will be filmed and uploaded onto a Web 2.0 technology program (i.e.
moviemaker) and students will collaboratively (as well as with support from adults) select
appropriate background music or other special effects to enhance the mood of their story

Reflection:
Students will have an opportunity to participate in a mini Feelings Expo where they can present
their show bags and role play movies to students and teachers from other year levels, as well as
any parents or family members that wish to come along. Here they will have the chance to show
case their best work and articulate what they have learnt to others.

ASSESSMENT SUMMARY (ONGOING: FOR, AS and OF learning)

What are the cumulative and summative opportunities for assessment? How can teachers and students monitor progress? What
strategies can we use to cater for variance in learning styles and progress? How can we allow for expected and unexpected
outcomes? How can we provide opportunities for self, peer, teacher, parent assessment?

INQUIRY STAGE
Tuning in: Lesson 1

DESCRIPTION
Assessment FOR learning:
Have students been
able to correctly
recognize a broad range
of feelings?

Tuning in: Lesson 2

Assessment FOR learning:

The teacher will use the
students responses to
their wonderings to
make observations on
the students level of
prior knowledge

To gain an
understanding about
what the students
already know and what
they need to focus on

Tuning in: Lesson 3

Assessment OF learning:
The teacher will assess
students understanding
of a particular feeling as
identified by their
vocabulary and
illustrations on the
poster

To evaluate students
understanding of
feelings through their
ability to associate
appropriate words with a
scenario, or vice versa.

Finding Out: Lesson 4

Assessment OF learning:
Are students able to
recognise and discuss
their own personal
experiences with
emotions?

To recognise students
ability to understand
different feelings and
emotions, and see an
increase in their vocab
on the topic

Finding Out: Lesson 5

Assessment OF learning:
Through the class
discussion, the teacher
will use the students
responses to the
following questions as
evidence of student
learning:
How was Adam feeling?
How did he express his
emotions?
What should he have

To assess the students

ability to respond to the
text appropriately,
recognising different
emotions, and finding
solutions for emotional
conflict

PURPOSE
To gain an insight of
students prior
knowledge on the topic
of feelings and identify
the types of feelings and
emotions they are
already familiar with in
order to inform future
teaching

done?
What would you have
done in his situation?
Sorting Out: Lesson 6

Assessment AS learning:
The teacher will use
ongoing questioning and
the class discussion to
evaluate students
understanding of the
management of feelings.
I.e.:
Did you discover any
new strategies?
Can you describe or
show me how that
strategy may work?
What may be another
strategy someone could
use when feeling this
way?

To recognise students
ability to develop and
express appropriate
strategies to manage
difficult feelings

Sorting Out: Lesson 7

Assessment AS Learning:
Students will reflect and
provide verbal feedback
on the workshops they
participated in. Students
may be asked

To identify students
ability to articulate and
practice strategies
effectively

Going Further: Lesson 8

Assessment AS learning:
Students will self and
peer assess their show
bags
Students will each write
a reflection on their
show bags, including
what they enjoyed, what
they found difficult etc.

To observe students
strengths and
weaknesses, likes and
dislikes

Going Further: Lesson 9

Assessment OF learning:
Have students created a
presentation that
effectively
communicates a
strategy and resolution
for emotional conflict?

To make judgments on
students ability to
effectively convey their
learning through a
multimedia presentation

INQUIRY EVALUATION
Bullying was a major issue that was of great concern to teachers and parents. This led to the
development of the unit of work Sometimes I Feel The students have demonstrated their
understanding throughout this unit through their actions towards their peers both inside and outside
of the classroom.
As a cohort, the confidence and self-esteem of students have vastly improved, as students are
more aware of how to express and manage their own feelings and the feelings of others. There
were many aspects of this unit that worked well. The students responded well to class discussions
and all children contributed in one way or another.
As this unit focused on a hands on and collaborative approach, students had the opportunity to
actively interact and self-direct their learning. While the lessons generally worked well, some
activities (particularly the workshops) were quite demanding and required extra support. In future it
might be advisable to ask for additional parental involvement.

References:
AusVELS. (2013). Retrieved from: http://ausvels.vcaa.vic.edu.au
EasyMeditation. (2010, August 20). Kids Meditation #5. [Video file]. Retrieved from:
http://www.youtube.com/watch?v=0eOjnnlhWcg
Northern Ireland Curriculum. (2013). Adams Story. Retrieved from:
www.nicurriculum.org.uk/docs/key_stages_1...2/.../yr3_unit2.pdf
Northern Ireland Curriculum. (2013). Personal Development and Mutual Understanding. Retrieved
from: http://www.nicurriculum.org.uk/key_stages_1_and_2/areas_of_learning/pdmu/
StressFreeKids. (2011, February 22) Kids Learn to control Anger, Manage Emotions- Stress Free
Kids. [Video file]. Retrieved from: http://www.youtube.com/watch?v=dyflxTtYMmc