FE2 ACTIVITY PLAN:

ELEMENTARY & SECONDARY 1

BACKGROUND/CONTEXT
Zones of regulations Cycle & Grade Grade 4, cycle 2
Title of unit
level
ERC
Subject area
Students will associate actions and situations with emotions
Goal for Activity
Students have learned about the zones of regulations. They have practiced identifying the
zone that corresponds to their mood/emotions. This activity will help them identify
Rationale for Activity
situations that make them feel a certain way.

Competency 1: Reflects on Ethical Questions

• Students will engage in this competency by evaluating options or possible
actions as they look at the effect of actions or situations on themselves and
others
QEP Subject Area
Competencies Sexuality Education
• Emotional and Romantic Life: students will engage in this learning as they
recognize the various feelings that that can be experienced and understand
how certain attitudes and behaviours can influence interpersonal relationships

Students will have the sheets with the words and pictures relating the different emotions
(see example below) at their disposal

Differentiation

https://inside.ewu.edu/managementtoolbox/zones-of-regulation/

Groups of students will be diverse (four tables of 3-4 students)

If students have difficulties writing down a situation, they may draw an image to represent
their moment/situation

ACTIVITY PLAN
Know
• before the activities, students will have learned about the different zones (blue,
yellow, red, green) and about words related to each one

Understand
Student will • students will understand that different emotions are related to different situations
know/understand/do as a • students will understand that these different emotions create different reactions
result of this activity
Do
• students will write situations that come to mind on the Bristol boards of the same
colour as the zone
• students will identify the specific emotion related to each situation

1
 FE2 ACTIVITY PLAN:
ELEMENTARY & SECONDARY 1

I will start by asking students to remind me what we usually do for our mental check ins
I will then explain that we’ll be doing it a different way today
I will then ask them what they notice on their tables and what they think we are going to
do
I will then introduce the activity by giving examples relating to myself (e.g. I’m in the blue
zone when … happens)
I will then ask students why it might be useful to associate situations and feelings (i.e. it
helps us understand ourselves and other’s feelings and behaviour)
Procedures
I will then let them know what they need for the activity (pencil, etc.) and that the Bristol
boards will be rotating between tables
I will then point out that I’ve written some prompts on their boards if they don’t have ideas.
Students will start writing on the boards while a walk around
Students will rotate between the tables
When each group has written on the boards, I will ask for volunteers to share one of their
situations

Students will share the experiences with each other. When they do so, they will identify
Assessment the word that corresponds to the situation they wrote.

Broad Areas of Learning

Health & Well Career Planning & Environmental Awareness Media Literacy Citizenship & Community
being Entrepreneurship & Consumer Rights & Life
Responsibilities
Explanation:
Health and Well-Being: By correlating emotions and situations, students are learning to identify and understand their emotions, and
recognise situations during which they felt that way.
Citizenship & Community Life: Students are also learning about their classmates and the way they react to specific situations.

Cross Curricular Competencies

Uses Information Solves Problems Exercises critical Uses Creativity Adopts effective work
judgement methods
Uses information & Achieves their potential Cooperates with others Communicates
communications appropriately
technologies
Explanation:
Uses Creativity: Students will have to think of situations where they felt emotions relating to their zone.
Communicates Appropriately: Students will have to communicate their emotions appropriately by explaining which emotion they
felt in that moment.