Emotion Radar Activity Session 1: Emotion Radar
Teacher Lesson Plan
Objective
The student will identify two emotions related to a current stressor and practice the "Radar Response" solution steps.
Materials
Emotion Radar Worksheet
Radar Response Handout
Pencil & Crayons
Key Vocabulary
Stressor Something that makes us feel nervous or upset.
Response The action we take after we feel a stressor.
1. Connect (5 mins)
Explain that our "Emotion Radar" helps us see how we feel before we get too angry, so we can use a solution.
2. Identify Stressors (10 mins)
Help the student name one specific stressor. Emphasize that it's okay to feel upset, but we need a plan.
3. Label Feelings (10 mins)
Use the worksheet to pick two words. "When [stressor] happens, does it feel like [word 1] or [word 2]?"
4. The Solution: Radar Response (10 mins)
Introduce the **Radar Response Handout**. Practice the three steps:
Pause: Count to 3.Signal: Say "I feel..."Tool: Pick one (Breathing, Hands in pockets, etc).
Essential SPED Note:
Identification is only the first half. Spend the last 10 minutes specifically role-playing the **Response** phase so the student knows exactly what to do when they feel the stressor.
EMOTION RADAR
Mission Control: Level 1
Name:
Date:
1. Detecting the Stressor
What is something that has been making you feel upset or stressed lately?
2. The Feeling Bank
Choose TWO words that describe how you feel when that happens:
Mad
Sad
Worried
Confused
Annoyed
Hurt
Scared
Lonely
RADAR SCAN RESULTS
Feeling #1
Feeling #2
Mission Solution
When my radar finds a stressor, I will use my **Radar Response Handout** immediately!
1. Pause
2. Signal
3. Tool
Radar Response Handout Radar Response
Session 1: My Solution Sheet
SCAN COMPLETE
"My Radar detected a stressor!"
I know what is making me upset. Now, I use my **Response Plan** to stay in control.
Step 1: The 3-Second Pause
Before I do anything, I stop and count to 3. This gives my brain time to switch to **Control Mode**.
1
2
3
Step 2: Use My Signal
I will tell a teacher or a grown-up what is happening using my "Radar Words."
"I feel _________ because of _________."
Step 3: Choose One Tool
I can pick one of these solutions right now to help my body feel better:
Rocket Breaths
Hands in Pockets
Ask for a Break
Ask for Help
Tantrum Frequency Goal: 0/Week
"I am the pilot of my emotions. I can choose a solution!"
Body Alarms Activity Session 2: Body Alarms
Teacher Lesson Plan
Objective
The student will identify at least three physical warning signs in their body that indicate they are becoming angry or overwhelmed.
Materials
Body Alarms Worksheet
Red crayon or marker
Pencil
Key Concept
Our bodies give us "alarms" before a tantrum happens. If we can feel the alarm early, we can use a tool to stay in control.
1. The Siren Sound (5 mins)
Ask the student what a smoke alarm does. Explain that their body has a "Control Center Alarm" that goes off when they start to feel big emotions.
2. Scanning the Body (15 mins)
"When you start to get mad, where do you feel it? Do your hands make a fist? Does your face feel hot? Does your tummy hurt?"
Help the student use the red crayon to mark these spots on the worksheet map.
3. Early Warning Signs (10 mins)
Focus on "early" signs (tapping feet, fast breathing) vs. "late" signs (yelling). The goal is catching the early ones.
SPED Support:
Use "Check-Ins" throughout the day. Ask: "Is your body alarm quiet or is it starting to beep?" This reinforces the metaphor in real-time scenarios.
Body Alarms
Mission Control: Level 2
NAME: _________
DATE: _________
Color your alarm spots red!
"My body feels like..."
Common Alarms
Circle the ones you feel:
Hot Face
Fast Breathing
Tight Tummy
Clenched Fists
Fast Heartbeat
Foot Tapping
The Mission:
When I feel an alarm, I will say: "My body is telling me I'm getting mad."
Breathing Boost Activity Session 3: Breathing Boost
Teacher Lesson Plan
Objective
The student will practice and demonstrate "Rocket Breathing" to lower their heart rate and calm their "Body Alarms."
Materials
Rocket Breaths Worksheet
Pencil
Stopwatch or Timer
The "Boost" Concept
Deep breathing is like a "Coolant System" for the brain. It tells the body the emergency is over and we can think clearly again.
1. System Overheat (5 mins)
Review the "Body Alarms" from last session. Explain that when alarms go off, the brain gets "too hot" to think. We need a "Breathing Boost" to cool down.
2. Rocket Breathing (15 mins)
"Breathe in slow like a rocket fueling up (count to 4). Hold it at the top (count to 2). Then blast off with a slow exhale (count to 6)!"
Practice 5 rounds together. Use the worksheet visual to track each "launch."
3. Real-World Launch (10 mins)
Discuss one specific time today when they might need a boost (e.g., transition to math, waiting in line).
SPED Adaptation:
If the student has trouble with counting, use a bubble wand or a pinwheel. The physical visual of the air moving helps make the internal process concrete.
Rocket Breaths
Mission Control: Level 3
Launch Sequence
1. FILL THE TANK
Breathe in slowly through your nose for 4 seconds.
2. READY... SET...
Hold your breath for 2 seconds.
3. BLAST OFF!
Blow out slowly for 6 seconds.
Training Log
Practice 5 Rocket Breaths. Mark a star for each successful launch!
"My body feels ___________ after my Breathing Boost."
Break Card Activity Session 4: Break Card Pilot
Teacher Lesson Plan
Objective
The student will identify the appropriate time to use a 'Break Card' and practice using it to request a 2-minute cool-down.
Materials
Break Card Templates
Scissors & Laminator (optional)
Timer
The "Safe Exit"
A break card is a "Safety Valve." It allows the student to release pressure before a tantrum (explosion) happens. It must be honored immediately to build trust.
1. The "Too Much" Feeling (5 mins)
Talk about how sometimes even "Rocket Breaths" aren't enough, and we just need a minute away from the work or the noise.
2. Using the Pilot Card (15 mins)
"When you feel a 'Body Alarm' beep-beep-beeping, you can hand me this card. You don't even have to say a word."
Role-play: The teacher gives the student a hard math problem. The student feels "mad," uses the card, and moves to a designated break area.
3. The Return Plan (10 mins)
Explain that a break isn't "quitting"—it's a "pit stop." When the timer ends, we come back and try again together.
Teacher Commitment:
"I will honor the card every time for the first week. We can refine 'appropriate use' later. Right now, we are replacing tantrums with communication."
Break Card Pilot
Mission Control: Level 4
1. Design Your Cards
Color and cut out your Break Cards. Keep one on your desk and one in your pocket!
BREAK CARD
I NEED A
2 Minute Cool Down
BREAK CARD
Recharging
Be Back Soon!
The Break Rules
1
Hand my card to the teacher when I feel a Body Alarm.
2
Walk quietly to my Break Spot.
3
Use 5 "Rocket Breaths" to help my body cool down.
4
When the timer beeps, I walk back to my desk.
"Using my card shows I am in control of my feelings!"
Safe Space Activity Session 5: Safe Space Sector
Teacher Lesson Plan
Objective
The student will identify one specific 'Safe Space' at school and one at home where they can go to calm down when feeling overwhelmed.
Materials
Safe Space Sector Worksheet
Crayons/Markers
A photograph or drawing of the classroom 'Calm Corner'
The "Safe Harbor"
A Safe Space is a physical location that feels predictable and low-demand. Identifying these spaces in advance reduces panic when emotions spike.
1. Sector Scanning (5 mins)
Talk about where animals go when they need to rest or hide. Explain that people also need a "Safe Sector" where they can reset their Body Alarms.
2. Mapping the Classroom (15 mins)
"In our room, where can you go that is quiet? Is it the beanbag chair? The library rug? Under your desk?"
Help the student draw or describe their classroom Safe Space. Repeat for their home environment.
3. The Three C's (10 mins)
A safe space must be C alm, C omfortable, and C lose (easy to get to). Discuss items they could have there (squishy toy, book, pillow).
SPED Instruction:
Physically walk the student to their designated school 'Safe Space'. Have them sit there for 1 minute to "test" it out. This sensory experience is vital for 4th graders with processing needs.
Safe Space Sector
Mission Control: Level 5
My School Sector
Draw your school calm spot here
My Home Sector
Draw your home calm spot here
Calibration Check:
"I am safe. I can breathe. I can calm down."
Control Check Activity Session 6: Control Check
Teacher Lesson Plan
Objective
The student will review all learned coping strategies and create a personalized 'Control Plan' to use during future stressors.
Materials
My Control Plan Worksheet
Completed worksheets from Sessions 1-5
Pencil & Crayons
Mastery Concept
Consolidating multiple tools into one "Plan" empowers the student. It shifts the mindset from "I lose control" to "I have a process for control."
1. Review the Journey (10 mins)
Look back at the materials from the previous 5 sessions. Celebrate the progress: "Look at how much you've learned about your body and your feelings!"
2. Building the Plan (15 mins)
Work together to fill out the "Command Center" sheet. Help the student prioritize which tool they like best—Breathing or Break Card?
3. The Commitment (5 mins)
Have the student "sign" their plan. Discuss where they want to keep it (e.g., taped to their desk, in their binder) for quick reference.
Certification of Completion
You are now a Calm Control Center Expert!
My Control Plan
Mission Control: Level 6 (Final Calibration)
PILOT: _________________
1. The Stressor
When this happens:
2. Body Alarms
My body tells me:
3. My Emotions
I feel:
MY CALM TOOLS
A
Rocket Breathing
5 Launches
B
Use Break Card
2 Minute Reset
C
Safe Space Sector
Go to my calm spot
My Favorite Tool is:
I AM IN CONTROL.
Pilot Signature: _________________
