Health Lesson Rubys Worry 2021 3 1

Rosie Bastiras
NAME: HEALTH AND WELLBEING LESSON TIME: 35-40 mins DATE: / /

(MH)
Feelings and Emotions-Worry/anxiety
ACTIVITY: and their bodily responses CLASS / YEAR Year 1
EQUIPMENT:
Book – Ruby’s Worry by Tom Percival

• Acrylic paints
• Stones for painting
Guess the feeling- Inside Out- (3:17)

https://youtu.be/dOkyKyVFnSs
‘Don’t worry be happy’ song by Bobby McFerrin (3:51)

https://youtu.be/d-diB65scQU
Lesson Plan Proforma/ Developed from work of Wendy Piltz 2012

ACARA: Teacher outcomes:
Strand: Personal, Social and Community Health Student learning Outcomes for the lesson: The teacher will:
(Australian Curriculum, Assessment and reporting (Evidence of learning)
Authority [ACARA] 2010 to the present) 1. Facilitate a discussion about emotions,
The students will: feeling and bodily responses to prior
knowledge
Sub-Strand: Being healthy, safe and active 1. Know how to identify and describe worry in themselves
2. Know how to identify worry in someone else 2.Introduce a hook/ to engage children
Year 1 and 2 Content Descriptor Codes: 3. Learn strategies for dealing with the feelings of worry Picture book Ruby’s Worry – and connect to
their experiences
4. Demonstrate understanding of feelings & emotion & be able
Describe their own strengths and to verbalise how they are feeling and share their worry with 3. Consider student diversity and learning
achievements and those of others, and someone else styles for high MIP
identify how these contribute to personal
identities (ACPPS015) 3. Set up an inclusive classroom environment
where children feel safe, valued and respected
Sub-Strand: Communicating and interacting for
health and wellbeing
Year 1 and 2 Content Descriptor Codes:

Describe ways to include others to make
them feel they belong (ACPPS019)
Identify and practise emotional responses

that account for own and others’ feelings
(ACPPS020)
General Capabilities:
 Literacy
 Personal and Social Capability
 Critical and Creative Thinking
 Ethical Understanding
Student Diversity
 Range of abilities with writing and reading
 Cater for all students with different
language and cultural backgrounds
Cross Curricular perspectives
 Recognise similarities and differences in

individuals and groups, and explore how
these are celebrated and respected
(ACPPS024)
 Aboriginal and Torres Strait Islander

Culture- respecting their spiritual
relationship with their body and emotions
ACTIVITY TEACHING POINTS CLASS ORGANIZATION REFLECTION TIME
Focus / Approaches
I Prior knowledge/Finding out what they Initiate discussion and advise children we are Children sit on the floor for class discussion 10
N know going to talk about emotions and feelings. and to watch video. min
T
R Teacher facilities a class discussion How do we feel when we are
O about feelings and emotions. angry/sad/scared/disgusted/happy?
D Elicit answers from children.
U xx x x x x x
C Watch video xx x x x x x x
T Watch Video- After video initiate follow on discussion about x x x x x x
I how we feel when we worry and what we x x x x
O Guess the feeling- Inside Out- (3:17) worry about. Elicit answers from children.
N https://youtu.be/dOkyKyVFnSs
1. Can you think of a time you were
worried?
2. What do you worry about?
3. How do you feel when you are
worried?
4. How does your body feel?
5. What does your face look like when
you are worried?
6. Show on your face what worry looks
like.
Write answers on the white board.
Ensure all children have shared their feelings

and experiences.
Show the book cover. 1.Examine the book cover- Elicit from children 10
what they see. Book reading and mins
Who is on the cover? Children sit on the floor for class discussion discussion
Which one is Ruby and which is the worry? and to listen to the book.
D What is that little creature next to Ruby?
E How does Ruby feel?
V How do you know?
E How does the worry feel?
L How does Ruby feel about the worry?
O How do you feel about the worry?
P
M Read the book pausing at each page. xx x x x x x
E Children make predictions of what might xx x x x x x x
N happen next. x x x x x x
T Children look carefully at the colours in the x x x x
illustrations. How might Ruby be feeling?
How might the worry be feeling?
2.After the Reading-
Elicit from children- 5

How did the worry start? mins
How did the worry grow? After the Reading
Did ruby help the worry to grow? discussion
Where did the worry go with Ruby?
How did the worry shrink?
How did Ruby help the boy?
Discussion on strategies to use to deal with

worries-
Does your worry grow?
What is the best thing you can do to shrink
your worry?
What do you do to feel better and make your
worry disappear?
Google image
Do you talk to someone when you are
Read the book- Ruby’s Worry worried?
Who is your safe person?
Do you do something else to shrink your
worry? What makes you happy? Hugging
someone? Playing your favourite game? Or
watch your favourite movie?
Paint Good Luck 10
3. Tell children some Aboriginal people used Stone mins
to paint lucky stones to keep bad thoughts
and worries away. Children paint their lucky
stone with an image.
Google image
Lucky stone -Good luck charm

5 min
Play ’Don’t worry be happy’ by Bobby 4.Tell children we are going to dance to a Children dance at the front of the class.
McFerrin to finish class on a happy high happy song.
note. (3:51)
https://youtu.be/d-diB65scQU
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Rosie Bastiras

NAME: HEALTH AND WELLBEING LESSON TIME: 35-40 mins DATE: / /

Book – Ruby’s Worry by Tom Percival

Guess the feeling- Inside Out- (3:17)

‘Don’t worry be happy’ song by Bobby McFerrin (3:51)

Lesson Plan Proforma/ Developed from work of Wendy Piltz 2012

Year 1 and 2 Content Descriptor Codes:

Identify and practise emotional responses

Cross Curricular perspectives

 Recognise similarities and differences in

 Aboriginal and Torres Strait Islander

Ensure all children have shared their feelings

2.After the Reading-

Elicit from children- 5

Discussion on strategies to use to deal with

Lucky stone -Good luck charm

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