Objectives for Students

Students will be able to:

  • Identify vocabulary words to describe various feelings that affect MOOD.
  • Define MOOD as “'I Will' or 'I Won’t' make a fit choice."
  • Recognize that feelings and MOOD change throughout the day.
  • Recognize that you can talk yourself into making a fit choice when MOOD is “I Won’t.”

View/Print Educators' Guide
2_Know_Your_MOOD_guide.png


​View/Print Student Materials
Sessions 1-5                                   Session 1                                        Session 3                                        Session 4
2_S1-5_feelings_chart.png   2_S1_How_do_you_Feel.png   2_S3_feelings_.png    2_S4_I_Will.png

Education Standards

View/print Common Core and Health Education Standards alignment.

Prior Knowledge

This topic introduces MOOD. Students will learn that their feelings put them in a MOOD, and their MOOD influences their choices. For example, feeling bored or grumpy can lead to an “I Won’t” MOOD, while feeling cheerful or content leads to an “I Will” MOOD. An “I Will” MOOD makes it easy to make a fit choice; however, an “I Won’t” MOOD needs to be motivated (turned around) to make a fit choice.

Four essential concepts form an understanding of MOOD:

  • MOOD (along with RECHARGE) is a key influencer of fit choices.
  • MOOD is an emotional state described as “how I feel right now.” It’s your willingness to make a fit choice. 
    (“I Will make a fit choice” or “I Won’t make a fit choice.”)
  • You can turn an “I Won’t” MOOD around to “I Will” and make a fit choice.
  • Your MOOD can change throughout the day.
fit Tip

Motivate your MOOD! When you are bored and grab that bag of chips, talk yourself into a better choice--MOVE!

Family Message

We are learning that feelings put us in an “I Will” or and “I Won’t” MOOD, and that our MOOD influences healthy choices. For example, feeling disgusted or grumpy can lead to “I Won’t” (make a healthy choice), while feeling cheerful or content can lead to “I Will” (make a healthy choice).

Students are learning to recognize their MOOD as “I Will” or “I Won’t. ” They are building the understanding that if thier MOOD is “I Won’t,” they can turn it around and talk themselves into making a healthy choice. Learn more about the MOOD connection to being fit at: You can learn more about the MOOD connection to being fit at: fit.webmd.com/kids/mood.

 

Get started! Launch slides below to begin the lesson.

Activities
Captivate
Educate
Activate
Feelings

Ask students to mimic each face, then identify a “feeling” word to describe the face.
 
Feeling words do not need to match the examples. The objective is to get kids talking about the many words that can be used to express feelings. 

Describe Feelings

Use the Feelings Chart to chart words that describe feelings. Aim for at least three words for each facial expression. Your chart will be unique to the age and personality of your students!

Highlight that feelings can change throughout the day.

Check Your Feelings

Students finish the statement: I feel _____
right now.
 
Option: Provide students with the Session 1: How Do You Feel? handout to record how they feel at different times during the day.

Your Feelings

Watch the video of the mime’s presentation of different feelings.

Ask students to stand up and make their favorite face from the video.

Next, ask them to make a face to show how they feel right now.

 

Feelings and MOOD

Explain that feelings put you in a MOOD and your MOOD is your willingness to make a fit choice.
 
For example, sometimes when you feel...
  • tired, you don’t want to play outside.
  • bored, you don’t want to eat a healthy snack.
  • grumpy, you won't to do anything but pout.

The "I Won't" MOOD

Students partner with a friend.  Ask them to tell one another about a time when you said, “I don’t want to...” or “I won’t...”

Have students describe the feelings that put them in that  MOOD. 

 

Alexander's Day

Read aloud the excerpt from Judith Viorist's book, Alexander and the Terrible, Horrible, No Good, Very Bad Day.

Ask students to supply words from your word bank that describe Alexander's feelings.

Take Charge of Your MOOD

Explain that when Alexander says, “I could tell it was going to be a terrible, horrible, no good, very bad day,” he lets his feelings put him in an “I Won’t” MOOD. 

Discuss how Alexander’s MOOD iinfluences his choices. He needs to take charge of his MOOD!

Read aloud the examples of how to take charge of an “I Won’t” MOOD and turn it around.

Know Your MOOD

Point out that  to "know your MOOD" is to recognize that  feelings influence your willingness to make healthy choices.

MOOD is either “I won’t make a fit choice,” or “I will make a fit choice.” ("I Won't" or "I Will")

Download Session 3: Feelings Check-in for students to identify choices they can make to turn “I Won’t” around to “I Will.”

Remember Sam?

As you reread Sam’s Day, pause after each slide and ask students to identify the different feelings that influenced Sam’s MOOD and choices.

Sam's MOOD and Choices

Explain that to “influence” is to affect choices. Sam’s MOOD influenced her choices.

Compare and contrast Sam’s choices before and after she decides to turn her MOOD around. 

Highlight that after Sam decided to turn her MOOD around, she made healthier FOOD and MOVE choices.

I Will

Remind students that if they are feeling bad, frustrated, bored, tired, etc., they can be like Sam and decide to turn their “I Won’t” MOOD around to “I Will” and make a fit choice.

Download the Session 4: I Will... handout for students to identify “I Will” choices they can make after school, during snack time, and at bedtime.

MOOD Charades

Students partner with a friend. One selects a feeling word from the class word bank and acts it out. The partner guesses the feeling, then the both decide if the feeling influences an “I Will” MOOD or an “I Won’t” MOOD. 

Switch roles and play again.

Think of a fit Choice

Students identify a feeling and MOOD for each scenario, then choose between an “I Won’t” and an “I Will” choice.

Encourage students to talk about times when they turned an “I Won’t” MOOD around to “I Will.” 

Examples of ​fit choices include physical activity, healthy snacks (for energy, not to feed boredom), stretching, resting, and/or relaxing. 

More MOOD Charades

Encourage students to play MOOD Charades with their friends and family members to practice the skill of turning an "I Won't" MOOD around to "I Will" and making a fit choice.