Mind-Body Connection

GRADES K-2

Learning Goal

Students will understand how emotions feel in their bodies.

Learning Objectives

By the end of the lessons, students will be able to:

  • Draw a map of their bodies showing where they feel different emotions
  • Understand that different people feel emotions in their bodies differently

Learning Summary

 Butterflies in your stomach? We all really do feel our emotions in our body; there’s even scientific evidence proving it. Why is this important then to teach? Because it helps us understand that we all have some control over how we feel both emotionally and physically.

This lesson starts with a mindful moment called sphere breath in which students bring movement to their breathing. You then lead the students in a stretching warm-up in which they notice where they feel movement in their bodies. The Munchy and Jumpy story then introduces students to the idea of feeling emotions in their body. When Munchy, Jumpy, and Rhonda each get stung by “feeling-bees.” The cure requires identifying feelings based on how they feel physically. Following the story, you lead a short body scan in which students pay attention to different parts of their bodies. After the scan, using a body map template, students draw and
color where they feel certain emotions in their bodies. Students end by reflecting in their journal by drawing a picture of themselves doing a body scan.

computer icon    Online Teaching Tips for Mind-Body Connection

This lesson does not require any significant modifications for online delivery. As always, use the Munchy and Jumpy story as the lesson’s main piece. To bring in some movement to online learning, check out the different movement poses in the additional activity section or the video in the lesson variation.

 Have students turn off their cameras for the Body Scan.

Make sure to give students time (at least a minute) to get settled and comfortable for the body scan. A minute of wait time on a recorded delivery can feel awkward as the teacher, but it will take students a lot of time to get settled. After the activity, ask the students the discussion questions. Even though it’s not a true discussion, it will help them reflect on the experience.

CASEL Competencies

Self-awareness: The ability to accurately recognize one’s own emotions, thoughts, and values and how they influence behavior. The ability to accurately assess one’s strengths and limitations, with a well-grounded sense of confidence, optimism, and a “growth mindset.”

Self-management: The ability to successfully regulate one’s emotions, thoughts, and behaviors in different situations — effectively managing stress, controlling impulses, and motivating oneself. The ability to set and work toward personal and academic goals.

Classroom Teaching Example