Lesson Plan Suggestions » Year 1 (Ages 5 - 6) » Year 1 - lesson 4

Before lesson add some of the children’s work on ‘What makes Blue happy’ to your emotions board. Add emotions picture and any relevant wording that the children use regularly e.g. not just ‘happy’, but maybe ‘excited’, ‘pleased’ etc.

Discuss the emotions board with the class and draw out the positive aspects
Examples:

  • What do you see? 
  • What are the emotions we've talked about in the previous lesson?
  • What makes Blue feel happy? (food, chewing bone, sqeaky fish)
  • What makes Blue feel excited? ( ball, sqeaky fish, leash) 
  • What makes Blue feel unhappy / scared/ angry ( someone taking away his bone, toy, food)

Discuss s the positive aspects of owning a pet.
Examples:

  • What do you like most about your pet ( Type, colour?  coat? friendly?)
  • Wat type of activities we like to do with our pet? ( Walking? playing? offering a present? petting?) 
  • Who is allowed to helping the parent with taking care of the pet ?

How is Blue feeling?

Use the parent guide page 14 , The Flea story, or download the story from the download section.

Sarah is lying on a blanket drawing in her colouring book while Blue is running in the garden. As Blue runs past her, Sarah reaches out her hand to pet him. Blue, however, does not stop and keeps on running around.

Sarah leaves her blanket and starts to follow him, but Blue is not happy to be chased, and hides under the garden table. Sarah is not aware of Blue’s feelings at this time and wants to get close to him. Oh!... now Blue turns around and growls at Sarah.

Emotion board - brainstorm

This week focus on the range of emotions that the children think a dog has – brainstorm these and add any extra ones to your emotions board.

  • Ask the children how they think they would know when a dog is sad, playful, anxious etc.
  • Try to clarify and clear misconceptions re. Facial expressions or Dog body language.  Importance of stressing that body language will not necessarily indicate happy or sad dog (and safe  or unsafe situations and can be tricky to rely on. ( see extra materials) 
  • Concentrate on situations that can make a dog happy or sad (having a bone , someone taking away his bone). Try to clarify  how a dog might react when feeling sad or angry : running away, hiding, growling,..

The Blue Dog CD-rom

This week explore the Blue Dog CD with the children. Talk about the four areas for exploration and how they can make correct choices for Blue to feel happy and settled in his home and surroundings. Ensure that the children know how to access and use the program before leaving this on a class computer for pairs to explore further during the week.

Drama activities: Dress one of the children as Simon or Sarah from the CD – a stripy top for Simon or simple dress for Sarah is fine; just to get them in character. Or try a mask – see resources.









Children use drama technique ‘Conscience Alley’ to persuade the child to do the right thing for the dog e.g. not to take one of the dogs toys, to leave it alone when it wants to rest etc.

Y1 Conscience Alley_st_en from Blue Dog on Vimeo.

Photograph the children and use speech bubbles to show what might have been said during the session.

Finally, dress a child as a vet or as Blue. Using the drama technique ‘Mantle of the Expert’, the child in role hot seats and answers questions about dog care and dog feelings. Again, photographs can be taken of the session and labeled with child responses.

Example questions to Blue about daily care:
- Blue, what do you need to feel well? ( food, water, basket, ..)
- What else? ( daily walks, people who love me, ..)

Example questions to Blue about positive feelings:
- How do you feeel when you are having a new chewing bone? ( happy, excited)
- How do you feel when your food is tasty? ( happy, joyfull)

Example questions to Blue about negative feelings:
- How do you feel when we take away your chewing bone? ( sad, unhappy)
- How do you feel when we touch your food bowl? ( sad, unhappy, angry)
- How do you feel when we take away your ball?
- How do you feel when we want to hug you while you are having a nap?

Pictures of the scenes can be taken and the answers of the children can be added.

ICT

The children's corner can be used as an interactive tool:

Tiny's Kids
In the game Tiny's Kids, there are pet and wild animals. Have a look ...

In this game, Tiny's kids are looking for their mum. All kids look different.

Match the right mum and kids.

See how happy the kids are when they find their mum. Listen to mum singing a lullaby.

 




Daan's Zoo
In the Zoo, there are different animals. Look for the ideal pet!

How to play the game:

When an animal appears, pass the computer mouse over the squares and match the one showing the correct colour and animal noise.

 

 

 


Blue at the vet

Blue is feeling not very well and his owner has taken him to the vet. See Blue sitting on the vet's table looking sick and a bit scared.

Ask the children to help the vet by clicking on the objects along the bottom.

- How is Blue feeling when his paw hurts?
- How is Blue feeling when his eras are painful?
- How is Blue feeling when the vet gives him an injection?

 

 



Blue at the toy shop


Blue is in the toy shop and he is looking for new toys to put in his basket.

Can you help Blue to pick the toys that are best for him?
How does Blue feel when he gets a toy in his basket?

(If he pics a child's toy, it jumps back on to the shelf)

 

 

 

Go to the Download section

The cards can be used to explain that animals including humans have different feelings and emotions, and that emotions affect behaviou. 


Assessment

Do the children understand that animals have different feelings and emotions?
Can they explain how these feelings might affect the behaviour of the animal?
LA
MA
HA


Lesson notes for evaluation of project / evidence / resource list

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In this lesson you will learn

 

To understand that animals have different feelings and emotions.

To understand how feelings and emotions affect behaviour.

Lesson Materials

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