Emotion Matching Worksheet

(This worksheet is used in the Recognizing Emotions lesson plan.)

Instructions: Draw a line from each face to the word that describes the emotion.

1. 😊 A. Happy
   
   
   
2. 😢 B. Sad
   
   
   
3. 😠 C. Angry
   
   
   
4. 😨 D. Scared
   
   
   

Emotion Sharing

Objective

• Students will practice naming and sharing personal experiences tied to the four basic emotions (happy, sad, angry, scared).
• Students will listen respectfully and learn that everyone has different “triggers” for emotions.

Time

10 minutes

Guidelines

• Sit in a circle so everyone can see each other.
• One person speaks at a time; others listen quietly.
• It’s okay to pass if you don’t want to share.
• Use “I feel…” statements: “I felt ___ when ___.”

Discussion Prompts

1. Happy Moments
   
   
   
   
   
   
   • Follow-up: “How did your body feel when you were happy?”
   • Question: “Can you think of a time you felt happy? What happened?”
2. Sad Moments
   
   
   
   
   
   
   • Follow-up: “What did you do to help yourself feel better?”
   • Question: “Tell us about a time you felt sad. What made you feel that way?”
3. Angry Moments
   
   
   
   
   
   
   
   
   
   
   
   
   • Follow-up: “What is one thing you can do next time to help calm down?”
   • Question: “Think of a time you felt angry. What was the trigger?”
4. Scared Moments
   
   
   
   
   
   
   
   
   
   
   
   
   • Follow-up: “Which coping skill (like deep breathing) might help you next time?”
   • Question: “Can you share a time you felt scared? What scared you?”

Wrap-Up

• Ask: “Which emotion was easiest to share about? Which was hardest?”
  
  
  
  
  
  
  
  
  
  
  
  
• Remind students that naming our feelings is the first step toward using coping skills.

Feelings Collage

Objective

• Students will reinforce their understanding of four basic emotions (happy, sad, angry, scared) by creating a visual collage.
• Students will practice identifying and naming emotions in themselves and others.

Time

30 minutes

Materials

• Old magazines and catalogs
• Safety scissors
• Glue sticks
• Construction paper (one sheet per student)
• Markers or crayons

Instructions

1. Introduction (5 minutes)
   • Gather students and remind them of the four emotions: happy, sad, angry, scared.
   • Show a sample magazine face and ask which emotion it shows.
   • Explain that they will make their own collage with pictures and drawings.
2. Collage Creation (15 minutes)
   • Distribute one sheet of construction paper per student.
   • Invite students to flip through magazines and cut out faces or pictures that show each emotion.
   • As they paste each image on their paper, have them label it with the emotion word (e.g., “Happy”).
   • Encourage drawing additional faces or symbols with markers/crayons to fill any empty space.
3. Sharing and Reflection (8 minutes)
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   • Ask: “What makes you feel this way?” and allow a few responses.
   • Have students place their collages on the floor or table.
   • Invite each student to pick one emotion on their collage and tell the group why they chose that picture.
4. Wrap-Up (2 minutes)
   • Praise students for their creativity and emotion naming.
   • Remind them that recognizing emotions in pictures helps us notice feelings in ourselves and friends.

Breathing Tracker Worksheet

(This worksheet is used in the Breathing Buddies lesson plan.)

Name: _______________________ Date: _______________________

1. How do you feel RIGHT NOW?
   Draw a face that shows how you feel before we practice breathing.
   
   
   
   
   
   
   
   
   
   
   
   
2. Practice 5 belly breaths with your Breathing Buddy.
   For each breath, draw a ⭐ in a circle below:
   ◯ ◯ ◯ ◯ ◯
   
   
   
   
   
   
3. How do you feel NOW?
   Draw a face that shows how you feel after breathing.
   
   
   
   
   
   
   
   
   
   
   
   
4. When can you use deep breathing?
   Draw or write one time you might use this skill:
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   

Deep Breathing Discussion

Objective

• Students will talk about how deep breathing feels and when to use it.
• Students will reinforce understanding of belly breathing as a coping skill.

Time

10 minutes

Guidelines

• Sit in a circle so everyone can see and hear each other.
• One person speaks at a time; others listen quietly.
• It’s okay to pass if you don’t want to share.
• Use “I notice…” statements: “I notice my belly goes up when I breathe in.”

Discussion Prompts

1. Noticing Breath Changes
   
   
   
   
   
   
   • Follow-up: “How did it feel in your body before you breathed deeply?”
   • Question: “When do you notice your breathing change? (e.g., when you feel angry, nervous, or excited)”
2. Feeling the Calm
   
   
   
   
   
   
   • Follow-up: “Where do you notice the calm in your body? (hands, belly, chest)?”
   • Question: “What does your body feel like after you do belly breathing with your Breathing Buddies Plush Toy?”
3. Remembering to Breathe
   
   
   
   
   
   
   • Follow-up: “Could you use your Calming Breath Chart Poster or a buddy to remind you?”
   • Question: “What can help you remember to take deep breaths when you feel upset?”
4. Teaching a Friend
   
   
   
   
   
   
   • Follow-up: “What tip would you give them to keep the breath slow and steady?”
   • Question: “How would you show a friend how to do belly breathing?”

Wrap-Up

• Ask: “Which part of deep breathing do you like the most? When will you use it next?”
  
  
  
  
  
  
  
  
  
  
  
  
• Remind students that practicing deep breathing can help them calm down anytime, anywhere.

Breathing Art

Objective

• Students will connect deep breathing with a calming mental image by creating personalized artwork.
• Students will design a visual reminder to use deep breathing when they feel upset or anxious.

Time

15 minutes

Materials

• White or colored paper (one sheet per student)
• Crayons, markers, or colored pencils
• Stickers or stamps (optional)
• Breathing Buddies Plush Toys for inspiration

Instructions

1. Introduction (2 minutes)
   • Gather students and remind them of how belly breathing feels calm (hands on belly).
   • Show your own “breathing art” example: a simple scene like clouds floating or gentle waves.
2. Art Creation (10 minutes)
   • Ask students to draw a place or image that makes them feel calm (e.g., a garden, sky, beach).
   • Encourage them to include something that moves with their breath (feather, balloon, leaf).
   • Let them decorate with colors, stickers, or stamps to make it special.
3. Sharing (2 minutes)
   
   
   
   
   
   
   • Invite 2–3 volunteers to show their artwork and explain how it reminds them to breathe slowly.
4. Wrap-Up (1 minute)
   • Remind students they can keep their “breathing art” at their desk or on a wall as a breathing cue.
   • Lead a final slow belly breath while looking at one student’s drawing.

Feathers for Breath

Objective

• Students will practice controlling their breath by using deep belly breaths to keep a lightweight feather afloat.
• Reinforce the concept of steady, slow breathing as a calming tool.

Time

5 minutes

Materials

• One feather per student (lightweight craft feathers work best)
• Optional: timer or stopwatch

Instructions

1. Introduction (1 minute)
   • Gather students and remind them how deep belly breathing feels calm.
   • Show a feather and explain that their breath will be their “power” to keep it floating.
2. Demonstration (1 minute)
   • Place a feather in the palm of your hand.
   • Take one deep belly breath in and gently blow out to lift the feather straight up.
   • Show how a slow, steady breath keeps the feather floating longer.
3. Game Play (3 minutes)
   • Distribute one feather to each student.
   • On your signal, students take a deep belly breath and slowly exhale to lift their feather.
   • Challenge: Keep the feather in the air as long as possible without using extra puffs or quick breaths.
   • Optional: Use a timer to see who can keep it afloat the longest, or play in pairs to cheer each other on.
4. Wrap-Up (1 minute)
   
   
   
   
   
   
   • Encourage students to notice how their bodies feel when they breathe slowly.
   • Remind them they can use this game anytime they need to calm down.
   • Ask: “How did a slow breath help your feather stay in the air?”

Emotion Coloring Page

(This worksheet is used in the Recognizing Emotions lesson plan.)

Instructions: Color each face below to match the emotion. Then write the correct emotion word on the line provided.

1. Outline of a Happy Face
   
   
   
   
   
   
   
   
   
   
   
   
   Emotion: ____________________
   
   
   
   
   
   
2. Outline of a Sad Face
   
   
   
   
   
   
   
   
   
   
   
   
   Emotion: ____________________
   
   
   
   
   
   
3. Outline of an Angry Face
   
   
   
   
   
   
   
   
   
   
   
   
   Emotion: ____________________
   
   
   
   
   
   
4. Outline of a Scared Face
   
   
   
   
   
   
   
   
   
   
   
   
   Emotion: ____________________
   
   
   
   
   
   

Breathing Coloring Page

(This worksheet is used in the Breathing Buddies lesson plan.)

Instructions: Color each picture to show the step of belly breathing. Then write the step name on the line provided.

1. Breathe In – Your belly rises when you inhale.
   Color this picture:
   
   
   
   
   
   
   
   
   
   
   
   
   Step Name: ____________________
   
   
   
   
2. Breathe Out – Your belly falls when you exhale.
   Color this picture:
   
   
   
   
   
   
   
   
   
   
   
   
   Step Name: ____________________
   
   
   
   
3. Draw yourself doing belly breathing.
   Think about how your belly moves up and down.
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   
   

Self-Talk Coloring Page

(This worksheet is used in the Positive Self-Talk session.)

Instructions: Color each speech bubble. Then write a positive statement you can say to yourself in the space below each bubble.

1. Speech Bubble 1
   
   
   
   
   
   
   
   
   
   
   
   
   Statement: ____________________________
   
   
   
   
   
   
2. Speech Bubble 2
   
   
   
   
   
   
   
   
   
   
   
   
   Statement: ____________________________
   
   
   
   
   
   
3. Speech Bubble 3
   
   
   
   
   
   
   
   
   
   
   
   
   Statement: ____________________________
   
   
   
   
   
   

Grounding Coloring Page

(This worksheet is used in the Grounding Techniques session.)

Instructions: For each of the five senses, color the picture, then write or draw something you notice using that sense.

1. See (👀)
   • Color the eyes below:
     
     
     
     
     
     
     
     
     
     
     
     
   • I notice I see: ________________________________
     
     
     
     
     
     
2. Hear (👂)
   • Color the ear below:
     
     
     
     
     
     
     
     
     
     
     
     
   • I notice I hear: ________________________________
     
     
     
     
     
     
3. Smell (👃)
   • Color the nose below:
     
     
     
     
     
     
     
     
     
     
     
     
   • I notice I smell: ________________________________
     
     
     
     
     
     
4. Taste (👅)
   • Color the tongue below:
     
     
     
     
     
     
     
     
     
     
     
     
   • I notice I taste: ________________________________
     
     
     
     
     
     
5. Touch (✋)
   
   
   
   
   
   
   • Color the hand below:
     
     
     
     
     
     
     
     
     
     
     
     
   • I notice I feel: ________________________________

Deep Breathing Coloring Page

(This worksheet is used in the Breathing Buddies lesson plan.)

Instructions: Color each picture to show the step of deep belly breathing. Then write the step name on the line provided.

1. Breathe In – Your belly rises when you inhale slowly.
   Color this picture:
   
   
   
   
   
   
   
   
   
   
   
   
   Step Name: ____________________
   
   
   
   
2. Breathe Out – Your belly falls when you exhale slowly.
   Color this picture:
   
   
   
   
   
   
   
   
   
   
   
   
   Step Name: ____________________
   
   
   
   
3. My Deep Breath – Draw yourself doing deep belly breathing with your hands on your tummy.