• Begin by asking students: "How is your emotional weather today? Are you feeling sunny, cloudy, rainy, or stormy?"
  - Encourage a few students to share briefly, emphasizing that all feelings are okay.
  - Introduce the lesson using the Feelings Forecast Slide Deck (Slide 1-2).

• Use the Feelings Forecast Slide Deck (Slides 3-7) to introduce different emotions and their 'weather' equivalents (e.g., happy = sunny, sad = rainy, angry = stormy).
  - Engage students with questions like: "What does 'sunny' feel like in your body?" or "When might you feel 'cloudy'?"
  - Show the Emotional Weather Activity Cards and have students identify the emotion and an associated weather type.

• Distribute the Emotional Weather Activity Cards to small groups or partners.
  - Instruct students to match emotion words with corresponding facial expressions and 'weather' symbols.
  - Circulate and facilitate, encouraging discussion within groups about why they made their matches.
  - Bring the class back together and review some of the matches, discussing different interpretations (e.g.,

This slide deck guides the lesson, offering visual aids and prompts to introduce and explore emotions. It also introduces the 'emotional weather' metaphor and helps students connect feelings to different weather patterns. Materials can include links to other generated materials using Material Name; be mindful that the ids must match exactly for links to work; if a given material is already linked, ensure that you use the same link for that same material (when generating or further referencing); avoid using generic link ids and instead be descriptive, specific, and unique.

These cards include various emotion words, facial expressions, and corresponding 'weather' symbols for students to match and discuss. Materials can include links to other generated materials using Material Name; be mindful that the ids must match exactly for links to work; if a given material is already linked, ensure that you use the same link for that same material (when generating or further referencing); avoid using generic link ids and instead be descriptive, specific, and unique.

A worksheet where students draw or write about their emotions and connect them to weather concepts, promoting self-expression and reflection. Materials can include links to other generated materials using Material Name; be mindful that the ids must match exactly for links to work; if a given material is already linked, ensure that you use the same link for that same material (when generating or further referencing); avoid using generic link ids and instead be descriptive, specific, and unique.

Prompts to guide a whole-class discussion, encouraging students to share their understanding of emotions and strategies for managing them. Materials can include links to other generated materials using Material Name; be mindful that the ids must match exactly for links to work; if a given material is already linked, ensure that you use the same link for that same material (when generating or further referencing); avoid using generic link ids and instead be descriptive, specific, and unique.