Lesson Plan
Taming the Storm Lesson Plan
Students will learn to notice when strong feelings start, practice easy ways to calm down, and make a simple plan to help themselves when they get upset.
Helping 5th graders understand and manage big emotions early keeps them feeling safe, makes it easier to get along with classmates, and builds confidence.
Audience
5th Grade Students
Time
45 minutes
Approach
Storytelling, guided practice, and reflection
Materials
- Calming Tools Slide Deck, - Emotion Thermometer Worksheet, - Reflection Journals or Notebooks, - Crayons or Colored Pencils, and - Index Cards
Prep
Teacher Preparation
10 minutes
- Look over the Calming Tools Slide Deck and note simple examples to share.
- Print one Emotion Thermometer Worksheet for each student.
- Make sure each student has a journal or notebook.
- Gather crayons or colored pencils and a stack of index cards.
- Arrange tables or desks so students can work in pairs and small groups.
Step 1
Warm-Up: Quick Calm-Down Check
5 minutes
- Have students sit quietly and take three big breaths.
- Ask: “Close your eyes and think of a time you felt really mad or sad. What did your body feel like?”
- Students draw or write one word about that feeling in their journal.
Step 2
Discussion: Spotting the Storm
10 minutes
- Show slides 1–4 of the Calming Tools Slide Deck.
- Explain “trigger” as “what made you upset,” and “intensity” as “how big the feeling was, 1–10.”
- Ask for volunteers: “Tell us one thing that makes you upset and give it a number.”
- Write examples on the board in simple words.
Step 3
Activity: Emotion Thermometer
20 minutes
- Give each student an Emotion Thermometer Worksheet.
- Model on the board with an easy scenario: “You lose at a game” (rating 5, heart racing, use deep breaths).
- In pairs, students pick a scenario card (e.g., forgetting homework, teased by a friend), fill in:
• Scenario
• Rating 1–10
• How your body feels
• A calm-down idea
• Why it helps - Teacher walks around, asks questions like “Why did you choose breathing here?”.
Step 4
Closure: My Calm-Down Plan & Exit Ticket
10 minutes
- Students write in their journal one simple calm-down step (deep breath, counting, stretch) and when they’ll use it.
- On an index card, each student writes one new thing they learned and one question they still have.
- Collect cards and share one or two ideas with the class before ending.
Slide Deck
Taming the Storm: Calm Tools
Simple ways to help you feel calm when you’re upset.
Welcome students! Today we’ll learn fun, easy tools to calm down when big feelings come—like a storm inside.
Feelings Are Like Weather
• Breezy (1–3): Small feelings – a light breeze or drizzle
• Cloudy (4–6): Growing worry or frustration
• Stormy (7–10): Big upset or anger, like thunder and lightning
Use the weather as a picture for feelings. Ask: What does a little rain feel like? A big thunderstorm?
Trigger: What Starts Your Storm?
A trigger is something that makes you feel upset or angry.
Examples:
– Someone teases you
– You lose a game
– You forget your homework
Explain “trigger.” Give kid-friendly examples and invite students to share.
How Big Is Your Feeling?
Use your worksheet to pick a number 1–10:
1–3: Small breeze
4–6: Darker clouds
7–10: Full storm
Introduce the Emotion Thermometer Worksheet; show how to rate a feeling.
Calm Tools
- Deep Breaths: Breathe in for 4 counts, out for 6
- Count to 5 slowly
- Stretch or take a short walk
Demonstrate each calm tool with students. Practice together.
Your Calm Plan
• Choose one calm tool.
• In your Emotion Thermometer Worksheet, draw or write:
– Your tool
– When you’ll use it next time
Have students pick their favorite tool and write or draw on the worksheet when they’ll use it.
Discussion
Storm Talk Discussion
Purpose:
Help students talk about their emotional “weather,” using our new words (trigger, intensity) and link real feelings to calm-down tools.
Duration: 10 minutes
Materials:
- Calming Tools Slide Deck (Slides 1–4)
- Reflection Journals or Notebooks
Discussion Guidelines (2 minutes)
- Speak one at a time and listen quietly when others share.
- Use “I” statements (e.g., “I felt…”).
- Be kind—everyone’s weather looks different.
Steps
1. Weather Check (Individual, 2 minutes)
• Show Slide 3 (“Feelings Are Like Weather”) of the Calming Tools Slide Deck.
• Prompt: “Write or draw in your journal:
- One thing (trigger) that made you feel cloudy or stormy recently.
- Give it a number (1–10) to show how big your storm was.
”
2. Turn & Talk (Pairs, 3 minutes)
• In pairs, students show their drawing and say:
- “My trigger was ___.”
- “I rated it a ___ (light drizzle, cloudy, or thunderstorm).”
• Partners ask one question, for example: - “What made it feel like a thunderstorm?”
3. Share Out (Whole Group, 5 minutes)
• Invite 2–3 volunteers to share:
- Their trigger and weather rating.
- One physical sign they noticed (e.g., racing heart, clenched fists).
- A calm tool they think could help (deep breath, count, stretch).
Teacher Tips
- Use the weather words: drizzle, clouds, storm.
- Validate: “Thank you for sharing your storm—it takes courage to talk about big feelings.”
- Connect back to tools: “If your sky is thunderous, how could deep breaths help calm the winds?”
- Encourage: Remind students they can choose any calm tool from the slide deck.
After this discussion, move into the Emotion Thermometer Worksheet activity to practice rating and calming strategies.
Activity
Emotion Thermometer Activity
Purpose:
Help 5th graders practice noticing how big their feelings get and choose an easy way to calm down.
Duration: 20 minutes
Materials:
- Emotion Thermometer Worksheet
- Simple scenario cards (see examples below)
- Crayons or Colored Pencils
Example Scenarios:
• A friend says something mean to you
• You forget your homework at home
• You lose your favorite game
• You get in line too late and miss snack
• You spill your drink on your desk
Steps
1. Review & Model (5 minutes)
- Show one scenario on the board: “You get teased at lunch.”
- Demonstrate on a big worksheet:
- Scenario: “Teased at lunch”
- Intensity Rating: 7 (stormy)
- Body Signs: heart racing, red face
- Calm Idea: 5 deep breaths
- Why: slows my heart and helps me think
2. Worksheet in Pairs (10 minutes)
- Students pick a scenario card and share it with their partner.
- Each student fills out their own worksheet:
Scenario: _______
Intensity (1–10): _______
How My Body Feels: _______
Calm-Down Idea: _______
Why It Helps: _______ - Partners compare answers and ask:
- “Why did you pick that number?”
- “How will your calm idea help?”
3. Share & Debrief (5 minutes)
- Join another pair and show one worksheet.
- Discuss:
• Was your calm idea a good fit for the storm level?
• What would you do if the feeling got stronger?
Teacher Tips:
- Walk around and encourage students to use words like trigger, intensity, and calm-down idea.
- Praise clear connections: “Great—deep breaths really do help when your heart races!”
- Link back to the storm: “Imagine your storm clouds fading after you try your calm idea.”
Warm Up
Warm-Up: Quick Calm-Down Check
Purpose:
Help students calm their bodies and start noticing how strong feelings feel inside.
Duration: 5 minutes
Materials: Reflection Journals or Notebooks
1. Big Breaths (1 minute)
- Sit tall with feet on the floor and hands in your lap.
- Close your eyes or soften your gaze.
- Take one big breath in through your nose (count to 4), then blow it out through your mouth (count to 4).
- Repeat two more times. Notice if your shoulders relax.
2. Quick Drawing or Word (4 minutes)
Think of a time you felt really mad, sad, or upset. In your journal, either draw a quick picture or write one word about how your body felt.
Teacher Tip: Remind students this is just for them—no need to share unless they want to.