Emotion Commotion

Learners participate in a game to help them recognize feelings and emotions.

Children holding plastic hoops - Sanford fit

Key Message

Your feelings and emotions put you in a mood.


  1. Identify various feelings and emotions.
  2. Identify that feelings and emotions create a mood (”I will” or “I won’t”) and influence fit choices.
  3. Apply a variety of locomotor movements to game play.


  • Print 2 sets of Mood Cards.
  • Safety: Allow enough space to move freely and minimize collisions.
  • Determine boundaries that are a safe distance from obstacles and walls.
  • Determine how you will group learners, using best practice guidelines from the Teacher's Guide.
  • Determine locomotor movements for game play.
  • Be prepared to demonstrate fitBoost brain break activity and fitFlow yoga.

Warm Up

Begin with a fitBoost.



Say: I will act out some feelings and emotions that affect my mood. (Demonstrate feelings and emotions from mood cards, such as grumpy, excited, angry, afraid, happy, worried, etc.)

  1. If my mood looks like I am ready to make a fit choice, do 5 jumping jacks.

  2. If my mood looks like I am not ready to make a fit choice, turn around in a circle.


Everyone has different feelings and emotions. Sometimes you might feel grumpy. Sometimes you might feel angry, happy, worried, or even silly! Feelings put you in a mood, and your mood influences your choices.

Your mood is either “I will” ("I will make a fit choice.") or “I won’t” ("I won’t make a fit choice.").

The number one thing you need to know is that everyone has different feelings and emotions throughout each day. If you can recognize your feelings and emotions, you can manage your mood and make fit choices.

Today’s activity will help you identify different feelings and emotions that affect your mood.



  1. Place 10 or more Hula-Hoops around the gym with four to five mood cards (face down) and a die in each hoop.

  2. Each group of four goes to one of the hoops and rolls a die to begin. They move that many hoops forward, then stop, and select a card.

  3. If they choose an “I will” card, they mimic the emotion, then roll the die, and move forward that number of hoops.

  4. If they choose an “I won’t” card, then they mimic the emotion, move back one hoop, then draw another card, and begin play again.

  5. After three to four minutes, regroup students and repeat play. Challenge learners to track the number of forward moves and improve their score each round.

Close the Lesson

  1. Partner learners.

  2. Select a fitFlow card and work in partners to complete poses.

  3. While the learners are stretching, explain that doing an exercise (moving) when their mood card was “I won’t” helped give them energy to manage that mood and make a fit choice.

  4. To help learners make the connection between feelings/emotions and mood, read the mood statements (below). Learners respond to each blank in the first part of the statement with a feeling or emotion and say whether it leads to saying I will or I won’t make a fit choice. Examples:

    • If I felt energized yesterday at recess, my mood would have been “I will.”

    • If I felt lonely yesterday at recess, my mood would have been “I won’t."

  5. Learner discussion:

    • If I felt______ yesterday after school, my mood would have been _______.

    • If I felt______ in the evening, my mood would have been _______.

    • If I felt______ at bedtime, my mood would have been _______.

    • If I felt______ in the morning, my mood would have been _______.

    • Right now, I feel ______, so my mood is _______.

  6. Assess understanding with the following questions:

    Q: How do your feelings and emotions impact your mood? 
    A: Feelings put you in an “I will” or “I won’t” mood.

    Q: How many words do you know that tell about feelings and emotions? 
    A: Look for evidence of increased vocabulary by learners using words on the mood cards.  

    Q: What feelings and emotions can put you in an “I won’t” mood? What feelings and emotions put you in an “I will” mood? 
    A: Can learners discriminate between “I will” and “I won’t”?    

  7. Use the Assessment Rubric (see Teacher's Guide) as a checklist to assess understanding, skill development, and personal responsibility.



Can you name at least three different feelings and emotions?

What You'll Need


  • Dice
  • Hula Hoops
  • fitBoost Cards
  • fitFlow Yoga Cards

Health Education Standards

  • Standard 1: Core concepts-Express feelings in a healthy way
  • Standard 4: Interpersonal Communication
  • Standard 5: Decision-Making

Social and Emotional Learning Competencies

  • Self-Awareness
  • Responsible Decision-Making

Extend the Lesson

Adaptations and Modifications

  • Show learners the mood cards before doing the activity. Ask learners to act out the emotion on the card.
  • Adjust locomotor skills and movement patterns to match the developmental levels of the children.
  • Modify game setup so that all children, regardless of age, size, ability or disability, are able to participate.
  • Play a fit Workout video for activity warm up and cool down.

Related Content

Mood, Recharge

Mindful Moments

Print these cards to guide your mindful moments.

Get Printable

What it Means to be Mindful

Help kids learn about what it means to be mindful.

Start Slideshow

Why Mindfulness is Good for Kids

Learn about mindfulness and how it can influence choices. 

Start Slideshow

Why Mindfulness is Good for Kids

Learn about mindfulness and how it can influence choices.

Start Slideshow

Using Your Senses to be Mindful

Guide kids through a mindfulness exercise that uses their senses.

Start Slideshow

Being Mindful at School

Teach kids how they can practice mindfulness at school.

Start Slideshow