Implications of Moods on the Choices Kids Make

This unit introduces mood. Students will learn that their feelings and emotions put them in a mood and that their mood influences their choices. For example, feeling bored or grumpy can lead to an “I won’t” mood, while feeling cheerful or content can lead to an "I will" mood. An "I will" mood can make it easier to make a fit choice; however, an “I won’t” mood needs to be motivated (turned around) for someone to make a fit choice.

Four essential concepts form an understanding of mood:

1. Mood (along with recharge) is a key influencer of fit choices.
2. Mood is your motivation. Mood is either "I will" (I will make a fit choice) or "I won't" (I won't make a fit choice).
3. You can motivate an “I won’t” mood to an “I will” mood and make a fit choice.
4. Your mood can change throughout the day.

If you've ever found yourself in front of the TV after a bad day, mindlessly digging ice cream out of the container with a spoon, you know that mood and food are sometimes linked. But, did you know that all the choices you make throughout the day are connected to your mood as well? Now that your students have learned to identify their moods, they are ready to find out how to make better choices.

Revisit Mood Influences

Take a look at each slide and ask students to identify the different feelings and emotions that may have influenced each child's mood and choices.

Compare Choices

Explain that to influence is to affect choices. Our mood influences our choices. Compare and contrast each kid's choice and talk about how it helped manage their moods. Highlight that when kids decide to motivate their mood, they make healthier food and move choices.

Practice Making Healthy Choices

Remind students that if they are feeling bad, frustrated, bored, tired, etc., they can decide to turn their “I won’t” mood into an “I will” mood and make a fit choice. Ask students to identify a health helper (a trusted adult) who can help them turn their mood around. Hand out the I Will printable for students to identify “I will” choices they can make after school, during snack time, and at bedtime.

Ask children to begin noticing how they feel when they are making choices. Talk out loud about how you feel as a way to model self-awareness. Say, “I feel a little frazzled today, so I will decide to motivate my mood and take a walk around the playground after lunch.”