Emotional States Lesson Plan

Emotional States Lesson Plan

Emotional States MIndmap

Lesson Plan Mindmap for Emotional States – Click to Enlarge

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Teaching art, teaching music, teaching dance, teaching painting, teaching drawing, teaching drama, teaching sculpture, teaching needlework, teaching knitting, teaching cooking, teaching creativity, learning art, learning music, learning to paint, learning to sculpt, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, education for life, transformational education, new paradigm learning, genius training, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, thinking out of the box, learning how to learn - not what to learn, learning to think, using your brain for a change, brainy builderTeaching english, teaching literature, teaching reading, teaching writing, teaching english, teaching sentence structure, teaching storytelling, teaching verbal skills, teaching non-fiction, teaching fiction, teaching creativity, learning writing, learning reading, learning to write, learning to read, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, education for life, transformational education, new paradigm learning, genius training, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, thinking out of the box, learning how to learn - not what to learn, learning to think, using your brain for a change, brainy builderTeaching health, teaching exercise, teaching vibrant living, teaching nutrition, teaching relaxation, teaching physical activity, teaching how to eat, teaching sports, teaching play, teaching about the body, teaching healthy regimens, learning health, learning exercise, learning vibrant living, learning about nutrition, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community schoolteaching math, teaching arithmetic, teaching algebra, teaching calculous, teaching calculations, teaching geometry, teaching trigonometry, teaching architecture, teaching engineering, teaching addition, teaching subtraction, learning math, learning arithmetic, learning algebra, learning calculous, learning calculations, learning geometry, learning trigonometry, learning architecture, learning engineering, learning addition, learning subtraction, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community schoolteaching science, teaching chemistry, teaching biology, teaching about plants, teaching about animals, teaching about space, teaching geology, teaching astronomy, teaching earth science, teaching physical science, teaching oceanography, teaching meteorology, teaching zoology, teaching human biology, teaching botany, systems theory, learning science, learning chemistry, learning biology, learning about plants, learning about animals, learning about space, learning geology, learning astronomy, learning earth science, learning physical science, learning oceanography, learning meteorology, learning zoology, learning human biology, learning botany, systems theory, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community schooltechnology, innovation, robotics, the science of learning, learning to learn, learning how to learn, computers, programming, codingteaching social science, teaching social sciences, teaching anthropology, teaching economics, teaching geography, teaching history, teaching law, teaching linguistics, teaching foreign language, teaching psychology, teaching sociology, teaching social research, learning social science, learning social sciences, learning anthropology, learning economics, learning geography, learning history, learning law, learning linguistics, learning foreign language, learning psychology, learning sociology, learning social research, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community schoolteaching human values, teaching abundance, teaching acceptance, teaching accomplishment, teaching achievement, teaching care, teaching awareness, teaching balance, teaching belonging, teaching bravery, teaching brilliance, teaching compassion, teaching connection, teaching confidence, teaching cooperation, teaching collaboration, teaching discovery, teaching efficiency, teaching expressiveness, teaching fairness, teaching love, teaching exploration, teaching flexibility, teaching For The Highest Good of All, teaching fun, teaching giving, teaching grace, teaching growth, teaching harmony, teaching helpfulness, teaching honesty, teaching imagination, teaching joy, teaching modesty, teaching mindfulness, teaching peace, teaching precision, teaching reason, teaching reflection, teaching reliability, teaching self-control, teaching, thoughtfulness, teaching trustworthiness, teaching unity, teaching valor, teaching wonder, learning human values, learning abundance, learning acceptance, learning accomplishment, learning achievement, learning care, learning awareness, learning balance, learning belonging, learning bravery, learning brilliance, learning compassion, learning connection, learning confidence, learning cooperation, learning collaboration, learning discovery, learning efficiency, learning expressiveness, learning fairness, learning love, learning exploration, learning flexibility, learning For The Highest Good of All, learning fun, learning giving, learning grace, learning growth, learning harmony, learning helpfulness, learning honesty, learning imagination, learning joy, learning modesty, learning mindfulness, learning peace, learning precision, learning reason, learning reflection, learning reliability, learning self-control, learning, thoughtfulness, learning trustworthiness, learning unity, learning valor, learning wonder, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school

EMOTIONAL STATES LESSON PLAN

This page is a free-shared lesson plan archive for teaching all educational subjects within the context and theme of “Emotional States”. It is purposed for use in community education environments, homeschool environments, traditional schooling environments, or as a supplemental and fun addition to any education program. As part of the complete Education for Life Program, this lesson plan is specifically designed to work in conjunction with the other components: Foundations of Teaching, Curriculum, Teaching Strategies, Learning Tools and Toys, Evaluation Model, and The Ultimate Classroom. If you’d like to learn how all these components work together, click hereClick here for the specifics focused on just using the lesson plans:

CLICK HERE FOR A DETAILED TUTORIAL ON HOW TO USE THIS LESSON PLAN

NOTE: The colors are provided as a possible linear progression (red/easiest to violet/most challenging) for people that might prefer a more linear structure. Our core philosophy, however, is that through creativity every color can be made easy or challenging for any learning level.

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One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingOne Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, education for life, transformational education, new paradigm learning, genius training, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, thinking out of the box, learning how to learn - not what to learn, learning to think, using your brain for a change, brainy builderOne Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingOne Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, education for life, transformational education, new paradigm learning, genius training, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, thinking out of the box, learning how to learn - not what to learn, learning to think, using your brain for a change, brainy builderteaching tools, teaching toys, learning tools, learning toys, educational toys, educational tools, toys to learn with, toys to grow with, math toys, science toys, social sciences toys, classroom toys, classroom tools, english toys, art toys, music toys, health toys, writing toys, reading toys, reading toolslesson plans for life, educational lessons, learning for life, teaching for life, educational plans, math lesson plans, science lesson plans, english lesson plans, social sciences lesson plans, art lesson plans, vocational lesson plans, health lesson plans, education templates, education mindmaps, learning mindmaps, Education for Life program, One Community, open source education, Highest Good education, free-shared educationevaluation and evolution, learning for life, growing as individuals, evolving education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, Highest Good education, One Communitythe ultimate classroom, One Community Kids, enlightened children, children of the future, conscious kids, conscientious kids, kid leaders, leadership and children, children leading the world, sustainable education, Highest Good education, One Communityeducation licensing, classroom licensing, home school licensing, charter school licensing, pilot school licensing, private school licensing, open source education, educational licensingHighest Good society, education for life, Highest Good education, fulfilled living, enriched life, enriching life, living to live, how to live an enriched life, keeping it all running, sustainable living, social architecture, fulfilled living, thriving, thrivability, emotional sustainability, the good life, a new way to live
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A NOTE ABOUT ALL ONE COMMUNITY LESSON PLANS

The One Community lesson plans are intentionally designed for use in ANY educational environment and with ALL educational, cultural, religious/spiritual, and philosophical approaches to teaching and learning. They are designed without an ideological approach and specifically so they can be adapted to include the views, preferences, methodologies, and/or ideologies preferred by different parents and teachers.

For maximum flexibility and adaptation, they are also designed to be combined to teach multiple subjects at the same time. Doing this increases the creativity, effectiveness, and fun of your learning environment. Once we are on the property and operating our version of the complete school and Education for Life program, we will be adding video examples of how to combine the lessons. In the meantime, visit the Teaching Strategies page for a list of suggestions. 

ARTS AND TRADES

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR ARTS & TRADES

Teaching art, teaching music, teaching dance, teaching painting, teaching drawing, teaching drama, teaching sculpture, teaching needlework, teaching knitting, teaching cooking, teaching creativity, learning art, learning music, learning to paint, learning to sculpt, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, education for life, transformational education, new paradigm learning, genius training, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, thinking out of the box, learning how to learn - not what to learn, learning to think, using your brain for a change, brainy builder
TEACHING ARTS AND TRADES WITHIN THE CONTEXT OF EMOTIONAL STATES

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The Arts

  • Look at a copy of Robert Plutchik’s Wheel of Emotions. Following his wheel, create your own feelings plate* using a paper plate, colors and drawings of faces. Think about when you feel these emotions.
  • Look at Robert Plutchik’s Wheel of Emotions and choose three pairs of opposite emotions (located in opposite positions on the wheel, e.g. distraction versus interest). Then think about how each of these emotions would affect how someone speaks (tone, word selection, body language). Experiment with speaking in each of these voices.
  • Choose at least two emotional states, and create* a photograph, drawing performance art piece or song for each one of these. If possible, show them to others, and start a discussion on emotions.
  • Create* a ceramic piece, painting, hairstyle or dish (cooking) for each of Paul Ekman’s six basic emotions.
  • Create* a mosaic, quilt, piece of metal work or song (with lyrics) celebrating the whole range of emotions, from basic emotions to complex ones (using Robert Plutchik’s Wheel of Emotions as a reference).
  • Using your art medium of choice*, express how you are feeling at this very moment. Do this again when you are feeling differently, and compare the two pieces.
  • Create* a set of plush toys, ceramic figures or puppets, and design a program using these to teach children about emotions, how to deal with one’s emotions and how to express them.

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Trades

  • Think of different materials and how they feel (e.g. wool versus glass). Think of five different emotions and which materials you would use to describe them. Create a visual presentation or display*. 
  • Look at a copy of Robert Plutchik’s Wheel of Emotions. Create* a set of 24 or more cards for a memory game. Practice playing the game. 
  • Write a cartoon* about or including the presence of different emotions and then create a short animation*.
  • Create a Feel Good Jar* using pottery or any other technique you would like. For a period of time that you set, write down every time you experience a nice emotion and what made you feel this way. At the end of the period, empty the contents and read what you have written on those strips of paper.
  • Investigate the link between colors and emotions and create a display showing how this applies to a trade/industry of your choice (e.g. graphic design, tourism, interior design).
  • Create a professional-level piece* (such as a set of wood carvings, metal work, etc) to teach people of all ages about emotions and how to express them in healthy ways.
  • Create a designer furniture set or interior decoration plan* for an entire home themed on celebrating the spectrum of human emotions.
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* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

ENGLISH

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Note: Any language can be substituted for English. The subject is listed here as “English” because that is the primary language of most of the people on the team, and the official language of the country we’re building our initial location in.  

Teaching english, teaching literature, teaching reading, teaching writing, teaching english, teaching sentence structure, teaching storytelling, teaching verbal skills, teaching non-fiction, teaching fiction, teaching creativity, learning writing, learning reading, learning to write, learning to read, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, education for life, transformational education, new paradigm learning, genius training, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Study Technology, Study Tech, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living, thinking out of the box, learning how to learn - not what to learn, learning to think, using your brain for a change, brainy builder
TEACHING ENGLISH WITHIN THE CONTEXT OF EMOTIONAL STATES

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  • Identify which words/sentences are polite to use when feeling negative emotions, and which ones are not.
  • WWrite a paragraph about how you feel when people are ‘good listeners’ when you are speaking. Write a paragraph about how it feels to be a good listener. Next, research and create a list of 5-10 good listening skills to have when others are telling their stories and expressing their emotions.
  • What are constructive ways to express and emotions? Research this and write an essay* about what you have learned.
  • Read a fictional piece of your choice and write a book report*, briefly summarizing the book and analyzing the characters, focusing on their emotional states, how and why they were in various emotional states, and how they dealt with them.
  • Read a piece of classical fiction of your choice, at your own reading level and originating from any culture (in English translation). Write a report* discussing the character’s different emotions, ways of expressing their emotions, the results of the way they reacted to or expressed these emotions and how the outcome may have been different if they had handled or expressed their emotions differently.
  • Analyze Martin Luther King, Jr.’s “I Have a Dream” and another historically important speech of your choice. Write a report* about the rhetorical devices and features used, what emotions they prompted and how they made the speech memorable. Include research on the four basic types of persuasive speech.
  • Research how to respond professionally and constructively to oral and written messages that generally prompt negative emotions (e.g. email that one did not get the job) or convey negative emotions (e.g. customer complaint emails). Demonstrate your knowledge by creating teaching lesson for an English class* on the subject, including a small collection of positive examples you have collected or written yourself, and open source your lesson.
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* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

HEALTH

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR HEALTH

Teaching health, teaching exercise, teaching vibrant living, teaching nutrition, teaching relaxation, teaching physical activity, teaching how to eat, teaching sports, teaching play, teaching about the body, teaching healthy regimens, learning health, learning exercise, learning vibrant living, learning about nutrition, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school
TEACHING HEALTH WITHIN THE CONTEXT OF EMOTIONAL STATES

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  • Learn about what it means to be emotionally healthy. It is important to our emotional health to value ourselves and not depend on others to affirm our value. Create* an affirmation card for yourself using a message such as, “I am valuable”; “I am unique”; “I am loved”; or “My gift is ____.”
  • Create a word cloud*. In one color, list some things you are currently doing to contribute to your positive emotional state/ zest for life, and in another color, list some things you want to do next to contribute to this joy of living. (For example, one could join a book club, or visit a museum, art gallery or new place etc.)
  • Physical health and emotional health are tied together. Using Internet or library resources, learn about five practices related to physical health that are important in having good emotional health, such a managing stress.
  • It is important for our emotional health to be contributing to the lives of others, whether it be in encouraging others or showing support. Compile a list of ways one can positively impact the lives of others. If possible, find a volunteer role, or if you already have a volunteer role, be mindful of how you are positively affecting others and try out new ways to do so. Write about how that would affect your emotional state and the emotional states of those you are helping.
  • Compile a list of 10 unhealthy mental habits, which lead to poor emotional health. Then for each of these, find at least one way to stop engaging in these habits (i.e. healthy mental habits). For example, negative thoughts about oneself can be stopped by being aware of these thoughts and perhaps creating a list of affirmations for oneself. For two weeks, try these healthy practices and keep a journal* to document what you think and feel.
  • Research strategies to help one be aware of, accepting, expressing and managing emotions effectively. Then, for one month, keep a journal* of your emotions and how you are implementing these strategies. Do they work for you? This can be a written journal or typed one, which may include photos, cartoons or artwork.
  • Research how to take responsibility for one’s emotions, actions and affect on others and from the feeling of empowerment, take initiative in one’s own life. Reflect on your own life, including how you may have been helped by learning to take responsibility for one’s life as a young adult. If possible, hold a workshop about personal responsibility and empowerment for some local young people.
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* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

MATH

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teaching math, teaching arithmetic, teaching algebra, teaching calculous, teaching calculations, teaching geometry, teaching trigonometry, teaching architecture, teaching engineering, teaching addition, teaching subtraction, learning math, learning arithmetic, learning algebra, learning calculous, learning calculations, learning geometry, learning trigonometry, learning architecture, learning engineering, learning addition, learning subtraction, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school
TEACHING MATH WITHIN THE CONTEXT OF EMOTIONAL STATES

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  • Learn about the Equation by Chip Conley, that “Disappointment = Expectations – Reality” and display disappointment, expectations and reality as countable objects, such as balls, and shift the balls around to show how to minimize feelings of disappointment.
  • If (Anxiety = Uncertainty x Powerlessness), how can one minimize feelings of anxiety? Explain this mathematically by substituting the terms anxiety, uncertainty and powerlessness with numbers (Equation by Chip Conley).
  • If (Authenticity = Self-Awareness x Courage), how can one increase one’s authenticity? Explain this mathematically by substituting the terms authenticity, self-awareness and courage with numbers (Equation by Chip Conley).
  • Create a graph* charting your levels of stress for one day. Label the Y or vertical axis Stress. Label the X or horizontal axis as hour of the day. Make a small note on each hour for why you felt a certain level of stress as a reminder.
  • Create a graph* charting your levels of happiness for one day. Label the Y or vertical axis Stress. Label the X or horizontal axis as hour of the day. Make a small note on each hour for why you felt a certain level of happiness, as a reminder.
  • Choose two or more emotional states and find some statistics that have been compiled concerning these emotional states (for example: depression https://www.statisticbrain.com/depression-statistics/). Create different charts (bar charts, pie charts etc) to display the statistics.
  • Choose one emotional state and find one academic article on that topic which contains findings in the form of statistics. Explain the statistics and how they were determined.
  • Choose one emotional state and find one existing mathematical model which tries to explain this emotional state. Explain the mathematics behind this model and how it works.
  • Write an article summarizing some existing mathematical models of stress or another emotional state. Insert your own opinion on these models and try to alter an existing model or come up with a new one.
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* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

SCIENCE

CLICK HERE FOR THE COMPLETE SUBJECT OUTLINE FOR SCIENCE

teaching science, teaching chemistry, teaching biology, teaching about plants, teaching about animals, teaching about space, teaching geology, teaching astronomy, teaching earth science, teaching physical science, teaching oceanography, teaching meteorology, teaching zoology, teaching human biology, teaching botany, systems theory, learning science, learning chemistry, learning biology, learning about plants, learning about animals, learning about space, learning geology, learning astronomy, learning earth science, learning physical science, learning oceanography, learning meteorology, learning zoology, learning human biology, learning botany, systems theory, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school
TEACHING SCIENCE WITHIN THE CONTEXT OF EMOTIONAL STATES

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Life Sciences

  • Choose one type of animal and use the Internet or library resources find 4 pictures of different emotions it displays and label what emotion you think it is displaying in each picture and explain your labels. (example: dog with its tail between its legs looks like it is scared because… )
  • Learn how heart rates and rhythms change with different emotions. Create a visual display* about these changes and explain them.
  • Research how animal and human emotions are similar or different and write a report* on this topic, including how animal and human brains are responsible for these similarities or differences.
  • Do research on what is known as the “reptilian brain” and explain the role it plays in emotions. Include in your report* some information about the other areas of the brain, the limbic system and neocortex.
  • Label a cross-section of the human brain that illustrates the main areas of the brain responsible for cognition based on visual stimuli and resulting emotions (Thalmus, Amygdala, Visual Cortex). Create a flowchart to show how certain emotions are produced by these areas.
  • Learn about neurotransmitters and create a mindmap* to illustrate how dopamine, norepinephrine and serotonin are related to emotions.
  • Write a report* about how neurotransmitters work, the relationship between them and the main neurotransmitters thought to be responsible for emotions. Note that neurotransmitters do not only exist in the brain.
  • Write a report* about how neurotransmitters in general work and why hungry people sometimes become angry/moody. Note that neurotransmitters do not exist only in the brain.
  • Choose an emotional or psychological disorder that has been noted in multiple species and write a report* on the neuro-biological explanation for this disorder, including both medical and possibly alternative treatments.
  • Write a report for peer review* about the link between one’s heart, brain and gut, especially in terms of emotions. What implications does this have for the treatment of certain mood disorders?
  • Choose a neuroscience or neuro-biology topic related to emotional states and write a thesis* on this topic.

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Physical Sciences

  • Look at a diagram of the electromagnetic field of the heart, which changes with our emotions. Compare this with diagrams of other electromagnetic fields.
  • Learn how heat maps work. Then choose four emotions and research which areas of the human body generate heat in response to these emotions, and note any correlations and/or differences you find between those and 2 other types of heat maps.
  • Learn about waves and compare brain wave patterns during different mental states (beta, alpha, theta and delta). Using terminology used to discuss waves, discuss how these wave patterns are different.
  • Choose one neurotransmitter associated with emotional states and explore each of its chemical components. How many atoms of each element are in this neurotransmitter? Using the periodic table, determine the properties of each of these elements.
  • Choose one neurotransmitter associated with emotional states and explore its molecular structure. Create a 3-D model* using whatever materials you like.
  • Create a presentation* exploring the molecular structure of at least six neurotransmitters associated with emotional states. Use chemical drawing software or create physical 3-D models.
  • Explore the link between one or more psychoactive drugs that potentially have psychotherapeutic purposes, such as THC, and neurotransmitters. Create a presentation*, including knowledge of their chemical structures.
  • Write an essay* on a topic of your choice related to the intersection between quantum physics and human thoughts and emotions.
  • Write an essay* on a topic of your choice related to the chemical structures of psychoactive drugs that potentially have psychotherapeutic purposes and their chemical structures and relationships to neurotransmitters.

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Earth Sciences

  • Atmospheric pressure, especially sudden drops, affects our emotional states. Find out what atmospheric pressure is and draw a picture to illustrate how it is linked to weather, and talk about what emotion you might feel in low, medium, and high pressure and why.
  • Many people suffer from seasonal affective disorder or “winter blues” as the days get longer. Create a visual display* showing how the position of the sun and the seasons affects how much light we get on Earth, and learn and talk about how that may affect emotions.
  • Some people claim the moon cycle affects emotions. Create a visual display showing the moon cycle and how it affects tides on Earth, and learn and type a 1-3 page research paper* about how that may affect emotions.
  • Some people claim changes in the level of energy coming from the sun affect human emotions. Create a presentation* explaining what the solar cycle is.
  • Some people claim sunspots and solar flares affect human emotions. Write a short report* on sunspots and solar flares, including their categories and how they are produced on the Sun, and what types and amounts are supposed to affect emotions.
  • Some people claim that planetary alignments affect human emotions. Write an essay* on the astrophysics of planetary alignment and create a scientific argument for whether you see that theory is either true or untrue.
  • Write an essay* related to how sunspots and solar flares affect emotional states, using currently available research, and include 3-5 suggestions for how to use this information to create something that could benefit humanity.
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* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

SOCIAL SCIENCES

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teaching social science, teaching social sciences, teaching anthropology, teaching economics, teaching geography, teaching history, teaching law, teaching linguistics, teaching foreign language, teaching psychology, teaching sociology, teaching social research, learning social science, learning social sciences, learning anthropology, learning economics, learning geography, learning history, learning law, learning linguistics, learning foreign language, learning psychology, learning sociology, learning social research, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school
TEACHING SOCIAL SCIENCES WITHIN THE CONTEXT OF EMOTIONAL STATES

Social-Science-Theme-icon

Emotional Intelligence (EQ)

  • Look at pictures of other people, in a magazine for example. Can you identify the emotions they are feeling?
  • Empathy is an important part of EQ. Learn about empathy and make a list of 5 ways to be more empathetic towards others.
  • Being able to motivate yourself and energize others is an important part of EQ. Create a short presentation* about how to do this.
  • Write a short report* on what Emotional Intelligence (EQ) is and how to develop it. Include information about conflict management.
  • Write an essay* related to EQ and skills including negotiation, compromise and consensus-reaching within teams.
  • Research and determine which issue in your community or country you feel could be most resolved by an increase in EQ and develop and open source an EQ based strategy* for shifting the issue in a positive direction.
  • Write an open source solution-based manual for increasing EQ in professional and formal environments.

How Humanity and It's Practices Change Over Time

Foreign Languages 
(Each of the following is to be completed in the foreign language(s) being studied)

  • Learn 5 or more words for different emotional states.
  • Learn to express one’s emotional states, both in writing and verbally.
  • Create a comic strip* which involves characters’ talking about emotional states.
  • Create a poem or article* which involves characters’ talking about emotional states.
  • Compose a short story* in which various characters exhibit complex emotional states, mixed feelings etc.
  • Write a report* about how emotional states are expressed similarly or differently in the culture that uses your foreign language. Include what would be acceptable in your culture but rude in this other culture and vice versa.
  • Write an essay* about an aspect of emotional states that interests you, using mainly literature in your foreign language as references.
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* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

TECHNOLOGY AND INNOVATION

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technology, innovation, robotics, the science of learning, learning to learn, learning how to learn, computers, programming, coding
TEACHING TECHNOLOGY & INNOVATION WITHIN THE CONTEXT OF EMOTIONAL STATES

Technology-Theme-icon

Technology

  • Find an app or website that helps one deal with negative emotional states, such as stress. Try it out and see if it works.
  • Find out what the Sensu Brush is and how it should help relieve stress.
  • Learn about social media and polite versus impolite ways to express one’s emotional states there.
  • Learn about video and audio creation and design. Create an audiovisual piece that would help someone when they were stressed or feeling another negative emotional state.
  • Write a report* about social interaction systems (such as in person, electronic, social media) and how they affect one’s emotional states.
  • Write an essay* about some important developments in technologies that reduce negative emotional states and increase positive ones (e.g. toys, gadgets, household items).
  • Research some technologies that promote positive emotional states and decrease negative ones. Then either modify an existing design or design something new. Write a report* about this.

Innovation-Theme-icon

Innovation

  • List at least 3 strategies for dealing with other people’s negative emotional states.
  • List at least 5 strategies for enhancing your own emotional well-being.
  • List at least 15+ emotions. List where you feel each in your body and create a lesson plan* to demonstrate body language that is associated with each with the aim of teaching younger children how to recognize emotions in body language.
  • Test-taking may be stressful. List at least 5 strategies for taking tests that help minimize stress and anxiety during tests and exams. Put them into practice if possible and write a short reflection* on what you noticed.
  • Learn how to use breathing and other centering techniques to handle negative emotional states and create 3-5 of your own new techniques. Try these techniques and document what you notice and how you feel in a reflective journal for at least one week*.
  • Write an essay* about stress and anxiety reduction using NLP. Include other negative emotional states if you would like.
  • Write an research paper* about the relationships between philanthropy and altruism to one’s emotional well-being, and how it may change the world if more people behaved in line with philanthropy and altruism.
  • Research NLP and other practices that benefit people’s emotional states. Choose 3 and try to learn more about them in depth and their unique benefits, and create, test, and open source a regime* that integrates all three of them in what you discover to be the most effect way.
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* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

VALUES

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teaching human values, teaching abundance, teaching acceptance, teaching accomplishment, teaching achievement, teaching care, teaching awareness, teaching balance, teaching belonging, teaching bravery, teaching brilliance, teaching compassion, teaching connection, teaching confidence, teaching cooperation, teaching collaboration, teaching discovery, teaching efficiency, teaching expressiveness, teaching fairness, teaching love, teaching exploration, teaching flexibility, teaching For The Highest Good of All, teaching fun, teaching giving, teaching grace, teaching growth, teaching harmony, teaching helpfulness, teaching honesty, teaching imagination, teaching joy, teaching modesty, teaching mindfulness, teaching peace, teaching precision, teaching reason, teaching reflection, teaching reliability, teaching self-control, teaching, thoughtfulness, teaching trustworthiness, teaching unity, teaching valor, teaching wonder, learning human values, learning abundance, learning acceptance, learning accomplishment, learning achievement, learning care, learning awareness, learning balance, learning belonging, learning bravery, learning brilliance, learning compassion, learning connection, learning confidence, learning cooperation, learning collaboration, learning discovery, learning efficiency, learning expressiveness, learning fairness, learning love, learning exploration, learning flexibility, learning For The Highest Good of All, learning fun, learning giving, learning grace, learning growth, learning harmony, learning helpfulness, learning honesty, learning imagination, learning joy, learning modesty, learning mindfulness, learning peace, learning precision, learning reason, learning reflection, learning reliability, learning self-control, learning, thoughtfulness, learning trustworthiness, learning unity, learning valor, learning wonder, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school
TEACHING VALUES WITHIN THE CONTEXT OF EMOTIONAL STATES

Values-Theme-icon (1)

  • List 5 ways to show you care about someone else when they are exhibiting negative emotional states.
  • Sometimes other people exhibit negative emotional states during an argument. How could you politely express your feelings in a constructive manner? Write at least 5 phrases you could use*.
  • Create a list of 20+ emotions, and then categorize each into one of these two categories: Values Creating or Values destroying. Then write 1-3 sentences for each emotion to explain why you placed it where you did.
  • Write a short report* about emotional dependency versus emotional responsibility.
  • Learn about the emotional guidance scale and develop a way in which you could use this in a way you feel is valuable, and then teach that way to others.
  • Write a short report* about persuasion versus emotional manipulation. Include strategies for persuading with emotionally manipulating them.
  • Learn about how to protect yourself from other people’s negative emotional states and intrusion on your boundaries. Write a reflective piece about this and valuing/respecting your own boundaries*.
  • Learn about proactiveness and taking control of one’s own life, and how this impacts one’s emotional state. Write a reflective piece about this*.
  • Learn about how to manage fear and other negative emotional states and see the things one fears as challenges one can overcome and opportunities for growing and learning. After using these strategies, write a reflective piece* on how you used them, what the results were and how you felt.
CLICK HERE TO EMAIL US IF YOU HAVE AN IDEA TO ADD TO THIS SECTION

* Please note that anything with an asterisk is just a suggestion. The diversity of options with asterisks are interchangeable and purposed to stimulate your own ideas. Any one of these suggestions could be replaced with a written paper, any form of art project (drawing, painting, music, paper mache, clay, wood, knitting/embroidery, metals, etc. etc.), an experiment, a presentation, a mindmap, a computer program, a web design project, a piece of poetry or a song, an interpretive dance or play, a group project, or anything else. What we feel is most important is that both the Learner and the Teacher agree on an exercise/activity they both feel would be maximally engaging, fun, and effective. If you come up with an idea we haven’t already thought of, please share it with us.

OTHER RESOURCES

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OPEN SOURCE SUBJECT RESOURCES (click icons for complete pages)

teaching arts, teaching trades, teaching life skills, teaching building, teaching communication, teaching painting, teaching exploration, teaching rhythm and tempo, teaching tactile skills, teaching learning strategies, teaching storytelling, teaching puppet theatre, teaching planting, teaching crafts, teaching woodworking, teaching metalworking, teaching pottery, teaching theatre, learning arts, learning trades, learning life skills, learning building, learning communication, learning painting, learning exploration, learning rhythm and tempo, learning tactile skills, learning learning strategies, learning storytelling, learning puppet theatre, learning planting, learning crats, learning woodworking, learning metalworking, learning poetry, learning theatre, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching english, teaching literature, teaching sociolinguistics, teaching communications, teaching linguistics, teaching speech etiquette, teaching listening, teaching pronounciation, teaching language, teaching reading, teaching writing, teaching parts of speech, teaching comprehension, teaching speaking, teaching stories, teaching poems, learning english, learning literature, learning sociolinguistics, learning communications, learning linguistics, learning speech etiquette, learning listening, learning pronounciation, learning language, learning reading, learning writing, learning parts of speech, learning comprehension, learning speaking, learning stories, learning poems, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching health, teaching emotional health, teaching mental health, teaching social health, teaching nutrition, teaching spiritual health, teaching physical health, teaching self respect, teaching self awareness, teaching flexibility, teaching fruit, teaching vegetables, teaching grains, teaching ego, teaching connection, teaching intuition, teaching motor skills, teaching fitness, teaching outdoors, learning health, learning emotional health, learning mental health, learning social health, learning nutrition, learning spiritual health, learning physical health, learning self respect, learning self awareness, learning flexibility, learning fruit, learning vegetables, learning grains, learning ego, learning connection, learning intuition, learning motor skills, learning fitness, learning outdoors, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching math, teaching arithmetic, teaching algebra, teaching calculous, teaching calculations, teaching geometry, teaching trigonometry, teaching architecture, teaching engineering, teaching addition, teaching subtraction, learning math, learning arithmetic, learning algebra, learning calculous, learning calculations, learning geometry, learning trigonometry, learning architecture, learning engineering, learning addition, learning subtraction, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school

teaching earth sciences, teaching life sciences, teaching physical sciences, teaching astronomy, teaching states of matter, teaching motion, teaching investigation, teaching energy, teaching vibration, teaching magnetism, learning earth sciences, learning life sciences, learning physical sciences, learning astronomy, learning states of matter, learning motion, learning investigation, learning energy, learning vibration, learning magnetism, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching social sciences, teaching friendship, teaching family, teaching social skills, teaching language, teaching literature, teaching seasons, teaching fine arts, teaching emotions, teaching culture, teaching history, teaching sports, teaching relationships, learning social sciences, learning friendship, learning family, learning social skills, learning language, learning literature, learning seasons, learning fine arts, learning emotions, learning culture, learning history, learning sports, learning relationships, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching innovation, teaching awareness, teaching focus, teaching imagination, teaching strategy, teaching creativity, teaching visualization, teaching technology, teaching basic machines, teaching magnets, teaching gears, teaching coding, teaching app development, teaching design, teaching blueprints, learning innovation, learning awareness, learning focus, learning imagination, learning strategy, learning creativity, learning visualization, learning technology, learning basic machines, learning magnets, learning gears, learning coding, learning app development, learning design, learning blueprints, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school teaching imagination, teaching communication, teaching care, teaching kindness, teaching hygiene, teaching sharing, teaching playfulness, teaching teamwork, learning imagination, learning communication, learning care, learning kindness, learning hygiene, learning sharing, learning playfulness, learning teamwork, the Education for Life Program, creative kids, artistic kids, art in the context of, music in the context of, One Community education, open source education, One Community school

 

OPEN SOURCE CURRICULUM OUTLINES (click image for summaries and links to complete pages)

CARE
teaching love, teaching connection, teaching empathy, teaching compassion, teaching values, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingteaching honesty, teaching integrity, teaching ethics, ethical teaching, honest teaching, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingInterconnectedness, Sustainability Education, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingsocial equality and justice, celebrating diversity, diversity as a value, celebrating diversity
SHARE
teaching communication, teaching language skills, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingteaching sharing, teaching giving, teaching receiving, sharing in education, open source, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingcommunity contribution, a new way of living, time as your only currency, transforming life as we know itcooperating, living cooperatively, collaborative living, collaboration, working together, helping each other, global family, coming together, seeking agreement, team work
PLAY
a new way to life, living fulfilled, an enriching life, enriched life, fulfilled life, ascension, evolving consciousness, loving lifeTrue Community, how to build community, facilitating global community, community building, for The Highest Good of All, One Community, a new way to live, a new way of living, open source world, creating world change, One Community, 40+ tips for community making, One Communityteaching freedom, freedom in teaching, celebrating other perspectives, teaching other perspectives, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational livingfoundations of greatness, knowledge is power, educating kids, smart kids, wisdom curriculum, knowledge curriculum, One Community school, One Community education, teaching strategies for life, curriculum for life, One Community, transformational education, open source education, free-shared education, eco-education, curriculum for life, strategies of leadership, the ultimate classroom, teaching tools for life, for the highest good of all, Waldorf, Montessori, Reggio, 8 Intelligences, Bloom's Taxonomy, Orff, our children are our future, the future of kids, One Community kids, One Community families, education for life, transformational living

 

OPEN SOURCE TEACHING METHODOLOGY SUMMARIES

Montessori | Waldorf | Orff | Reggio | Multi-Intelligence | Bloom's Taxonomy | Study Tech | I-WE

 

INDEX OF ALL THE ONE COMMUNITY OPEN SOURCE LESSON PLANS
Lesson Plans for Life Image, One Community lesson plans

Click this image for the Lesson Plans for Life page with links to the rest of the lesson plans

 

THE WORLD'S LARGEST ONLINE FREE EDUCATION RESOURCE ARCHIVE

 

RELATED CONTENT AND OTHER RELATED RESOURCES

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