Mild to Strong Emotions

Personal & Social DevelopmentEmotional LiteracyAges 7–9

Understand that emotions come in different intensities — from mild to strong — and that the same emotion can feel very different depending on how intense it is (e.g., annoyed → angry → furious, or nervous → anxious → panicked)

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Teaching Table

Set out your lesson

Discuss a conventional mild-to-strong word order and choose support according to a fictional person's stated need.

Activity

Knows basic feeling words; numerical ratings and personal disclosure unnecessary.

Policy

Check activity readiness with accessible response; pause or supply prerequisite help when needed. Do not treat age range or graph position as attainment.

Adult Preparation

Open teaching first, then learner cards. Adult key stays separate. Read supplied content; do not invent a passage, scene or history image.

Stage Separation

Show and guided material are for teaching. Put them aside before recall; any passage, word bank or model used during the check must be recorded as support. Learner givens remain available for source-reading tasks.

Optional Objects

Only scrap paper, pencil or ordinary safe objects where the authored task explicitly uses them; oral/pointing alternatives allowed.

Privacy

No account, recording, real-user data or compulsory personal disclosure.

Materials are ready in each step. Use them on screen or print just the current step. Put teaching examples aside before the learner tries.

What this lesson covers and its limits

These are bounded opportunities, not learner attainment. Partial and blocked source requirements remain so.

partial: Understand that emotions come in different intensities — from mild to strong — and that the same emotion can feel very different depending on how intense it is (e.g., annoyed → angry → furious, or nervous → anxious → panicked)
Bounded objective and prepared task only; all examples, universal claims and real-world behaviour are not established. Own-emotion rating in a real situation is not tested or required. Intensity does not excuse harm, and visible calm is not proof of low intensity.
opportunity: Place three related emotion words in order from mild to strong
Three related words are supplied for ordering.
partial: Rate their own emotion on a simple scale (e.g., 1-5) in a real situation
No own-emotion real-situation rating collected.
opportunity: Explain why recognising intensity matters for choosing how to respond
Fictional stated needs support a reasoned choice.
partial: Can {{name}} tell the difference between being a bit annoyed about losing a game and being truly furious — and explain that they're different levels of the same feeling?
Prepared adapted check is not a complete equivalent to all source contexts, images or genuine independent habits. Own-emotion rating in a real situation is not tested or required. Intensity does not excuse harm, and visible calm is not proof of low intensity.

Own-emotion rating in a real situation is not tested or required. Intensity does not excuse harm, and visible calm is not proof of low intensity.

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Discuss a conventional mild-to-strong word order and choose support according to a fictional person's stated need.

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Check understanding

Place three related emotion words in order from mild to strong
Rate their own emotion on a simple scale (e.g., 1-5) in a real situation
Explain why recognising intensity matters for choosing how to respond

“Can your child tell the difference between being a bit annoyed about losing a game and being truly furious — and explain that they're different levels of the same feeling?”

Curriculum record

Type: Conceptual
Subject: Personal & Social Development
Domain: Emotional Literacy
Age range: Ages 7–9

Standards

ib-pyp-pspe:PSPE-ID-LO-P2-10