Jessica Francis5th Grade

MOOD MUSIC

In this lesson, students brainstorm the diff erent things that trigger various emotions and a variety of healthy and unhealthy responses. They learn about the relationship between emotions and mood and consider why it is important to recognize our emotions and manage our moods. They create a survey and collect data on the eff ects of music on emotions. They then graph and analyze the data they collect to determine the most common emotions evoked by certain songs. Students then create personal playlists to help them manage their emotions and improve their moods.

LESSON OVERVIEW

Students will be able to: Understand how emotions aff ect our choices and our

overall health and wellness Identify some of the key factors that aff ect our

emotions Conduct an experiment to determine the eff ects of

music on emotions Analyze the results of an experiment and use the

information to create tools to help manage emotions and improve mood

LEARNING OBJECTIVES

National Science Education Standards: 4ASI1.4: Abilities necessary to do scientific inquiry:

Use data to construct a reasonable explanation. 4ASI1.2: Abilities necessary to do scientific inquiry:

Plan and conduct a simple investigation. 4ASI2.6: Understandings about scientific inquiry:

Review and ask questions about results. 4ASI2.4: Understandings about scientific inquiry:

Develop explanations using observations (evidence).

ACADEMIC STANDARDS

3.MD.3: Draw a scaled picture graph and a scaled bar graph to represent a data set with several categories. Solve one- and two-step "how many more" and "how many less" problems using information presented in scaled bar graphs. For example, draw a bar graph in which each square in the bar graph might represent 5 pets.

COMMON CORE MATH STANDARDS

6. Technology Operations and Concepts: Students demonstrate a sound understanding of technology concepts, systems, and operations.

b. Select and use applications eff ectively and productively.

NATIONAL EDUCATIONAL TECHNOLOGY STANDARDS

Manage your emotions to help influence your ability to rest and to make good food and move choices.

Changing a behavior starts with you finding a reason to change your behavior and wanting to change your behavior.

FIT TAKEAWAYS

What Puts You in a Bad Mood (Video): http://fi t.webmd.com/kids/mood/videos/mood-videos?vid=vd-1878-kids-0002&ecd=cpl_dsc_lnk_1890

Your Mood Horoscope (Interactive): http://fi t.webmd.com/kids/mood/eval/your-fi t-mood-

horoscope

FIT RESOURCES

This lesson requires roughly 3 30-minute class periods or 4 20-minute class periods to complete.

TIME FRAME

Create cards with faces reflecting the following six emotions: happy, tired, angry, bored, sad, and anxious (one card per student).

Identify four music clips from diff erent genres (e.g., classical, pop, rock, jazz) that might convey and/or trigger a range of diff erent emotions to students. Grooveshark off ers an extensive library of songs that can be streamed for free. You may also wish to consult with a music teacher to get song recommendations and recordings.

TEACHER PREP

Mood – A state or quality of feeling or being. Emotion – A strong feeling such as happiness,

sadness, or fear.

VOCABULARY

1 . B e f o re c l a s s b e g in s , t a p e c a rd s re p re s e n t i n g t h e s i x e m o t i o n s o n t h e w a l l s o f t h e c l a s s ro o m . 2 . O p e n t h e c l a s s b y h a n d i n g o u t o n e f a c e c a rd t o e a c h s t u d e n t . M a ke s u re t h a t t h e c a rd s a re f a c e

d o w n a n d ex p l a i n t o s t u d e n t s t h a t t h e y m u s t n o t re v e a l t h e e m o t i o n o n t h e i r c a rd . H a v e s t u d e n t s w a l k a ro u n d t h e ro o m a n d fi n d t h e o t h e r s t u d e n t s w i t h t h e s a m e e m o t i o n

w i t h o u t t a l k i n g . T h e y c a n u s e f a c i a l ex p re s s i o n s a n d / o r a c t o u t t h e e m o t i o n . 3 . O n c e s t u d e n t s h a v e f o u n d o t h e r s w i t h t h e s a m e e m o t i o n , t h e re s h o u l d b e s i x g ro u p s . I n t h e i r

g ro u p s , t h e s t u d e n t s s h o u ld re fl e c t o n a n d d i s c u s s t im e s i n w h i c h t h e y h a v e ex p e r i e n c e d t h e p a r t i c u l a r e m o t i o n t h e i r g ro u p w a s a s s i g n e d . Fo r e a c h ex a m p l e , t h e y s h o u l d i d e n t i f y w h a t t r i g g e re d t h e e m o t i o n a n d w h a t c h o i c e s t h e y m a d e i n re s p o n s e t o t h e e m o t i o n . Yo u m i g h t w a n t t o p ro v id e a n ex a m p l e s u c h a s , “ I w a s t i re d y e s t e rd a y b e c a u s e I d i d n ’ t s l e e p w e l l a n d I e n d e d u p d r i n k i n g t o o m u c h c o ff e e , w h i c h m a d e m e f e e l a n x i o u s . ”

4 . O n t h e b o a rd , c re a t e a t h re e - c o l u m n c h a r t l a b e l e d Tr i g g e r , E m o t i o n , a n d Res p o n s e . A s k s t u d e n t s t o s h a re i d e a s t h a t s u r f a c e d d u r i n g t h e i r d i s c u s s i o n a n d w r i t e t h e s e i n t h e t h re e c o l u m n s .

5 . A s k s t u d e n t s t o i d e n t i f y w h i c h o f t h e i d e a s i n t h e Re s p o n s e c o l u m n a re h e a l t h y c h o i c e s a n d w h i c h o n e s a re u n h e a l t h y c h o i c e s . Fo r e a c h o f t h e u n h e a l t h y c h o i c e s , a s k s t u d en t s i f t h e y c a n i d en t i f y a h e a l t h y a l t e rn a t i v e .

6 . E x p l a i n t o s t u d e n t s t h a t o u r e m o t i o n s a ff e c t t h e c h o i c e s w e m a ke a n d w e ’ re o f t e n n o t e v e n a w a re o f i t . I f w e d o n ’ t p a y a t t e n t i o n t o o u r e m o t i o n s , w e c a n m a ke u n h e a l t h y c h o i c e s . Ta k in g t i m e t o c h e c k i n w i t h o u r s e l v e s a n d t h i n k a b o u t h o w w e ’ re f e e l i n g c a n h e l p u s m a ke h e a l t h y c h o i c e s .

7 . I n t ro d u c e t h e d e fi n i t i o n s f o r m o o d a n d e m o t i o n . H e l p s t u d e n t s u n d e r s t a n d t h a t m o o d s d i ff e r f ro m e m o t i o n s i n t h a t t h e y a re l e s s i n t e n s e , l e s s s p e c i fi c , a n d l e s s l i ke l y t o b e t r i g g e re d b y s p e c i fi c e v e n t s . I t i s s o m e t im e s h a rd t o k n o w w h y w e a re i n a p a r t i c u l a r m o o d , b u t i t ’ s i m p o r t a n t t o t h i n k a b o u t w h a t w e ’ re f e e l i n g a n d w h y w e ’ re f e e l i n g t h a t w a y s o t h a t w e c a n fi g u re o u t h o w t o f e e l b e t t e r.

8 . H a v e s t u d e n t s w a t c h t h e v i d e o “ W h a t Pu t s Yo u i n a B a d M o o d ? ” a n d d i s c u s s v a r i o u s t r i g g e r s f o r b a d m o o d s a n d w h a t t h e s t u d e n t s s a i d t h e y d o t o i m p ro v e t h e i r m o o d s .

9 . D r a w in g o n t h e ex a m p l e o f t h e g i r l w h o s a i d s h e l i s t e n s t o Ta y l o r S w i f t m u s i c , ex p la i n t h a t o n e w a y t h a t m a n y p e o p l e i n fl u e n c e t h e i r e m o t i o n s a n d i m p ro v e b a d m o o d s i s b y p l a y i n g p a r t i c u l a r t y p e s o f m u s i c .

CLASSROOM ACTIVITIES: ENGAGE

1. Explain to students that everyone reacts to music in a unique way, so they are going to conduct an experiment to test how music aff ects people’s emotions and moods.

2. Have students use the Your Mood Horoscope (http://fi t.webmd.com/kids/mood/eval/your-fi t-mood-horoscope) to evaluate their moods before any music is played. They should write down their moods in a chart provided.

3. After you have played the final clip, ask students to reflect on and describe their moods. Do they see any changes?

EXPLORE

1. Have students use the data in the tables to create bar graphs or c irc le graphs representing each song. Students can use a tool l ike Create-a-Graph (http:/ /nces.ed.gov/nceskids/createagraph/default .aspx?ecd=cpl_dsc_lnk_1890) to create digital versions of their graphs.

2. Ask students to share their graphs in smal l groups. Have students ident i fy the most common emotion tr iggered by each song. Then have them discuss how their personal react ions compared to those of the larger group.

3. Discuss the results of the experiment as a large group. Ask students to consider why they think each song tr iggered the emotions i t did. Ask students to consider how the music aff ected people’s moods and what they learned about the relat ionship between emotions and moods. Discuss diff erences in the results among individuals and groups and emphasize that everyone reacts to music in their own way.

4. Reinforce the fol lowing key ideas: Our emotions infl uence our choices. We need to recognize our emotions and manage our moods to help us make

healthy choices. One way to manage our moods is to l isten to music that makes us feel good.

EXPLAIN

1. Explain to students that they are going to create personal playlists based on songs with which they are familiar to help them manage their emotions and improve their moods. Playlists should include at least 3 songs. After students select their songs, they should write brief “album notes” that explain why they chose each song and the type of mood the songs are intended to infl uence.

2. Invite students to share their playlists in small groups. As they share, students should explain the emotions the songs are meant to target and why the songs help improve their mood.

3. After students have presented, reinforce the idea that listening to music is one healthy technique to infl uence emotions and manage moods, but students must fi rst recognize the mood they are in and what’s causing it in order to choose a healthy way of responding to it.

ELABORATE

1. Why is it important to find ways to recognize our emotions and moods?

2. What is the diff erence between emotions and moods?

3. Identify three times during the day that you can check in with yourself to figure out how you’re feeling.

4. Name three healthy choices that can be made to improve one’s mood.

EVALUATE

1. Students can conduct the same survey with another class and/or at home and then help other students and/or family members to make their own playlists.

2. Students can extend or create additional playlists to share with classmates.

3. Students can read the article Bust Bad Moods! (http://fi t.webmd.com/kids/mood/article/bust-bad-moods?ecd=cpl_dsc_lnk_1890) and identify additional healthy techniques, beyond music, for dealing with bad moods.

EXTENSIONS