Lesson plan

Develop a concept map
Talk about the title of this episode Going Under. Brainstorm all the meanings it may have from the very literal e.g. animals who live underground, to the broader notion of being overcome or submerged. Develop a concept map to categorise the ideas.

View and discuss the video
Now watch the Beverley segment in Part A of the episode Going Under, which shows animals exploring and burrowing underground; the Lotis segment where, with the help of Nipper, she tries to understand what are feelings and emotions; and all of Part B.

Make lists
Ask students to list all the things that went 'under' in this episode. Remind them to look beyond the literal or really obvious meaning.

Compare lists at the conclusion of viewing and note any interesting or unusual observations. Ask the students compare their ideas about Going Under from their concept map, with those of the writers of the Lift Off story. Try and match up examples where the writers have included an idea from the students' brainstorm.

Discuss the song
Listen carefully again to the lyrics of the Going Under song sung by the characters Jenny and Ted Burke at the beginning of Parts A and B. Discuss the meaning of this song and reasons why it is included in this episode. What is its purpose?

Going Under Lyrics by Denny Lawrence and Jan Preston

When you may not show it, but you're hurting deep inside. When you are frightened and you want to run and hide.
When your darkest fears are brought on in silent tears.
Here's a way to go when you are low.

Going under. Going under.
Down to what you really feel.

All the world is full of wonder that your feelings can reveal.
Feelings are funny things, everybody has them, even cats and kings.
Hurt and anger, fear and apprehension
are emotions needing your attention.

Going under. Going under.
Down to where you really feel,

Yes you'll find a world of wonder down to what you really feel.
What you feel.

Handling Fear
Watch and discuss the swimming incident between Poss and Kim in Part B of this episode. Ask questions such as: What is the problem? How do you think Kim feels? How do you think Poss feels?

Discuss the story from Kim's point of view. Ask students to reflect on how they know Kim is afraid of going under water.

• Why do you think Kim is afraid of going under water?
• How does Kim feel about her problem?
• Why do you think Kim reacts in such a way?

Talk about the special effects (sound and light) used to create this feeling.

Make a list and discuss fear
Allow time for your students to list all of the things they used to be scared of but are not scared of any more. Discuss why these things don't scare them now. Ask students to indicate what makes them feel scared now. Focus on identifying feelings and discussing why they feel this way.

Discuss feelings
Talk about teasing. How does it make people feel? Look back at the story and consider both the person doing it (Poss) as well as the person being teased (Kim). If Poss was able to explain her behaviour what do you think she might say?

Try a role play
Make a list of the ways Poss could help Kim overcome her fears instead of fighting with her. Students can then develop and role-play some of the different ways Kim and Poss might deal with this situation.

Discuss reading Feelings
In Part A, Lotis and Nipper clarify the meaning of the word 'emotion' and discuss different feelings. They practise reading people's emotions through facial expressions. Brainstorm with your class the range of different emotions that people experience.

Make a chart that lists the categories of emotions with some indication of degree of feeling e.g. upset, annoyed, angry, outraged. Talk about the physical reactions people have to strong emotions. Illustrate the list with pictures from magazines or student drawings.

In pairs, ask the students to mime these emotions - first using face only, and then face and body. Discuss the different responses people may have to the same situation e.g. to a roller coaster ride, going to a new class, doing an exam.

Extension activity
There have been many picture books that deal with strong feelings. Discuss students' responses to reading such books and if they can relate to them. Talk about choosing to feel in certain ways and making different choices.

Some picture books that deal with feelings and emotions:

Hiawyn Oram, Angry Arthur
Maurice Sendak, Where the Wild Things Are
Aliki, Feelings
Anthony Browne, Willy the Wimp
Robert Munsch, The Paperbag Princess
Steven Kellogg, There's a nightmare in my cupboard
P Borgeois, Franklin who was afraid of the dark
Eric Carle, The bad tempered ladybird

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