Brain-Gut Harmony Lab

Overview

This lesson is Lesson 4 of 30 in The Ultimate Guide to Me unit. Students explore how the brain can influence the stomach (brain–gut connection) by running a controlled “gut feeling” investigation and by completing a digestible, low-friction food–mood survey and simple family pattern data writing with visual reasoning.

Learning intentions

• Students will plan and conduct a fair test to explore “gut feeling” responses after a controlled change.
• Students will identify the independent variable, dependent variable, and controlled variables in their investigation.
• Students will identify safety risks when handling food, water, and classroom materials.
• Students will communicate findings using clear cause–effect sentences and a simple visual reasoning chain (dot-points, arrows, or sequence icons).

Success criteria

• I can state what I changed, what I measured, and what I kept the same.
• I can record results clearly (counts, ratings, or observations) and use a consistent scale.
• I can explain one possible brain–gut link using a cause–effect sentence.
• I can complete the food–mood survey and summarise family eating patterns without needing lots of writing.

Curriculum links

• Science: AC9S6I02 — plan and conduct repeatable investigations; decide variables; control fair testing; describe risks; plan safe equipment use and permissions where needed.
• English (supporting communication): AC9E6LY06 — create informative text using purposeful language and sentence structures; communicate ideas and findings for an identified purpose/audience.
• Health/Wellbeing through diet selection (conceptual link): AC9TDE6K04 — explain how food characteristics can influence preparation and healthy choices (used here to interpret food–mood responses).
• (Optional integration) Mathematics/Stats: if desired, use simple counting/charting of survey results and compare patterns (aligned to conducting investigations and communicating findings).

Lesson structure (45 minutes)

1. 0–5 min · Dopamine hook (visual story). Teacher shows an illustration scene of a nervous “brain messenger” sending signals to a stomach during a school-day worry. Teacher asks: “What might your tummy do when you feel worried?” Student responds verbally while pointing to parts of the picture.

2. 5–12 min · Set up the fair test (micro-direct teach). Teacher explains today’s investigation goal: “We will test how a single change affects a gut feeling rating.” Teacher provides a simple graphic organiser with three boxes: Changed / Measured / Kept the Same. Student helps fill it in orally.

3. 12–22 min · Gut feeling investigation (repeatable). Choose one safe, simple controlled change depending on available materials and student needs (teacher selects):

• Example option A: “Sip of water at room temperature” vs “sip of water after a short calming breathing routine” (no food allergens). Teacher demonstrates steps and safety reminders (no tasting unknown items, wash hands, keep water cups labelled, stop if discomfort occurs). Student performs 3 trials for each condition, recording a quick gut rating (0–5) or “tight/relaxed” observation using icons. Teacher circulates via observation: check the student records the same measurement each time.

4. 22–29 min · Variables check + safety reflection. Teacher prompts: “Which variable did you change?” “What did you measure?” “What did you keep the same each trial?” Student answers using the organiser verbally, then adds one written label only (teacher writes if needed).

5. 29–38 min · Digestive Pattern Survey (low reading friction). Teacher provides a short food–mood questionnaire with mostly multiple-choice and faces/smiley icons. Student completes:

• Favourite drink/food that week (select)
• Before/after school energy (icon)
• Tummy comfort (icon)
• Hunger fullness timing (icon) Teacher reads any prompts aloud. Student answers verbally if writing fatigue occurs; teacher records.

6. 38–45 min · Family pattern cause–effect chain (visual reasoning writing). Teacher gives a “reasoning chain” strip: Food / Time / Body feeling → Brain–gut link with arrow icons. Student completes one short cause–effect sentence (teacher supports with a template):

• “When I have ___, my tummy feels ___. This might be because the brain affects the gut during changes in stress and body signals.” Student finishes with one “Next step” idea: “I will test ___ next time.”

Resources

• Story illustration printout (brain messenger → stomach)
• Investigation graphic organiser (Changed/Measured/Controlled)
• Gut rating scale (0–5) with icons
• Cups with water (labelled), paper towels, hand wipes
• Stopwatch/timer
• Food–mood survey sheet with faces/icons and sentence starters
• Family eating pattern mini-chart template (simple categories: breakfast/lunch/snacks/drinks)
• Sentence starter cards and arrow icons (cause–effect chain)
• Visual timer

Assessment

• During the fair test: teacher checks the student can correctly identify changed/measured/controlled variables using the organiser.
• During recording: teacher checks for consistent use of the rating scale across trials.
• Quick final check (1 minute): student orally explains one cause–effect statement about brain–gut communication and one safety rule used today.

Differentiation

• Provide sentence starter templates and allow verbal responses only; teacher records to reduce writing fatigue.
• Use icons, colour-coding (green=kept same, blue=changed, purple=measured) to reduce reading load.
• Offer “choice of investigation option” so the student can select a condition that feels safe and engaging.
• For attention needs, use short bursts: demonstrate (1), try trial (2), record (3), repeat (4) with a visible timer.
• Dyslexia-friendly supports: large print, minimal text, teacher-led reading, and checklist-based responses.

Extension (skip)

• Not included (keeps the lesson focused within 45 minutes).