Brain–Gut Connections

Overview

In this second lesson of the unit “The Ultimate Guide to Me”, students explore how thoughts and emotions can create physical “tummy feelings”. They build a mind map that links brain activity to gut reactions, using visual and low-reading tasks suited to neurodivergent learners.

Learning intentions

WALT:

• Identify that thoughts and feelings can affect body sensations, including tummy feelings.
• Name physical sensations that can happen when people feel anxious or unsafe.
• Create a mind map showing connections between brain activity and gut reactions.
• Practise describing at least three brain-to-gut links using clear, age-appropriate language.

Success criteria

I can:

• Draw a mind map with a brain-centre and at least three gut-reaction links.
• Describe each link using a simple cause-and-effect sentence (e.g., “When I worry, my tummy feels…”).
• Label common anxiety-related body sensations (e.g., butterflies, tight stomach, nausea, stomach ache).

Curriculum links

• Health and Physical Education: apply strategies to manage emotions and analyse how emotional responses influence interactions, including exploring emotions linked to feeling unsafe or uncomfortable and proposing strategies to manage them.
• Health and Physical Education: analyse how emotions influence decision-making in peer-group, family and movement situations (as examples of when tummy feelings guide choices).
• Science (communicating ideas): write/create a text for a purpose and audience using appropriate language and clear organisation, including multimodal/digital options (mind map as a communication text).

Lesson structure (45 minutes)

1. 0–5 min · Warm-up (high-dopamine, low reading). Teacher shows three emoji cards: thinking/worrying, “tummy feelings”, and calm. Students choose one that matches how their body feels right now, then hold up the card. Student task: point to the emoji that best fits their current body state and share one word (e.g., “nervous”, “okay”, “excited”).

2. 5–12 min · Mini lesson with visuals (brain → body). Teacher uses a large diagram: a simple brain icon connected to a tummy icon, with arrows and icons for possible sensations (tight stomach, butterflies, nausea, cramps, “need the toilet”, heat/cold in tummy). Student task: match 3–5 sensation icons to “when worry/anxiety shows up” and explain one in their own words (teacher accepts approximations).

3. 12–22 min · Build understanding: body scan micro-bursts. Teacher leads a 20–30 second “quiet body scan” followed by a 60–90 second share. Repeat twice, using safe prompts: “Notice your tummy. Is it relaxed, tight, fluttery, or calm?” Student task: record observations using a colour dot on a “Tummy Thermometer” sheet (green=calm, amber=mild, red=strong).

4. 22–35 min · Core task: mind map creation (hands-on, project style). Teacher provides a pre-drawn mind map page: centre circle “My Brain (thoughts)” and outer blank bubbles labelled “Gut reaction”. Optional sentence starters and icon bank are available. Student task: create connections by adding at least three arrows from brain-thought bubbles to gut-reaction bubbles. For each arrow, add one sentence label:

• “When I think ____ (worry/plan/remember), my tummy feels ____.”
• “If I feel unsafe, my stomach may ____.”
• “This can affect what I do, like ____.” Teacher circulates and prompts deeper accuracy: “Is it cause (thought) or effect (tummy)?” and “What exact sensation do you notice?”

5. 35–42 min · Quick share + validate. Teacher asks the student to point to each arrow and read/say the label. If reading is hard, the student points and speaks; teacher writes a neat caption. Student task: present the mind map to the teacher (one-minute explanation).

6. 42–45 min · Exit check (formative). Teacher asks three fast questions on a single sheet/whiteboard:

• “Name one brain thought/emotion.”
• “Name one tummy sensation.”
• “Show one arrow (brain → gut) and say the cause-effect.” Student task: answer using pointing + one short sentence.

Resources

• Pre-drawn mind map sheet (brain centre, tummy nodes, arrow templates)
• Emoji cards (thinking/worrying/calm)
• Sensation icon bank (butterflies, tight stomach, nausea, cramps, toilet urge)
• Colour dot “Tummy Thermometer” sheet
• Sentence starters with word bank (optional)
• Coloured pencils/markers
• Visual diagram: brain to tummy connection poster
• Timer (visual countdown)
• Optional digital tool: tablet mind-map app or drawing app (if available)

Assessment

• Formative during lesson:
• Checks during the mini lesson: student matches anxiety-related sensations to “tummy feelings”.
• Mind map review: teacher confirms at least three correct brain-to-gut connections and labels.
• Oral description: student can explain each connection using cause-effect language.
• Exit ticket:
• One brain thought/emotion + one tummy sensation + one correctly stated arrow.

Differentiation

• Support:
• Provide icon-only connection option with teacher-scribed sentences.
• Offer sentence starters and a word bank to reduce writing load.
• Use short timed bursts (20–90 seconds) to match attention variability.
• Dyslexia-friendly options:
• Allow audio recording of labels (teacher transcribes later).
• Use large fonts, high-contrast colouring, and reduce text per bubble.
• Accept “point-and-say” responses as evidence of understanding.
• Extension (only if student finishes early):
• Add a fourth link that includes an emotional intensity level (mild/strong) and a strategy idea (e.g., breathing, grounding).
• For neurodivergence/emotional safety:
• Offer a “choose calm” option if body scan feels uncomfortable.
• Reinforce that tummy sensations are normal and not “danger signals”; they are clues about feelings.