Heartbeats & Feelings

Overview

Lesson 2 builds on Lesson 1’s nervous system focus by using two scientific tools: a repeatable heart-rate challenge (experiment) and a structured emotion-response survey (data). Students interpret results to explain how emotions can influence body responses, supporting the wider unit “The Ultimate Guide to Me”.

Learning intentions

• Students will plan and carry out a fair heart-rate investigation by identifying variables and keeping conditions consistent.
• Students will measure heart rate accurately and record results in a clear data table.
• Students will complete a structured emotion-response survey and describe patterns in the data.
• Students will use a guided paragraph template to communicate findings with simple scientific language.

Success criteria

• I can identify the variable I change, the variable I measure, and what I keep the same for a fair test.
• I can measure and record my heart rate (beats per minute) in at least two conditions.
• I can match an emotion choice to my heart-rate result and explain what pattern I notice.
• I can write (or dictate) a short scientific paragraph using the sentence frame.

Curriculum links

• Science — planning and conducting repeatable investigations, including deciding variables (changed/measured/controlled), describing potential risks, and planning safe equipment/material use and required permissions.
• Mathematics — planning and conducting statistical investigations by posing/refining a question, collecting relevant data, analysing/interpreting it, and communicating findings in context.
• Health — participating in physical activity and investigating body reaction to different intensity levels.
• Cross-curriculum skill — communicating findings using clear structure and appropriate representations (table/graph and short report).

Lesson structure (45 minutes)

1. 0–5 min · Dopamine hook (visual + movement). Teacher shows a simple “My Body Signals” story-style illustration (adventurer face + heartbeat icon + emotion icons) and asks: “What do you think happens to heart rate when emotions change?” Student chooses one emotion card (e.g., calm, worried, excited, annoyed) and points to a matching face icon.

2. 5–12 min · WALT + safety + investigation setup. Teacher explains: today we do a safe heart-rate challenge, then a survey. Remind: sit if dizzy; stop if unwell; water available. Student labels a small investigation sheet with three parts: “Change / Measure / Keep same” and puts a finger on the time-keeping tool (stopwatch).

3. 12–22 min · Direct teach: fair test variables. Teacher demonstrates the variables using a mini anchor chart:

• Changed: emotion situation prompt (e.g., “think of a time you felt excited” vs “think of a time you felt calm”)
• Measured: heart rate (bpm)
• Controlled: same challenge level, same counting method, same time interval, similar rest time, same body position when measuring Student verbally repeats the variable roles and selects what “keep same” will be for today (e.g., “same chair, same stopwatch method, 30-second count then ×2”).

4. 22–33 min · Heart-rate challenge (repeatable, short bursts). Teacher runs two conditions with consistent instructions:

• Condition A: “Calm focus” (1 minute prepare + 30-second measure)
• Condition B: “Excited focus” (1 minute prepare + 30-second measure) Teacher prompts calm breathing between measures. Student measures pulse at wrist or neck for exactly 30 seconds, records bpm in a table, then repeats once more per condition (so there are at least two data points per condition).

5. 33–40 min · Emotion-response survey (structured, low reading friction). Teacher gives a pre-printed or audio-supported survey: 6 items max, each with emoji scale (Not at all / A bit / A lot). Questions link emotion to body: “How strong was this feeling?” “How fast did your body feel?” “Where did you notice it?” Student completes the survey, either by circling or dictating responses while teacher records.

6. 40–45 min · Data pattern + guided communication (no heavy writing). Teacher provides a guided paragraph template (or dictation option):

• “In this investigation, I tested how ______ affects my ______.”
• “When I felt ______, my heart rate was about ______ bpm.”
• “When I felt ______, my heart rate was about ______ bpm.”
• “I notice the pattern ______. This suggests that my emotions can ______.” Student fills blanks (writing lightly or speaking; teacher transcribes).

Resources

• Stopwatch or timer (phone or standalone)
• Pulse-measuring guide card (show where to place fingers)
• Investigation data table (2 conditions × 2 repeats)
• Emotion cards (calm, excited, worried, annoyed) with emoji faces
• Structured emotion-response survey (6 items, emoji scales)
• Guided paragraph sentence frame (print and dictation version)
• Water, chair, and optional comfortable mat
• “Anchor chart” mini print: Change / Measure / Keep same
• Dyslexia-friendly options: audio read-through script; large-font printables

Assessment

• Teacher checks understanding during variable step: student correctly identifies changed/measured/controlled (verbal check).
• Teacher observes measurement accuracy: student counts for the right duration and records bpm correctly (quick check).
• Data interpretation check: student states one pattern noticed (e.g., “excited was higher than calm”).
• Optional 1-question exit ticket (verbally): “What emotion-condition had the highest heart rate?”

Differentiation

• Support: Provide a visual variable card set; allow student to choose only two emotions (calm vs one other) to reduce cognitive load.
• Support: Offer audio-supported survey prompts and sentence frame dictation; use large icons and short phrases.
• Challenge/extension within lesson: If the student finishes early, add a third condition (e.g., “worried”) using the same protocol and compare all three.
• Sensory/AVOID overload: Keep talk time short; use timer cues and hand signals; allow brief movement “reset” between measures.
• Neuroaffirming approach: Emphasise that “focus thoughts” are practice, not performance—patterns may vary day to day.

Notes for teacher pacing (single student)

• Keep transitions tight and use the timer visibly.
• Aim for calm, high-success repetition: 2 conditions × 2 measures is enough for meaningful patterns in one session.