Nervous System Basics

Overview

This first lesson of “The Ultimate Guide to Me” introduces the nervous system and links it to feelings (emotions). Students will use a simple, highly visual diagram and careful discussion to explain how the brain can contribute to anxiety.

Learning intentions

• Students will describe the nervous system using a labelled diagram.
• Students will explain how the nervous system influences feelings and emotions.
• Students will identify the brain’s role in “anxiety signals” (feeling worried or on edge).

Success criteria

• I can label the brain, spinal cord and nerves on a diagram.
• I can describe what the nervous system does (sends messages).
• I can explain, using the diagram, how brain messages can make me feel anxious.

Curriculum links

• Science: AC9S6I02 — plan and conduct repeatable investigations; (for this lesson, students practise fair testing thinking by using a consistent diagram/model to communicate reliably).
• Health: AC9HP6P06 — apply strategies to manage emotions and analyse how emotional responses influence interactions (students focus on how emotional responses can be driven by nervous system signals).
• English Literacy: AC9E6LY06 — create texts to communicate ideas and findings for a specific purpose/audience (students create a short labelled explanation for their family/learning log).

Lesson structure (45 minutes)

1. 0–5 min · Dopamine hook (visual). Teacher shows 2 images: a “calm face/body” and a “worried face/body”, plus a simple line “message” animation (teacher draws on board). Students give one word each for what they notice about feelings and body state.

2. 5–12 min · Mini direct teach (low reading friction). Teacher explains: “Your nervous system is like a message network.” Teacher uses finger-tapping to model: brain (head tap) → spinal cord (middle tap) → nerves (arm/hand taps). Students repeat with their hands while teacher points to a blank diagram. Teacher note: Pause at key terms (brain, spinal cord, neurons) and ask students to turn-and-talk about how signals move through the body.

3. 12–20 min · Visual diagram building (hands-on). Teacher distributes a pre-drawn outline of a head + spinal column with three blank callout spots. Students colour and label: Brain, Spinal cord, Nerves. Option for low-friction/dyslexia-friendly support: provide label cards (cut-outs) and allow students to match-and-stick rather than write.

4. 20–28 min · Anxiety role play (brain signals). Teacher reads a short scenario (teacher reads aloud; printed for those who want to follow): “You hear a loud noise before a test/meeting.” Students choose between two emotion cards: calm or anxious/worried and hold up the card. Teacher prompts: “What does the brain do when it gets a ‘danger message’?” Students use the diagram to say: “The brain receives a message and sends signals through nerves, which can make my body feel anxious.”

5. 28–36 min · Teach-back in pairs (or student-to-teacher if only one). Students practise a 30–45 second explanation using a sentence frame on the board:

• “The nervous system is a message network that…“
• “The brain helps when I feel… because…“
• “On my diagram I can show this by…“ Teacher listens for correct labels and the “messages → feelings” link.

6. 36–42 min · Quick “evidence check” (exit product). Students complete a short “Diagram + one sentence” task: write or dictate one sentence explaining the nervous system’s influence on emotions using at least one labelled part (brain/spinal cord/nerves). Teacher uses a checklist while student completes.

7. 42–45 min · Reflect & closure. Teacher asks: “One thing I now understand about feelings is…” Students answer with one sentence or a drawing arrow from brain to feeling.

Class video resource: Nervous System (Amoeba Sisters) - 11:32

Resources

• Pre-drawn nervous system diagram worksheet (head + spinal cord + three callout areas)
• Label cards for brain/spinal cord/nerves (cut-and-stick option)
• Coloured pencils/markers (2–3 colours maximum for clarity)
• Emotion cards: calm, anxious/worried (with simple icons)
• Scenario cards (teacher-read; short, plain language)
• Sentence frames on a single-page visual (wipe-off board or printed)
• Whiteboard marker for finger-message modelling
• A3 or A4 “learning log” page for the exit sentence
• Class video resource: Nervous System (Amoeba Sisters) - 11:32

Assessment

• Formative checklist during diagram building: can the student correctly label all three parts?
• Formative listening during teach-back: can the student link nervous system messages to feelings/emotions (brain → nerves)?
• Exit task: diagram with one sentence (or dictated response transcribed by teacher) using at least one diagram label.

Differentiation

• Dyslexia-friendly supports: label cards, matching/sticking, minimal writing, teacher transcription if needed, and audio-first participation.
• Short burst structure: frequent movement (tap-model) and quick choice cards to reduce cognitive load.
• Provide options: student may draw arrows on the diagram (visual evidence) instead of writing full sentences.
• Neurodivergent regulation: allow brief sensory breaks (water sip, 30-second stretch) between activity bursts if needed.