Brain Power States

Curriculum Area: Health and Physical Education (NZ Curriculum)

Level: Curriculum Level 4 (Year 9)
Strands and Learning Objectives:

• Personal Health and Development (Strand A): Understand how emotions and behaviours are influenced by neurological responses to stress and well-being.
• Relationships with Other People (Strand C): Demonstrate empathy and strategies for emotional regulation that enhance relationships and social interaction.

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Lesson Overview

Title: Understanding 'Red Brain' and 'Green Brain'
Duration: 60 Minutes
Key Concepts:

• 'Red Brain': Brain state under stress (fight, flight, freeze responses).
• 'Green Brain': Brain state of calm and focus (empathy, reasoning, creativity).

This lesson will build awareness of how emotional states drive behaviour and provide students with strategies to support self-regulation and well-being.

Learning Outcomes:
By the end of this lesson, students will:

1. Identify characteristics of 'red brain' and 'green brain' states.
2. Explore how these states impact decisions and interactions.
3. Practise a basic breathing technique for self-regulation and shifting from 'red brain' to 'green brain'.

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Lesson Breakdown

1. Whakawhanaungatanga (5 Minutes)

Objective: Set a welcoming tone and create connections among students.

• Begin with a greeting in te reo Māori (e.g., Tēnā koutou katoa).
• Briefly recap concepts from Lesson 1 (e.g., how the brain supports wellness).
• Icebreaker: "What’s one activity or moment that made you feel calm this week?"

Purpose: Encourages students to connect and primes them for learning about emotional states.

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2. Hook Activity: Brain Colour Zones (10 Minutes)

Objective: Introduce the 'red brain' and 'green brain' concepts with interactive visuals.

• Step 1: Provide students with a laminated diagram of a brain featuring two zones:
  • 'Red Brain' (stress state – amygdala dominance).
  • 'Green Brain' (calm state – prefrontal cortex engagement).
• Step 2: Share simplified examples:
  • Red Brain: Last-minute homework panic, feeling overwhelmed by a test.
  • Green Brain: Solving a fun puzzle, spending time with a pet.
• Step 3: Engage:
  • Ask students how they would describe a ‘red brain’ day vs a ‘green brain’ day in their own words.

Purpose: Personalises learning and allows the class to engage with relatable illustrations.

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3. Real-Life Scenarios and Discussion (15 Minutes)

Objective: Explore how 'red brain' and 'green brain' states impact behaviour.

• Split the classroom into five small groups (five students per group).
• Provide each group with a unique scenario card:
  • Scenario 1: A sports team losing a crucial game.
  • Scenario 2: A best friend forgetting your birthday.
  • Scenario 3: Forgetting your lines during a kapa haka performance.
  • Scenario 4: A quiet morning walk on the beach.
  • Scenario 5: Receiving a kind compliment from a teacher.
• Activity: Groups brainstorm:
  • Identify if the scenario activates the 'red brain' or 'green brain'.
  • Describe how someone might behave in response to this state.

After eight minutes, groups share their ideas with the class with a focus on emotional states and corresponding behaviours.

Purpose: This fosters empathy and understanding of how different situations influence emotions and reactions.

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4. Breathing Technique for Regulation (15 Minutes)

Objective: Teach students a simple and effective tool to calm the 'red brain' state.

• Lead the class through a guided breathing exercise:
  • Technique: 4-7-8 Breathing (inhale for 4 seconds, hold for 7 seconds, exhale for 8 seconds).
  • Encourage students to close their eyes if comfortable, creating a moment of calm.
• After practising, discuss:
  • How did their bodies feel before, during, and after the exercise?
  • When could they practise this technique (e.g., before a test, during an argument)?

Purpose: Equips students with an actionable strategy for emotional regulation they can use daily.

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5. Wrap-Up Reflection (10 Minutes)

Objective: Consolidate learning and provide a platform for student reflection.

• Hand each student a sticky note. Prompt:
  • "What is one feeling or behaviour you recognised from the 'red brain' or 'green brain' today?"
  • "When might you use the breathing technique we practised?"
• Students share their insights aloud or anonymously post their notes to a “Brain Power Wall” in the classroom.

Close with a positive whakataukī related to emotional well-being:

• Whakataukī: "He oranga ngākau, he pikinga waiora – Positive feelings in your heart will raise your sense of self-worth."

Purpose: Reinforces key concepts and deepens self-awareness in a supportive environment.

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Resources and Materials

1. Laminated 'Red Brain' and 'Green Brain' diagrams (one per student).
2. Scenario cards (five in total).
3. Breathing technique guide (optional resource to distribute after class).
4. Sticky notes and a wall/poster area for reflections.

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Assessment (Informal)

• Observe student participation during group discussions and the breathing exercise.
• Collect and review (if appropriate) sticky note reflections for depth of understanding.

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Teacher Notes

• This lesson aligns strongly with the Key Competencies in the New Zealand Curriculum, particularly:
  • Managing Self: Students recognise emotional states and manage their reactions.
  • Relating to Others: Understanding how emotions influence relationships and interactions.
• Adjust scenario complexity for varying literacy levels if needed.

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This lesson invites students to actively engage with relevant, age-appropriate concepts while fostering awareness of their emotional and behavioural responses. It provides practical strategies they can draw upon throughout life.