Brain and Body Links

Overview

Today we build on “Healthy Bodies, Happy Minds” by learning how the brain works like an “important control centre” and how exercise and healthy food help it. You will do a short, simple activity to show that choices can affect how we feel and focus.

Learning intentions

1. WALT understand the brain’s role in health.
2. WALT explore how exercise and healthy food support brain function.
3. WALT describe how healthy choices can help us feel calm, alert, and ready to learn.

Success criteria

• I can say what the brain does for my body.
• I can name at least one way exercise helps my brain.
• I can name at least one way healthy food helps my brain.
• I can give one example of a healthy choice I can make today.

Curriculum links

• Health and Physical Education: building knowledge to make healthy choices that support wellbeing.
• Key idea: recognising how the body systems work together to keep us healthy (at a learner-appropriate level).
• Personal and Social Capabilities: managing self (noticing feelings, regulating behaviour) and contributing to a healthy class community.

Lesson structure (45 minutes)

1. 0–5 min: Welcome and hook Students sit in a circle. Teacher asks: “What does your brain help you do—think, feel, move, learn, and stay safe?” Record quick answers on a class chart.

2. 5–12 min: Mini-lesson—brain as a control centre Teacher explains with simple visuals: the brain sends messages to the body, helps us focus, and controls how we react. Use examples students know (getting dressed, listening to instructions, calming down).

3. 12–20 min: Brain-friendly choices sorting In pairs, students sort picture cards into two groups: “Help my brain” and “Not my brain’s best choice”. Categories include water vs sugary drink, fruit/veg vs lollies, moving body vs sitting all day, sleep/rest vs very late screens. Students share one reason for their choice with a sentence starter: “I think ___ helps our brain because ___.”

4. 20–30 min: Simple activity—move and fuel check-in Teacher runs two short rounds:

• Round A (2 minutes): “Brain Wake-Up” movement (marching, star jumps, gentle stretches).
• Quick reflection (2 minutes): “How did your body and mind feel—ready, calm, wiggly, focused?”
• Teacher explains: movement increases energy and blood flow, which helps many people feel more ready to learn.
• Round B (2 minutes): “Sit and think” quiet activity (breathing like “smell the flowers, blow out the candles”). Then connect food: discuss a class “best choices” set (water, fruit/veg, whole foods) and how feeding our body helps our brain concentrate.

5. 30–38 min: Student task—Make-a-Message card Each student completes a “Brain Message” drawing/writing:

• “My brain helps me…” (one idea)
• “When I exercise, my brain feels…” (choose from words: calm, alert, ready, focused, energised)
• “When I eat healthy food, my brain feels…” (choose from words) Provide a model sentence frame for all students.

6. 38–43 min: Share and quick formative assessment Students do a brief gallery walk. Teacher listens for use of key vocabulary: brain, exercise, healthy food, focus, calm/ready. Ask: “Tell me one choice that helps your brain.”

7. 43–45 min: Exit ticket—one healthy choice Students write/dictate or stamp a response: “Today I will help my brain by…” Collect to inform next lesson.

Resources

• Picture card set: healthy food/drinks and less healthy choices (simple, familiar items)
• “Brain Wake-Up” movement prompts (laminated or teacher-led list)
• Quiet breathing cards (2–3 clear steps with visuals)
• “Brain Message” template (drawing boxes + sentence starters)
• Word bank with images: brain, exercise, healthy food, water, fruit, vegetables, focus, calm, ready
• Timer (for 2-minute movement and quiet sections)
• Class chart for sorting results
• Dyslexia-friendly options: large-font sentence frames, coloured overlays if available, and audio read-aloud of instructions
• Choice cards for students with motor or attention needs (e.g., choose between marching/stretching)

Assessment

• Formative observation during sorting: can the student explain how a choice helps the brain?
• “Brain Message” cards: evidence of understanding of brain role and effects of exercise/healthy food.
• Exit ticket: one clear, personal healthy choice linked to brain wellbeing.

Differentiation

• Support (ADHD and learning challenges):
• Clear, predictable steps with visual timetable on the board.
• Short activity bursts (2 minutes) with movement breaks and calm re-set.
• Sentence starters for sorting and writing (“I think ___ helps because ___”).
• Allow verbal responses or drawing-only responses for the “Brain Message”.
• Support (dyslexia):
• Use large print, high-contrast worksheets, and read instructions aloud.
• Offer coloured overlays and reduced text on cards.
• Provide audio recording option for explaining answers to a buddy or teacher.
• Extension (advanced learners):
• Ask them to add “What I notice” details: “After exercise I notice I can listen better” and link to feelings (calm/alert).
• Challenge: create a mini “brain rule” (e.g., “Choose water most of the day because…”).
• EAL (English language learners):
• Use image-supported vocabulary and gesture-based teaching.
• Pair with a supportive peer and offer word banks with picture cues for key terms.