Overview

This 45-minute lesson introduces Year 4 students to the three main parts of the brain, encouraging understanding of how each part influences thoughts, feelings, and behaviours. It draws upon My Happy Mind resources and aligns rigorously with the National Curriculum for England’s PSHE objectives, specifically those related to mental wellbeing, self-awareness, and managing feelings.

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National Curriculum Links

PSHE Association Programme of Study (Key Stage 2):

• Mental Health and Wellbeing: Understand how feelings can affect behaviour and the physical body.
• Health and Wellbeing: Recognise and respond appropriately to a wider range of feelings in others.
• Living in the Wider World: Develop vocabulary and strategies to talk about mental health and feelings confidently.

Specific learning objectives targeted:

• To identify different parts of the brain and their main functions.
• To understand how the brain influences emotions and decision-making.
• To develop reflection and retrieval skills related to prior learning on feelings and mental wellbeing.

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Learning Objectives

By the end of this lesson, pupils will:

1. Know the names of the three main parts of the brain: the reptilian brain, the limbic system, and the neocortex.
2. Understand the basic functions of each brain part in relation to feelings, reactions, and reasoning.
3. Be able to explain how the brain helps us manage our emotions and behaviour.
4. Recall and apply learning from the previous lesson about recognising and managing feelings.

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Success Criteria

• I can name the three main parts of the brain.
• I can explain what each part does using simple examples.
• I can link how my brain helps me feel happy, sad, or calm.
• I can remember and describe examples of feelings from last lesson.
• I participate respectfully and listen to others’ ideas.

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Resources

• My Happy Mind: Visuals of the three brain parts (printed diagrams and/or projected images)
• Whiteboard and coloured markers
• Retrieval task prompt cards (from Celebrate Lesson 3 on feelings)
• Worksheet with brain part labelling and simple sentences
• Timer or stopwatch for activities
• Large paper and markers for group work

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Lesson Structure

1. Retrieval Task and Recap (10 minutes)

• Begin by revisiting the previous lesson: “Celebrate Lesson 3 - Recognising and Managing Feelings”.
• Use retrieval prompt cards with questions such as:
  • Can you name 3 feelings you remember from last lesson?
  • What do you do when you feel upset or angry?
  • How can talking help when you feel a strong emotion?
• Invite several students to share brief answers; write key points on the board.
• Emphasise how understanding feelings connects with how our brain works.

2. Introduction to the Three Brain Parts (10 minutes)

• Present a clear diagram showing the reptilian brain, limbic system, and neocortex.
• Explain using age-appropriate language and simple metaphors:
  • Reptilian brain: like our body's "automatic pilot" (breathing, heartbeat, survival reactions).
  • Limbic system: the "emotional engine" (feelings like happiness, fear, anger).
  • Neocortex: like a "wise controller" (thinking, learning, decision-making).
• Ask students to repeat names and functions aloud with you.
• Use real-life examples:
  • When you suddenly jump because of a loud noise, that’s your reptilian brain at work.
  • Feeling excited to see a friend? That’s your limbic system.
  • Choosing to apologise or solve a problem? That’s your neocortex.

3. Paired Activity: Brain Part Role-Play (10 minutes)

• Divide class into triads; assign each person one brain part.
• Each “brain part” acts out its role using a simple scenario provided (e.g., someone feeling scared, then calming down).
• Others guess which brain part is acting.
• Facilitate by prompting discussion on how each brain part influences feelings and behaviour.
• Encourage use of the vocabulary introduced.

4. Independent Worksheet Task (10 minutes)

• Distribute worksheets where pupils:
  • Label the three parts on a diagram.
  • Match descriptions/functions to each part.
  • Write a sentence describing when their brain uses one part.
• Circulate to support and challenge understanding.

5. Plenary and Reflection (5 minutes)

• Invite a few pupils to share their sentence about the brain parts.
• Recap the success criteria with the class; ask pupils to self-assess.
• Finish with a short mindfulness breathing exercise, linking to the reptilian brain’s calming function, reinforcing how understanding our brain helps us feel calm.

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Assessment

• Formative: Responses during retrieval task and role-play demonstrate recall and understanding.
• Summative: Completed worksheet assessed for accurate labelling and explanations aligned with success criteria.
• Self-assessment: Pupils reflect against the success criteria at lesson’s end.

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Differentiation

• For SEND: Provide simplified diagrams, use visuals, and pair with supportive peers during role-play.
• For High Attainers: Challenge with additional questions on how the three parts interact or related feelings vocabulary from previous lessons.
• Encourage use of writing frames for those needing support during worksheet task.

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Thought-Provoking Extension Idea

Create a “My Brain Diary” where pupils record daily moments noticing which part of their brain is active (e.g., “Today, when I felt excited playing, my emotional brain was busy.”). This builds metacognitive awareness and links PSHE to real-life experience.

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Teacher’s Tips

• Maintain an engaging tone with stories and relatable examples to make abstract brain parts tangible.
• Use dynamic movement for role-play to energise the lesson and support kinaesthetic learners.
• Emphasise vocabulary repetition and retrieval to embed learning deeply.
• Connect the session closely to pupils’ emotional self-awareness, reinforcing personal growth and resilience.

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This lesson plan ensures Year 4 pupils gain fundamental knowledge about brain functions, supporting the development of mental wellbeing and self-regulation skills central to the PSHE National Curriculum.