Gratitude and Growth

Learning Objectives

By the end of the session, pupils will:

• Understand which hormone (dopamine) is released when we give or receive gratitude and why this makes us feel good (linked to science of the brain).
• Recognise how practising gratitude can form positive habits that support wellbeing and resilience.
• Learn how gratitude influences emotional well-being and teamwork (Team H-A-P: Happiness, Attitude, Positivity).
• Explore how neuroplasticity supports developing an ‘Attitude of Gratitude’ and helps us face challenges.

Curriculum Links:

• PSHE Association Programme of Study (Key Stage 2): Health and Wellbeing – Talk about ways to maintain positive mental health and the importance of expressing feelings and emotions.
• Science National Curriculum (Year 4): Animals including humans – identify functions of the main parts of the human body, including the brain and nervous system, focusing on dopamine as a neurotransmitter related to reward and motivation.
• Citizenship: Developing empathy, self-awareness and social skills that support positive relationships and teamwork.

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Success Criteria

Pupils can:

• Explain what dopamine is and how it relates to gratitude.
• Describe steps to create a habit of giving gratitude.
• Identify how gratitude impacts feelings and helps overcome problems.
• Share a personal example of gratitude in writing and plan how to communicate it.

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Retrieval Task: Appreciating from Last Lesson

• Prompt: "Can anyone remember something they appreciated or were grateful for since our last session? Think about something about yourself, someone else, or an experience."
• Support pupils to categorise their answers (self, other people, experiences).
• Connect back to last lesson’s success criteria and reinforce: “Showing gratitude makes us and others feel good.”

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Lesson Structure (45 minutes)

1. Introduction & Teacher Explanation (8 minutes)

• Explain: "When we give or receive gratitude, our brain releases a chemical called dopamine. This chemical makes us feel happy and motivated. That’s why gratitude can feel really good."
• Use visual aids: simple brain diagram showing where dopamine acts.
• Highlight concept of neuroplasticity: "Our brains can change and grow when we practise habits like gratitude. This means we can build an ‘Attitude of Gratitude’ to help us even when things are tough."
• Introduce Team H-A-P (Happiness, Attitude, Positivity) and link how gratitude fuels this team within us.

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2. Watch Mini Video: “Why Does Gratitude Matter?” (5 minutes)

• Play the video for the whole class.
• Prompt after video: “What did you notice that makes gratitude so important?”
• Quick discussion linking back to dopamine and feelings.

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3. Activity: Alphabet of Gratitude (7 minutes)

• Pupil task: Think of one thing they feel grateful for starting with each letter of the alphabet (can be themselves, experiences, other people).
• Encourage sharing unusual or creative examples.
• Challenge pupils to think beyond the obvious (e.g., A = air to breathe, B = best friend).
• Support pupils with a visual alphabet poster if needed.

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4. Happy Breathing – ‘For Focus’ (2 minutes)

• Lead pupils in a two-minute breathing exercise to calm and help them notice little things around them.
• Guide them to be mindful of things they might overlook but feel grateful for.

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5. Time to Journal (12 minutes)

• Prompt: “Think about someone who helps you in your life.”
• Write about why you are grateful for them.
• Plan how you will tell them this (e.g., a note, saying thank you, drawing a picture).
• Use the interactive whiteboard pen tool to model a prayer/journal entry/thank you note together.
• Support differentiation through sentence starters or word banks.

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6. Recap and Assessment (8 minutes)

• Use teacher prompts and ask pupils to answer the following quiz questions:
  1. What is the special chemical that makes us feel good when we give gratitude? (Dopamine).
  2. How do habits form when giving gratitude? (By practising regularly).
  3. How does gratitude help when facing problems? (Helps us see positives and makes problems easier to face).
• Discuss answers whole class; clarify misconceptions.
• Reinforce key vocabulary: dopamine, neuroplasticity, habit, gratitude.

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Teacher Notes

• Ensure explanations are simple and concrete for Year 4 understanding. Use everyday examples.
• Use positive reinforcement, encouraging sharing of gratitude without making children feel pressured.
• Refer to PSHE framework to build resilience and emotional literacy.
• Consider using a “Gratitude Jar” in class after lesson to foster ongoing practice.
• If possible, display “Gratitude Frames” to celebrate pupils’ expressions of thanks to others.

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Extra Ideas for Extension / Homework

• Pupils create a “Gratitude Jar” at home and add 3 notes of gratitude per week.
• Invite children to create a “Thank You” card for someone they are grateful for outside school.
• Create a class poster on how gratitude helps Team H-A-P grow.

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Resources Needed

• Video: “Why Does Gratitude Matter?” (pre-loaded/accessible)
• Whiteboard/interactive board with pen function
• Alphabet poster (optional)
• Journals or lined paper and pencils
• Visual brain diagram for dopamine explanation
• Timer for activities and breathing exercise

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National Curriculum References

• PSHE Association Framework: Health and well-being – Developing self-awareness and managing feelings
• Science: Year 4 – Animals, including humans: Describe functions of the brain and nervous system and the role of neurotransmitters
• Citizenship – Developing positive relationships; recognising feelings, empathy, and managing emotions

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This lesson plan fosters wellbeing, scientific understanding, and emotional literacy through an engaging, multi-sensory experience that builds on the national curriculum objectives for Year 4 pupils.