Script: Lesson Guide for Brain Power

Session 1 - Introduction to the Brain (30 mins)

Teacher: "Good morning, everyone! Today we're going to talk about something very important – our brain! Can everyone say 'brain'?"

Pause for responses

Teacher: "Great job! Now, did you know that our brain has different parts that help us in different ways? We call them the 'upstairs brain' and the 'downstairs brain'. The upstairs brain helps us think, plan, and make decisions, while the downstairs brain is in charge of our feelings and impulses."

Teacher: "Before we explore more, I'm going to show you a video titled 'Why Do We Lose Control of Our Emotions?'. As you watch, think about times when you used your thinking brain and times when your feelings came in really strong. Let's watch the video together!"

Show the video: Why Do We Lose Control of Our Emotions?

Teacher: "Okay, everyone! Now that we've watched the video, let's talk about it. Can anyone share a time when you felt very calm and used your 'upstairs brain' to solve a problem? Or maybe a time when you felt a lot of feelings, like when you were really excited or upset?"

Encourage a few students to share their experiences. Use guiding prompts if needed, such as: 'What happened? How did you feel?'

Teacher: "Thank you for sharing your amazing stories! Now, to see how much we remember, let's take a quick quiz. I will ask you some fun questions about what we learned today about the upstairs and downstairs brain. Get ready – let's check our brain power!"

Conduct an interactive quiz using the Quiz: Brain Power Check-In.

Transition to Session 2

Teacher: "Wonderful job today, everyone. Tomorrow, we are going to have some fun activities to help us learn even more about our amazing brains. See you then!"

Session 2 - Activities and Application (30 mins)

Teacher: "Welcome back, brain power explorers! Let's quickly remind ourselves what we learned in our last session about our upstairs and downstairs brain. Who can tell me what the upstairs brain does? And what does the downstairs brain do?"

Pause for responses, guiding as necessary.

Teacher: "Awesome! Now, each of you is going to get a worksheet called 'Mapping My Brain'. On this worksheet, you will draw your brain and label the upstairs part and the downstairs part. Take your time, and make it fun! When you're done, we'll share our drawings with a friend."

Distribute the Worksheet: Mapping My Brain.

Teacher: "After you finish your drawing, we're going to do a role play activity called 'Brain Zones Role Play'. In this activity, some of you will act out being the upstairs brain – thinking and planning – while others will act out the downstairs brain, showing how we feel and react in different situations. Let's divide into groups and get ready to perform!"

Organize the Activity: Brain Zones Role Play. Use clear instructions to assign roles. For example, 'Group A will be the upstairs brain and Group B will be the downstairs brain.'

Teacher: "Great job with the role play, everyone! Now, let’s quickly review what we did today. Think about how the activity connected to what we learned from the video. Who has a story to share where you used both your thinking and feeling parts of your brain?"

Facilitate a brief discussion, allowing a few students to share.

Teacher: "To wrap up our lesson, let's do one more fun quiz to check our brain power again!"

Conduct the interactive quiz using the Quiz: Brain Power Check-In.

Teacher: "Thank you for your amazing participation today! Remember, your brain is a super tool that helps you think and feel. Keep using both your upstairs and downstairs brain every day, and you'll be unstoppable! Have a wonderful day, everyone!"

Worksheet: Mapping My Brain

Welcome, brain power explorers! Today you will draw a picture of your brain and show the two important parts: the upstairs brain and the downstairs brain.

Instructions:

1. On the first section of your paper, draw a picture of your brain.

2. Divide your drawing into two areas:

   • The top part (upstairs brain) where you think, plan, and make decisions.
   • The bottom part (downstairs brain) where you feel emotions and react.

3. Label each area with its name: "Upstairs Brain" and "Downstairs Brain".

4. In each section, write or draw one example of when you used that part of your brain. For example, when you solved a puzzle or made a choice using your upstairs brain, or when you felt a strong emotion like excitement using your downstairs brain.

Your brain drawing:

(Use the space below to draw and label your brain.)

Reflect and Write:

1. Describe a time when you used your upstairs brain to make a good decision:
   
   
   
   
   
   

2. Describe a time when your downstairs brain took over your feelings:
   
   
   
   
   
   

Great job mapping your brain! Remember, both parts of the brain work together to help you learn, play, and grow.

Activity: Brain Zones Role Play

In this fun and interactive activity, students will physically act out different responses using their "upstairs brain" (thinking, planning) and "downstairs brain" (feeling, reacting). This role play helps students better understand how both parts work together in real-life situations.

Instructions:

1. Divide the Class into Groups:

   • Split the class into small groups of 3-4 students. Each group will perform a short role play scenario.

2. Assign Roles:

   • In each group, assign roles where one or two students will be the "Upstairs Brain" and the others will be the "Downstairs Brain". Rotate roles for different scenarios so each student experiences both parts.

3. Scenario Prompts:

   • Provide simple scenarios that require a mix of thinking and feeling. For example:
     • Scenario 1: "Imagine you are in a situation where you feel very excited about a class game. How would your upstairs brain help you make a plan on playing fair, while your downstairs brain feels the excitement?"
     • Scenario 2: "Imagine you want to join a new group activity, but you feel nervous. Show how your upstairs brain helps you decide to try and your downstairs brain feels the nervousness."

4. Role Play Performance:

   • Each group practices for a few minutes, then comes to the front of the class to perform their skit.
   • Encourage students to use facial expressions, gestures, and simple dialogue to show how the two parts of the brain would react.

5. Discussion:

   • After each performance, ask the class what they observed about how the upstairs and downstairs brain worked together. Questions might include:
     • "How did the upstairs brain help in the situation?"
     • "What feelings did the downstairs brain show?"
     • "How can using both parts help in real life?"

6. Reflection:

   • Have a quick group discussion or write a short reflection on what they learned through the role play. Ask:
     • "Which part of your brain do you think you use the most?"
     • "How can you remember to use your upstairs brain when you feel overwhelmed?"

Teacher's Note: Ensure that the scenarios are kept simple and relatable. Encourage positive comments and support as students perform, reinforcing the idea that every emotion and thought has a role in how we respond to our environment.

Enjoy your role play and remember, every part of your brain is important!