Brain Scan Warm-Up

Instructions: Take a few minutes to think about your brain. What do you already know, or what do you wonder about how your brain works?

Draw a quick picture of what you imagine your brain looks like on the inside, or write down your thoughts below.

Share one thing you drew or wrote:

Neuro-Notebook Worksheet: Your Amazing Brain

As we learn about the brain, use this notebook to jot down key ideas, draw quick pictures, or write down any questions you have!

Part 1: Your Brain Under Construction! (Slides 1-3)

1. What are two things your Prefrontal Cortex helps you do?
   
   
   
   
2. How does the Amygdala make you feel strong emotions?
   
   
   
   

Part 2: Brain Basics & Neurodiversity (Slides 4-6)

1. Neurons are like tiny messengers. What do they do?
   
   
   
   
2. Brain Plasticity means your brain can change! What makes your brain connections stronger?
   
   
   
   
3. What does Neurodiversity mean in your own words?
   
   
   
   

Part 3: ADHD & Autism: Unique Brain Paths (Slides 7-10)

1. List one way an ADHD brain might process information differently.
   
   
   
   
2. What is one strength often seen in ADHD brains?
   
   
   
   
3. List one way an Autistic brain might experience the world differently.
   
   
   
   
4. What is one strength often seen in Autistic brains?
   
   
   
   

My Big Idea & Question:

• One big idea I learned today is...
  
  
  
  
  
  
  
• One question I still have is...
  
  
  
  
  
  
  

Brain Bytes Exit Ticket

Instructions: Before you leave, please share your thoughts about today's lesson on the amazing brain!

1. One 'brain byte' (important idea) I learned today is...

2. One question I still have about the brain is...

Brain Waves & You Script

Warm-Up: Brain Scan (5 minutes)

Teacher: "Good morning/afternoon everyone! Today, we're going on an exciting journey inside our own heads – we're going to explore your amazing brains! To start, I've handed out a Brain Scan Warm-Up. I'd like you to take about 3 minutes to silently reflect on the prompt: 'What do you already know or wonder about your brain?' You can draw a quick picture or write down your thoughts. Don't worry about being 'right,' just think about what comes to mind when you hear the word 'brain.'"

(Allow students to work for 3 minutes.)

Teacher: "Alright, who would like to share one thing they drew or wrote, or one wonder they have about their brain? There are no wrong answers!"

(Facilitate a brief discussion, encouraging a few students to share. Validate all responses.)

Introduction to Brain Basics (10 minutes)

Teacher: "Fantastic ideas! It sounds like many of you are already curious about this incredible organ. Let's dive in. If you look at the screen, we're starting with our Brain Waves & You Slide Deck."

(Display Slide 1: Your Amazing Adolescent Brain!)

Teacher: "Your brain, especially during these middle school years, is like a super important construction zone! It's growing and changing so much, getting ready for you to be an adult. Has anyone ever wondered why sometimes you feel really excited, or why it's hard to stop doing something fun even when you know you should be studying? Well, a lot of that has to do with your brain developing!"

(Display Slide 2: The Brain's Control Center)

Teacher: "One super important part of your brain that's still under construction is called the Prefrontal Cortex. Can everyone say that with me? Pre-fron-tal Cor-tex. Great! It's right here, behind your forehead. This part of your brain is like the boss, the planner, the decision-maker. It helps you think, plan ahead, make smart choices, and control those impulses. Since it's still developing, sometimes it's harder for teens to always make the 'best' decision or to stop and think before acting. Can anyone give an example of when thinking ahead really helped them?"

(Allow for a few student responses.)

(Display Slide 3: Feelings and Your Brain)

Teacher: "Now, deep inside your brain, there's another important part called the Amygdala. This is your emotion center! It processes all those big feelings – fear, anger, joy, excitement. During adolescence, your amygdala can be super active, which is why your emotions might feel really, really big sometimes. It's completely normal! Why do you think it's helpful for us to have strong emotions sometimes?"

(Allow for a few student responses.)

Neuroscience: The Wiring of Our Brains (10 minutes)

(Display Slide 4: Brain Basics: Neurons!)

Teacher: "So, how does all this work? Your brain is made up of billions of tiny cells called neurons. These are like the messengers of your brain, sending and receiving information at super-fast speeds. They talk to each other across tiny gaps called synapses. Think of it like a giant, lightning-fast communication network in your head!"

(Display Slide 5: Your Brain Can Change!)

Teacher: "And here's something amazing: your brain isn't stuck! It's constantly changing and adapting. This is called brain plasticity. It means your brain can actually rewire itself. The more you practice something, like playing an instrument, learning a new sport, or even just solving math problems, the stronger those brain connections become! It's like building superhighways in your brain for the things you do often. What's something you've practiced a lot that you feel like you've gotten really good at?"

(Allow for a few student responses.)

(Display Slide 6: Neurodiversity: Different Brains, Different Strengths)

Teacher: "Now, this is a really important idea: Every single brain is unique! Just like we all have different fingerprints, different hair colors, or different talents, our brains are also wired in unique ways. This idea is called neurodiversity. It means there's a wide range of natural differences in how people's brains work. Different doesn't mean wrong, it just means different, and often, these differences come with amazing strengths!"

ADHD & Autism: Unique Brain Paths (10 minutes)

Teacher: "Today, we're going to talk about two examples of neurodiversity: ADHD and Autism. As we talk about these, please use your Neuro-Notebook Worksheet to jot down any key ideas or questions."

(Display Slide 7: ADHD: A Different Kind of Focus)

Teacher: "First up, ADHD. This stands for Attention-Deficit/Hyperactivity Disorder. It's a common neurodevelopmental difference. Brains with ADHD sometimes have a harder time with things like staying focused for a long time, controlling impulses, or getting organized. It's not a choice; it's just how their brain is wired to regulate attention and activity."

(Display Slide 8: ADHD Strengths!)

Teacher: "But here's the cool part: brains with ADHD often come with some incredible strengths! They can be super creative, full of energy and enthusiasm, great at hyperfocusing on things they're truly interested in, and amazing at thinking outside the box. How do you think being super creative or energetic could be a superpower in school or in life?"

(Allow for a few student responses.)

(Display Slide 9: Autism: A Unique Way of Connecting)

Teacher: "Another example of neurodiversity is Autism, also known as Autism Spectrum Disorder. Autistic brains often process information, especially social information, in unique ways. They might experience sensory input, like sounds or lights, differently, or prefer routines. It's called a 'spectrum' because everyone's experience with autism is unique – it's not a one-size-fits-all experience."

(Display Slide 10: Autism Strengths!)

Teacher: "And just like with ADHD, autistic brains have wonderful strengths! They often have incredible attention to detail, amazing memory for facts and figures, strong logical thinking skills, and unique perspectives that can bring new ideas to the world. How do you think having amazing attention to detail could be really helpful in certain jobs or hobbies?"

(Allow for a few student responses.)

Reflection & Discussion (5 minutes)

Teacher: "Okay everyone, we've covered a lot about our amazing brains today! Remember, every brain is unique, and that's something to celebrate. Let's have a quick discussion. Looking at your Neuro-Notebook Worksheet, what's one new 'brain byte' or important idea you learned today? Or, how does understanding that people's brains work differently help us be better friends or classmates?"

(Facilitate a brief discussion, encouraging students to share their reflections.)

Cool-Down: Brain Bytes Exit Ticket (5 minutes)

Teacher: "Wonderful discussion! To wrap up today's lesson, I have one more quick activity. I'm handing out a Brain Bytes Exit Ticket. On this ticket, please write down: 'One 'brain byte' (important idea) I learned today is...' and 'One question I still have about the brain is...' This helps me know what you understood and what we might want to explore more in the future. Please fill it out and hand it to me as you leave. Thank you all for your fantastic participation today!"

(Collect exit tickets as students leave.)