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Inside the Teenage Brain

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Lesson Plan

Session 1 Lesson Plan

Students will learn major brain structures and their functions, build a 3D clay model to reinforce understanding, and discuss real-life applications.

Foundational knowledge of neurobiology helps students recognize how brain anatomy underlies behavior, decision-making, and emotional responses, fostering self-awareness.

Audience

11th Grade

Time

30 minutes

Approach

Hands-on modeling and guided discussion

Materials

Prep

Prepare Materials and Handouts

10 minutes

Step 1

Introduction & Objectives

5 minutes

  • Welcome students and outline session goals
  • Display the poster-sized brain diagram and ask what parts they recognize
  • Share the learning objectives from the slide deck

Step 2

Slide Presentation

7 minutes

  • Use the Introductory Neurobiology Slide Deck to introduce major brain regions (e.g., frontal lobe, amygdala, hippocampus)
  • Explain each structure’s primary function with real-world examples

Step 3

Brain Model Activity

10 minutes

  • Students pair up and receive modeling clay and markers
  • Using the Brain Structure Worksheet, build and label 3D models of key brain regions
  • Circulate to prompt and support accuracy

Step 4

Guided Discussion

6 minutes

  • Invite pairs to share their models and functions
  • Ask: “How might the amygdala influence your emotions in stressful situations?”
  • Discuss connections between structure and behavior

Step 5

Wrap-Up & Exit Ticket

2 minutes

  • Distribute exit tickets asking: “Which brain region controls decision-making, and why?”
  • Collect responses and preview next session’s focus on decision-making
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Slide Deck

Session 1: Exploring Brain Regions

• Overview of major brain structures
• Why neurobiology matters for self-awareness and decision-making

Welcome students to the unit and set expectations. Briefly explain that today’s focus is on understanding the structure of the brain and why each part matters.

Frontal Lobe

• Located at the front of the brain
• Controls planning, decision-making, and self-control
• Real-world example: resisting distractions during exams

Define the frontal lobe and emphasize its role in higher-order thinking. Show an image on this slide. Prompt: “Can you think of a time you used planning or self-control today?”

Amygdala

• Almond-shaped structure deep in the temporal lobe
• Key for emotion processing and fear responses
• Example: feeling your heart race during a surprise

Explain how the amygdala processes emotions, especially fear and stress. Ask students: “How might the amygdala react if you hear a loud noise unexpectedly?”

Hippocampus

• Located within the temporal lobe
• Essential for encoding and retrieving memories
• Example: remembering facts for a history test

Describe the hippocampus’s role in forming new memories. Invite students to share a recent memory and link it to hippocampal function.

Putting It All Together

• Frontal Lobe: planning & control
• Amygdala: emotion & stress
• Hippocampus: memory formation

Display a brain diagram with the frontal lobe, amygdala, and hippocampus highlighted. Use this as a reference for the upcoming clay-model activity.

Discussion & Next Steps

• Which region helps you remember facts? Why?
• How might the amygdala influence your feelings under pressure?
• Coming up: build a 3D clay model of these regions

Transition to the hands-on activity. Pose discussion prompts to reinforce learning before moving on.

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Worksheet

Brain Structure Worksheet

Name: _____________________ Date: _______________

1. Label the Brain Diagram

On the poster-sized brain diagram provided in class, label each region below by writing its number in the correct location on the diagram.

  1. Frontal Lobe
  2. Amygdala
  3. Hippocampus






2. Matching Functions

Match each brain region to its primary function. Write the letter of the correct function next to each region.

A. Controls planning, decision-making, and self-control
B. Processes emotions such as fear and stress
C. Encodes and retrieves new memories

  1. Frontal Lobe: ________
  2. Amygdala: ________
  3. Hippocampus: ________






3. Short-Answer Questions

  1. How might the amygdala influence your emotional response in a stressful situation?











  1. Describe one real-world example of when you used planning or self-control. Which brain region was involved, and why?











  1. Why is the hippocampus essential for learning and memory in school?











4. Reflection

Choose one brain region from today’s lesson and explain how understanding its function could help you in your daily life.












For review, see the Session 1 Intro Slide Deck.

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Lesson Plan

Session 2 Lesson Plan

Students will explore how the prefrontal cortex supports decision-making and impulse control, practice analyzing real-life scenarios, and role-play strategies to improve self-regulation.

Understanding adolescent decision-making processes and impulse control empowers students to recognize biases, evaluate consequences, and adopt healthier choices in academic and social contexts.

Audience

11th Grade

Time

30 minutes

Approach

Case studies, guided discussion, and role-play

Materials

Prep

Prepare Slides, Worksheets, and Cards

10 minutes

Step 1

Introduction & Recap

5 minutes

  • Welcome students and briefly recap Session 1’s key brain structures
  • Explain today’s focus: how the prefrontal cortex guides decision-making and impulse control
  • Pose opening question: “Think of a time you acted on impulse—what happened?”

Step 2

Slide Presentation

8 minutes

  • Present the Decision-Making & Impulse Control Slide Deck
  • Highlight the role of the prefrontal cortex and neurotransmitters in weighing risks and rewards
  • Discuss real-world examples: peer pressure, social media scrolling, procrastination

Step 3

Case Study Analysis

7 minutes

  • Divide students into small groups and distribute the Impulse Control Case Study Worksheet and Scenario Cards
  • Instruct groups to read their assigned scenario, identify the impulse trigger, potential consequences, and alternative choices
  • Circulate to prompt deeper thinking and ensure each group records answers clearly

Step 4

Role-Play Activity

7 minutes

  • Each group selects one scenario to act out for the class using Role-Play Props
  • Encourage students to demonstrate both impulsive and controlled responses
  • After each skit, ask the class to identify strategies used to pause and reflect before acting

Step 5

Discussion & Reflection

3 minutes

  • Facilitate a whole-group discussion: “Which strategy helped you most when controlling an impulse?”
  • Ask students to write a 1-sentence reflection: one new technique they’ll try this week
  • Collect reflections and preview Session 3 on emotions and the amygdala
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Slide Deck

Session 2: Decision-Making & Impulse Control

• How the prefrontal cortex guides choices
• Role of neurotransmitters in risk and reward
• Today: analyze scenarios and practice self-regulation

Introduce the session’s focus and connect to previous learning. Set expectations for exploring decision-making and impulse control.

Prefrontal Cortex

• Located at the front of the frontal lobe
• Supports planning, reasoning, and impulse control
• Still developing in teenagers—affects risk assessment

Explain the anatomy and key functions of the prefrontal cortex. Emphasize its development during adolescence.

Neurotransmitters & Reward

• Dopamine: signals pleasure and motivates repeat behavior
• Serotonin: stabilizes mood and impulse control
• Interaction shapes how we weigh short-term rewards vs. long-term goals

Discuss dopamine and other neurotransmitters. Highlight how they influence reward-seeking behavior.

Weighing Risks & Rewards

• Identify potential benefits and costs of a choice
• Prefrontal cortex integrates information before acting
• Example: choosing to study versus checking social media

Show how the brain weighs pros and cons. Introduce a simple risk–reward chart to illustrate the process.

Real-World Examples

• Peer pressure: deciding whether to join friends skipping class
• Social media: pausing before endless scrolling
• Procrastination: delaying work for instant gratification

Provide real-life examples relevant to students: peer pressure, social media, and procrastination.

Next Steps & Reflection

• In groups: analyze scenarios on impulse triggers and alternatives
• Role-play both impulsive and controlled responses
• Reflect: one new technique you’ll try this week

Transition to case studies and role-play. Prompt students to think about which strategies they’ll use.

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Worksheet

Impulse Control Case Study Worksheet

Name: _____________________ Date: _______________

Scenario Analysis

Title/Description of Scenario:



  1. What is the impulse trigger in this scenario?






  1. What are the potential consequences of acting on this impulse?








  1. List two alternative choices the person could make instead.






  1. For each alternative, list one pro and one con.









  1. Which choice do you think is best and why?











Reflection

Write one self-regulation strategy you will try this week. How will it help you control impulses?












For review, see the Decision-Making & Impulse Control Slide Deck.

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Lesson Plan

Session 3 Lesson Plan

Students will understand the amygdala’s role in emotion processing, identify their own emotional triggers through a mapping activity, and discuss coping strategies to regulate stress.

Helping students recognize and manage emotional responses fosters resilience, improves mental health, and supports better decision-making under pressure.

Audience

11th Grade

Time

30 minutes

Approach

Interactive mapping and group discussion

Materials

Prep

Prepare Slides, Worksheets, and Cards

10 minutes

Step 1

Introduction & Recap

5 minutes

  • Welcome students and recap Session 2’s insights on the prefrontal cortex and impulse control
  • Introduce today’s focus: how the amygdala processes emotions and stress responses
  • Pose opening question: “What emotion did you feel most strongly this week, and why?”

Step 2

Slide Presentation

7 minutes

  • Present the Emotions & Stress Response Slide Deck
  • Explain the amygdala’s function in detecting and responding to emotional stimuli
  • Describe the stress response (fight, flight, freeze) and how it influences behavior
  • Use real-life examples: test anxiety, peer conflict, social media stressors

Step 3

Emotion Mapping Activity

10 minutes

  • Distribute the Emotion Mapping Worksheet and colored pens
  • Instruct students to chart a recent emotional event: trigger, physical sensations, thoughts, and behaviors
  • Encourage use of colors to distinguish positive vs. negative responses
  • Circulate to support reflection and ensure clarity

Step 4

Group Discussion

5 minutes

  • Form small groups of 3–4. Have each student share one mapped emotion and their insights
  • Distribute Coping Strategy Cards. Ask groups to match strategies to each shared scenario
  • Prompt discussion: “Which coping techniques seem most practical, and why?”

Step 5

Wrap-Up & Reflection

3 minutes

  • Facilitate a quick debrief: key takeaways about the amygdala and emotion regulation
  • Ask students to write a one-sentence commitment: “This week, I will use ________ when I feel ________.”
  • Collect reflections and preview Session 4’s culminating project on personal brain-growth plans
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Slide Deck

Session 3: Emotions & Stress Response

• Role of the amygdala in emotion processing
• Understanding fight, flight, freeze
• Today: identify triggers and coping strategies

Welcome students back and connect today’s focus to previous lessons. Highlight that we’re shifting to how the amygdala drives emotional responses.

Amygdala & Emotion Detection

• Almond-shaped structure in the temporal lobe
• Detects emotional stimuli (especially fear and threat)
• Triggers rapid, automatic responses

Explain the amygdala’s location and core functions. Use an anatomical image and link back to how it influences fear and stress.

Stress Response: Fight, Flight, Freeze

• Fight: confronting a threat head-on
• Flight: escaping or avoiding danger
• Freeze: momentary paralysis or inaction

Define the stress response and its three modes. Encourage students to share which response they’ve experienced.

Common Emotional Triggers

• Academic pressure (tests, deadlines)
• Social situations (peer conflict, fitting in)
• Digital stressors (social media, notifications)

Introduce common emotional triggers in teen life. Ask students to note any that resonate before the mapping activity.

Real-World Examples

• Test anxiety leading to racing heart and blank mind
• Argument with friend resulting in fight or withdrawal
• Feeling overwhelmed by constant notifications

Show examples of how stress or emotion can impact behavior. Frame this as a lead-in to mapping their own experiences.

Next Steps & Reflection

• Complete the Emotion Mapping Worksheet
• Share one trigger and coping idea in your group
• Reflect: one strategy you’ll try this week

Prepare students for the upcoming Emotion Mapping Activity and group discussion.

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Worksheet

Emotion Mapping Worksheet

Name: _____________________ Date: _______________

1. Describe the Event

Briefly describe the situation that triggered your emotion.







2. Identify the Trigger

What specific event or thought triggered your emotion?







3. Physical Sensations

List the physical sensations you experienced (e.g., racing heart, sweaty palms).












4. Thoughts and Beliefs

What thoughts or beliefs went through your mind at that moment?












5. Behavioral Responses

How did you behave or what actions did you take?












6. Emotional Intensity

On a scale from 1 (low) to 10 (high), how intense was the emotion? Explain why.







7. Reflection & Coping

Identify one coping strategy you could use next time and explain how it might help.












For review, see the Emotions & Stress Response Slide Deck.

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Lesson Plan

Session 4 Lesson Plan

Students will design and present a personalized Brain Growth Plan that integrates neurobiology, decision-making strategies, and emotion-regulation techniques to support their academic and personal goals.

Creating a concrete, self-guided plan empowers students to apply what they’ve learned about their developing brains, build self-awareness, and commit to growth strategies that improve well-being and decision-making.

Audience

11th Grade

Time

30 minutes

Approach

Project-based planning, peer feedback, and presentations

Materials

Prep

Prepare Templates and Materials

10 minutes

Step 1

Introduction & Recap

5 minutes

  • Welcome students and briefly revisit key takeaways from Sessions 1–3 (brain structures, decision-making, emotion regulation)
  • Explain today’s goal: create a personal plan using those insights
  • Show the example Brain Growth Plan and review its main components

Step 2

Project Overview

5 minutes

Step 3

Plan Development

10 minutes

  • Students work individually to complete their Brain Growth Plan Worksheet
  • Encourage specificity: name the brain region or function, link to a strategy, set measurable steps
  • Circulate to support goal alignment and clarity

Step 4

Peer Feedback

5 minutes

  • Pair students and exchange plans
  • Each student uses the Presentation Feedback Rubric to provide constructive input
  • Prompt pairs to suggest one improvement and one strength

Step 5

Presentations & Reflection

3 minutes

  • Invite 2–3 volunteers to share their key goal and strategy with the class
  • After each, ask peers to highlight one strong element and one follow-up question
  • Collect reflections: “I will use ______ on a daily/weekly basis to strengthen my ______”
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Worksheet

Personal Brain Growth Plan Worksheet

Name: _____________________ Date: _______________

1. Brain Focus

Which brain structure or function from Sessions 1–3 will you strengthen? Explain why.













2. Personal Goal

State a specific, measurable goal related to your academic or personal growth.







3. Strategies

List two strategies you will use to support your goal. For each, connect to the relevant brain structure or function and outline your action steps.

Strategy 1: _______________________________
Brain Link: _______________________________




Action Steps:




Strategy 2: _______________________________
Brain Link: _______________________________




Action Steps:




4. Timeline

Outline a timeline with at least three milestones. Include dates and what you will accomplish by each.

  1. _______________________________________ (by _______________)


  1. _______________________________________ (by _______________)


  1. _______________________________________ (by _______________)


5. Success Metrics

Describe at least two measurable indicators that will show you’re progressing toward your goal.

Metric 1: _______________________________



Metric 2: _______________________________



6. Anticipated Barriers & Solutions

Identify potential challenges and how you will address them.










7. Presentation Prep

What is the key point you will emphasize during your presentation?
(Refer to the Presentation Feedback Rubric)






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Cool Down

The Session 4 Exit Ticket has been added! Here’s the cool-down activity:

Session 4 Exit Ticket

Name: _____________________ Date: _______________

  1. What is the main goal from your Brain Growth Plan you’ll focus on first?





  1. What is the next step you will take this week to work toward this goal?





  1. Identify one potential barrier you might face and how you plan to overcome it.








  1. On a scale of 1–10, how confident are you in following your Brain Growth Plan? Why?





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Cool Down

Session 3 Exit Ticket

Name: _____________________ Date: _______________

  1. What is one emotional trigger you identified today when learning about the amygdala?



  1. Describe one physical sensation you notice when this trigger occurs.





  1. Which coping strategy from today’s lesson will you use next time you feel this emotion? Why?







  1. On a scale of 1–10, how prepared do you feel to manage this emotional response? Explain your rating.




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Quiz

End-of-Unit Quiz

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Inside the Teenage Brain • Lenny Learning