During a second grade counselor visit as students worked on their non-fiction brain books, one learner raised their hand and asked, “Ms. Jen, is it ever okay to flip your lid?” I stopped the group, posed the question to everyone, and students voted to show whether their first answer was “Yes” or “No.” The majority of students raised their hand for, “No.” Then we circled up to chat. “No” voters initially shared things like, “It’s healthier to be calm and regulated.” Or, “Flipping our lids can make everyone unsafe.” One learner who voted “Yes,” added, “But if you’re not treated well and are already unsafe, you need to stand up for yourself or things won’t change.” By the end of the discussion, the majority of students agreed that there are times when we need to flip our lids as a way to protect ourselves. In this blog post, learn how to invite this kind of deep thinking about regulation with your learners as they make non-fiction brain books.
As a professional school counselor for over twenty years, I taught large group lessons about big feelings and initiated conversations about the clues in our bodies when feelings get big (or shut down) with my youngest students in PreK, kindergarten, and first grade. I also dove deeper into teaching about the brain and nervous system in second grade (and up) with all learners. Other educators start teaching the neuroscience even earlier than I did. Regardless of when you begin, your learners need to master an understanding of the different jobs that the downstairs brain and upstairs brain do for humans. Inviting students to make their own brain books can be a key part of this learning. For instance, kids can explain what the amygdala, hippocampus, and prefrontal cortex structurs’ jobs are and relate these functions to their own lives. Teaching this unit is lots of fun, and I hope you’ll consider incorporating it as part of your large group lessons whether you’re a mental health provider or teacher! Keep reading for suggestions for elementary-aged students. Or, modify what’s here to align with the needs of older learners.
Lessons About the Brain and Nervous System
For this unit, use lessons from the Hawn Foundation’s MindUp curriculum (Grades Prek-2 or 3-5). MindUp is my favorite social-emotional learning (SEL) curriculum because Dr. Dan Siegel consulted with its creators, which means it aligns with his hand model of the brain. Recently, I updated another blog post about Dr. Siegel’s hand model of the brain so be sure to check that out. While I recommend MindUp because it’s grounded in neuroscience, it’s also inexpensive and comes with a full-size color poster of the human brain. Want to use these neuroscience-based SEL lessons at other grades? Totally doable because there are resources for upper grade levels too. (By the way, I don’t receive anything for telling you this.)
To deepen students’ learning, invite youth to make brain books as part of your MindUp neuroscience unit. You can offer learners two options: 1) A completely blank book so they can start from scratch to create their non-fiction book if they want to, and 2) a more structured option, which utilizes a template that is described and included below. Keep reading for all the details!
Ms. Jen's Brain Book Template
I’m happy to share the template for the structured brain books with you so that you can use them with your students too. Read and follow these directions for easy use.
- Simply download the pdf linked below.
- Print the pages as is and front-to-back so that you can stack them in preparation for assembling a book that will (later) be stapled in the middle. Note: You will have to rearrange the order a bit once they are printed.
- Consider adding a bright colored piece of card stock paper on the bottom immediately before stapling each book; it makes a great cover that students often enjoy decorating with the title of their nonfiction book, their own artwork, and, of course, their name as the author.
- For the blank brain book option mentioned above, simply use blank paper for the pages instead of the template provided. Still add a colorful cover that can decorated!
Directions for Students
Here are the directions I give to learners as they complete each page of their brain books over the course of the entire unit (not all in one day).
Cover:
Now or later, you can put the title of your book, a picture, and your name as author on the cover of your brain book! Consider a continuous cover that goes onto the back if you want to. Or, you might include a picture of yourself with a short biography about who you are on the back. Look at nonfiction books from your library for ideas!
Page 1:
Write an introduction to your book. Remind students that the introduction in nonfiction text can be a powerful way to hook the reader into feeling curious and excited to continue reading. (Importantly, I found it worked best to have learners complete this page last instead of first.)
Pages 2-3:
Include a picture of the brain and label the amygdala, hippocampus, and prefrontal cortex. Do this by cutting out the brain worksheet page from the MindUp curriculum. Or, draw your own. Next, explain the job of each of brain part listed in your own words. Remember that each structure is important, works with other parts of the brain, and can be helpful to humans at different times.
Pages 4-5:
Write about a memory in your hippocampus. Be sure to include several sentences. Also, draw a picture that goes with your words. Don’t forget that our memories are an important part of who we are.
Pages 6-7:
Think about what mindfulness is and write down its definition in your own words. Next, write about a time you were not mindful. Then, write and draw about a time you were mindful. Keep in mind that you can be mindful more often with practice.
Pages 8-9:
After a time of mindfulness practice, draw a line to show how you felt before, during, and after the experience. Use colors and lines. Also, add words if you want to. Consider how you can use belly breathing or other techniques to help yourself be mindful anywhere, anytime.
Pages 10-11:
Now, write about a problem you’ve had. Share an example of pessimistic thinking and optimistic thinking that might go with that problem. I can help you with the pessimistic example if you need it. What power we have to change pessimistic thoughts into optimistic ones that are still both true and helpful!
Pages 12-13:
Describe a problem you sometimes have with someone else that may give you big feelings. After that, list three ways you can help make those big feelings smaller. Then, write an I-message you could use to try to solve the problem with the other person. Know that being mindful and being assertive can go together. That’s because being able to stand up for others and ourselves is important!
Page 14:
Now it’s time to write a conclusion for your book. Please think about what you would like to say to the reader now that they have read the whole thing. Also go back to page one to complete your introduction. Best of all, when you’re completely finished, share your book with others because they will learn from reading what you wrote!
In Closing...
Brain books were a big hit with my young learners for years. I’ve even had the privilege of noticing youth brain books displayed at students’ high school graduation celebrations. In the short term, learners are often proud of what they’ve created, and they may teach their family members all about their brains and nervous systems too. I hope you’ll incorporate this instructional tool with your students!
You can do this,
