Lizard-Wizard Brain – Upper Elementary (3-6) Part 2 • Extensions
Student Resources
Books Literature Text:
The genre of survival fiction provides an excellent literature choice for reinforcing lizard-‐wizard lesson concepts. Students find this genre of literature highly engaging and the books are often available in the school library. The characters found in survival fiction novels must use their lizard-‐brain and their wizard-‐brain in order to survive, as well as demonstrating the qualities of courage, grit, perseverance, and coping with adversity.
Cue students to be on the lookout for examples of how the main character in stories they read use the: ▪ survival mechanism of the brain to respond to situations and events (lizard-‐brain). ▪ pre-‐frontal cortex to respond to situations using thinking, reasoning, and wise decision-‐making (wizard-‐brain).
Have students use the attached Lizard-‐Wizard Character Response Graphic Organizer¹ to cite specific textual-‐evidence to support examples of lizard-‐brain actions or wizard-‐brain thinking. Below is a starter list of survival fiction novels to choose from:
▪ Call it Courage, by Armstrong Sperry Grades 5 – 6 ▪ Hatchet, by Gary Paulsen Grades 5 – 6 ▪ Island of the Blue Dolphin, by Scott O’Dell Grades 4 – 7 ▪ Julie of the Wolves, by Jean Craighead George Grades 5 – 6 ▪ My Side of the Mountain, by Jean Craighead George Grades 4 – 8 ▪ Sign of the Beaver, by Lizabeth George Speare Grades 4 – 5 ▪ The Hunger Games, by Suzanne Collins Grades 4 – 8 ▪ Tracks in the Snow, by Lucy Jane Bledsoe Grades 3 – 4
Informational Text:
▪ How to be Brain Wise: The Proven Method for Making Smart Choices by Patricia Gorman Barry This book provides students with 10 critical thinking and decision making strategies to help them make wise life choices between using their lizard-‐brain and their wizard-‐brain. Suitable for a wide range of learners.
▪ My First Book About the Brain by Patricia J. Wayne and Donald M. Silver
This book is the winner of the Bronze 2014 Moonbeam Children’s Book Award. The detailed illustrations provide a wonderful description of the how the brain works for young readers. Suitable for ages 8 – 12.
Writing Tasks
▪ Write an informative report that provides readers with an explanation about the differences between the lizard-‐brain and the wizard-‐brain. Be sure to include facts, definitions, details, and illustrations.
▪ Write an informative report that explains “how-‐to” calm the lizard-‐brain in order to make better decisions with the wizard-‐brain when angry or upset. Be sure to include facts, definitions, details, and illustrations.
▪ Conduct research and write a report that explains how stress affects the brain. Be sure to include relevant facts,
▪ Calm Down and Release the Amygdala Video⁴ ▪ Coping Skills For Kids -‐ Brain Works Project ⁵
Teacher Resources
▪ Supporting Emotional Regulation in Elementary School: Brain-‐Based Strategies and Classroom Interventions to Promote Self-‐Regulation⁶
▪ Self-‐Regulation: The Second Core Strength⁷ ▪ Adele Diamond: Understanding the Role of the Prefrontal Cortex Video ⁸
Standards Alignment Common Core State Standards for English/Language Arts: R.CCR.1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing and speaking to support conclusions drawn from the text. R.CCR.4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning and tone. W.CCR.2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. W.CCR.7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. W.CCR.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.CCR.1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. SL.CCR.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. L.CCR.1. Demonstrate command of the conventions of standard English grammar and usage when writing and speaking. L.CCR.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.CCR.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meaning. Colorado Academic Standards for Science: 5th – LS.2a. Develop and communicate an evidence-‐based scientific explanation regarding how humans address basic survival needs. 5th – LS.2c. Assess further scientific explanations regarding basic human body systems functions. 5th – LS.2.d. Create and evaluate models of human body systems and organs. Colorado Academic Standards for Comprehensive Health: 3rd – 4.2.c. Describe the importance of self-‐control and ways to manage anger. 4th – 3.2.a. Identify personal stressors at home, with friends, in school and the community, and in the environment. 4th – 3.2.b. List physical and emotional reactions to stressful situations. 4th – 3.2.c. Identify positive and negative ways of dealing with stress. 4th – 4.3.c. Discuss methods for making decisions to avoid conflicts or violence. 4th – 4.3.d. Explain the positive alternatives to using violence. 5th – 4.3.d. Develop and apply a decision-‐making process for avoiding situations that could lead to injury. 6th – 4.3.c. Describe strategies to avoid physical fighting and violence. 6th – 4.3.d. Identify a variety of nonviolent ways to respond when angry or upset.
Colorado Academic Standards for Physical Education: 5th – 3.1.a. Act in a safe and healthy manner when confronted with negative peer pressure during physical activity. 6th – 4.1.d. Differentiate between safe and unsafe participation and environment. P21 Partnership for 21st Century Learning Student Outcomes: Critical Thinking and Problem Solving: Make Judgments and Decisions ▪ Reflect critically on learning experiences and processes. Communication and Collaboration: Communicate Clearly ▪ Articulate thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of forms and
context. ▪ Listen effectively to decipher meaning, including knowledge, values, attitudes, and intentions. ▪ Communicate effectively in diverse environments (including multi-‐lingual). Leadership and Responsibility: Be Responsible to Others ▪ Act responsibly with the interests of the larger community in mind. References 1. Wiggs, M. (2015). Lizard-‐Wizard Character Response Graphic Organizer. Developed for Empowering Education by
Educational Performance Consulting, LLC. 2. Wiggs, M. (2015). Informative/Explanatory Self-‐Assessment Checklists for Grades 3, 4, 5, 6. Developed for Empowering
Education by Educational Performance Consulting, LLC. 3. Wiggs, M. (2015). Informative/Explanatory Writing Rubrics for Grades 3, 4, 5, 6. Developed for Empowering Education by
Educational Performance Consulting, LLC. 4. Chris Company’s Channel. (2013, January 9). Calm Down and Release the Amygdala. Retrieved from
https://www.youtube.com/watch?v=Zs559guIGDo 5. Coping Skills for Kids. (2015). Activities & Projects for Home & School. Retrieved November 5, 2015, from
http://www.copingskills4kids.net/Activites_Projects.html#If_Our_Brains_Could_Talk_Project_for_Home_&_School 6. Lipsett, A. (2011). Supporting Emotional Regulation in Elementary School: Brain-‐Based Strategies and Classroom
Interventions to Promote Self-‐Regulation. LEARNing Landscapes, 5(1). Retrieved November 5, 2015. 7. Perry, B. (n.d.). Self-‐Regulation: The Second Core Strength. Retrieved November 5, 2015, from
http://teacher.scholastic.com/professional/bruceperry/self_regulation.htm 8. Diamond, A. (2011, August 11). Video: Adele Diamond: Prefrontal Cortex. Retrieved November 5, 2015, from
Developed for Empowering Education by Empowering Education, LLC.
Informative Explanatory Self-Assessment Checklist
The people scoring your report will be assigning scores for how well you use informative/explanatory writing strategies. Use the checklist below to make sure that you have included the following components in your informative/explanatory writing:
Design adapted from the work of Lucy Calkins’ Units-of-Study
