Brain Logic Guide Plan Brain Logic Guide
Navigating the 'Flip' with Daniel Siegel's Hand Model
Target Age
Grades 3-6
Learning Objectives
Understand the "Upstairs" and "Downstairs" brain using the Hand Model.
Identify physical and emotional signs of "flipping the lid."
Practice 4 specific regulation strategies: Labeling, Breathing, Taking Breaks, and Communicating.
Materials Needed
"My Brain Map" Worksheet
"Flipping My Lid" Slides
Colored Pencils/Markers
1. The Hook: The Hand Model (10 mins)
Explain that our brain has two main "floors."
"Make a fist with your thumb tucked inside. Your wrist is the brainstem (body functions), your thumb is the amygdala (the feelings alarm), and your fingers over the top are the prefrontal cortex (the 'Wise Boss')."
Discussion Prompt:
"What happens to the 'Wise Boss' when we get really, really angry or scared? (Demonstrate 'flipping' the fingers up)."
2. Identifying the "Flip" (15 mins)
Discuss what it feels like right BEFORE we flip our lid. These are "Early Warning Signs."
Heart beating fast
Face feels hot
Tight stomach
Loud voice
Discussion Prompt:
"Can we make good choices when our fingers are flipped up? Why or why not?"
3. The Cool Down Toolbelt (20 mins)
Introduce 4 ways to bring the 'Wise Boss' back down:
1. Name It to Tame It
"I feel frustrated because..."
2. Box Breathing
4 counts in, 4 hold, 4 out, 4 hold.
3. The Strategic Break
Water, walk, or quiet corner.
4. Use Your Words
"I need a minute before I talk."
4. Worksheet & Reflection (15 mins)
Students complete the "My Brain Map" worksheet to create their personal regulation plan.
Exit Ticket Prompt:
"One strategy I will try next time I feel my lid starting to flip is..."
Implementation Tips
Normalization
Emphasize that everyone flips their lid—even adults! It’s a natural biological response to stress. The goal isn't to never flip, but to learn how to come back safely.
Visual Anchors
During the day, if you notice a student getting escalated, you can simply hold up your hand and gently 'flip' your lid as a silent signal to check in with their internal state.
Scaffolding Communication
Provide sentence stems on the board: "I am feeling ____ right now." "My brain is feeling 'flipped' because ____." "I need a ____ minute break."
Troubleshooting
"What if a student is already 'flipped' during the lesson?"
Don't try to teach the logic then. The 'Wise Boss' is offline. Simply provide a safe space and model deep breathing yourself. Teach the model only when they are calm.
"What if students find the hand model 'too babyish'?"
Lean into the science. Use terms like "Amygdala" and "Prefrontal Cortex." Call it "Brain Hacking" or "Neuro-Engineering."
Flipping My Lid Slides Brain Power
Mastering the Hand Model of the Brain
Your Two-Story Brain
Upstairs Brain
The Wise Boss
This part helps you think clearly, solve problems, stay calm, and make kind choices.
Logic Empathy Focus
Downstairs Brain
The Feeling Alarm
This part keeps you safe. It reacts quickly when you feel big emotions like fear, anger, or frustration.
Survival Reaction Feelings
The Hand Model
Follow along with your own hand to see how your brain works together!
✊
1. Tuck Your Thumb
Your thumb is the amygdala (The Alarm).
🖐️
2. Fold Fingers Over
Your fingers are the prefrontal cortex (The Boss).
🤝
3. All Together
The Boss stays connected to the Alarm.
Flipping the Lid
When we get too angry, scared, or overwhelmed, the "Wise Boss" goes offline.
What happens?
We can't think clearly
We say or do things we regret
Our "Alarm" is in total control
FLIP!
Early Warning Signs
Your body tells you before your lid flips. Watch for these:
Fast Heart
Hot Face
Loud Voice
Tight Tummy
"If you notice these, it's time to use your tools!"
Tool 1: Name It to Tame It
Putting a name on the feeling calms the alarm.
How it works:
When we use our "Wise Boss" to label a feeling, we start to reconnect our brain floors.
"I'm feeling ______ because ______."
Angry Worried Frustrated Confused Sad
Tool 2: Reset Breathing
Breathe
In through your nose...
1
In for 4 seconds
2
Hold for 4 seconds
3
Out for 4 seconds
Tool 3: Strategic Break
Drink Water
A quick sip can help "cool down" the alarm system.
The Walk
Move your body to a different space to reset.
Sensory Input
Listen to music, draw, or focus on a fidget tool.
My Brain Map Worksheet My Brain Map
Navigating the Hand Model of the Brain
Name:
Date:
1. Label Your Brain Floors
Think about the hand model we practiced. Label the parts below using the Word Bank.
Draw your hand here!
Word Bank
Amygdala (The Alarm) Prefrontal Cortex (The Boss) Brainstem (The Body)
2. My Warning Signs
Circle the physical signs you feel BEFORE you flip your lid.
Fast Heartbeat
Hot Face
Tight Muscles
Clenched Teeth
Loud Voice
Stomach Ache
Other signs:
3. My Cool Down Toolbox
A. Name It to Tame It
Practice labeling 3 feelings you have often:
1. I feel
2. I feel
B. Breathing Strategy
Check the one you like best:
Box Breathing
Belly Breaths
5-Finger Breathing
C. My Strategic Break
Where can you go or what can you do for 5 minutes?
D. Communicating Effectively
Finish this script for when you feel "flipped":
"I'm feeling right now."
"I need a minute break."
"Can we talk about this ?"
Brain Power Lesson 1
Brain Map Answer Key Brain Map Answer Key
Teacher Reference for "My Brain Map" Worksheet
1. Hand Model Labels
The Fingers
Prefrontal Cortex
"The Wise Boss"
Responsible for: Decision making, impulse control, empathy, logic.
The Thumb
Amygdala
"The Feeling Alarm"
Responsible for: Sensing danger, big emotions (fear/anger), survival.
The Wrist/Palm
Brainstem
"The Body Controls"
Responsible for: Heart rate, breathing, automatic functions.
2. Strategy Implementation Guidance
Name It to Tame It
Why? Verbalizing an emotion shifts activity from the amygdala to the prefrontal cortex.
Look for: Specific emotion words (Frustrated, Disappointed, Nervous) rather than just "Mad" or "Bad."
Breathing Reset
Why? Deep breathing sends a signal to the brainstem that the body is safe, which helps the "Alarm" turn off.
Look for: Students choosing a style that feels accessible (e.g., Box Breathing is great for visual learners).
Understanding the "Early Warnings"
These are individual. Some students experience "Hot Face," while others experience "Tight Muscles." The key is helping the student recognize their unique patterns.
Teacher Tip: If a student can't identify their signs, suggest they think back to a time they were very angry. "Where in your body did you feel it first?"
Communication Tip: Praise students for using the communication scripts even if they are still clearly upset. Saying "I need a minute" is a major victory.
