Chapter 1: Your Brain and You

Chapter Introduction

Hi. I am the Turtle.

I teach about your brain. Your brain is one of the most amazing parts of you. Right now, while you are reading this, your brain is doing the reading. While you sleep tonight, your brain will be busy too. While you play with a friend, your brain is helping you play. Your brain is with you every second of your life.

This is the first time you and I are talking about your brain together. I am slow and patient. We will take our time. There is a lot to learn, and learning works best when we go step by step.

In this chapter, you will learn three big ideas.

The first big idea is what your brain does. Your brain helps you think, learn, remember, feel, and move. Different parts of it do different jobs. All the parts work together. Your brain never takes a day off.

The second big idea is how your brain grows. You are eight or nine years old. Your brain is still growing — and it grows a little bit every time you learn something new, sleep well, eat real food, play, or spend time with people who care about you. The next few years are a very special learning time for your brain.

The third big idea is the most important one. Your brain helps you feel things. All feelings are okay. Some feelings are small and easy. Some feelings are big or hard. When feelings are big or hard, the most helpful thing is to tell a trusted grown-up. You and your grown-ups work together. You are never alone with big feelings. Not now, not ever.

Are you ready? Take a slow breath. Let's begin.

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Lesson 1.1: What Your Brain Does

Learning Objectives

By the end of this lesson, you will be able to:

• Tell where your brain lives inside your body
• Name five big jobs your brain does
• Notice that your brain is working all the time, even when you sleep
• Notice one thing your own brain just did while you were reading
• Understand that different parts of the brain work together as one team

Key Terms

Where Your Brain Lives

Put your hand on top of your head. Feel your hair. Push gently on your head. You feel something hard, right?

That hard thing is your skull. Your skull is a bone helmet that your body builds for you. It is the size and shape of your head because it is made to hold one thing.

Inside your skull, safe and protected, is your brain.

Your brain is soft. It is about the size of two fists held together. It is the color of light pink or grey. It is wet, because your body is mostly water. And it is busy. Right now, while you sit there and read, your brain is doing a lot of things at the same time.

You cannot see your brain from outside. But you use it every second of your life. Some grown-ups have spent their whole working lives studying brains, and they are still learning more [1, 2]. The Turtle is not going to teach you everything about the brain in one chapter. We have many years together. We start with the most important things.

Five Big Jobs

Your brain does many things. The Turtle will start you with five big jobs. These are jobs your brain is doing right now. See if you can notice each one.

Job 1 — Thinking. Your brain figures things out. When you do a math problem, you are thinking. When you choose what shoe to put on first, you are thinking. When you read these words and understand what they mean — that is thinking too. Right now, your brain is thinking.

Job 2 — Remembering. Your brain holds onto things from before. Can you remember the last time you laughed? Can you remember your best friend's name? Can you remember what you had for breakfast today? That is your brain remembering. Right now, while you read, your brain is remembering what words mean and putting them together.

Job 3 — Learning. Your brain picks up new things. When you learned to tie your shoe, your brain learned a new pattern. When you learned to ride a bike, your brain learned how to balance. Right now, as you read this chapter, your brain is learning new things about your brain.

Job 4 — Feeling. Your brain helps you have feelings. Happy. Sad. Scared. Mad. Excited. Calm. Worried. Proud. All those feelings come from your brain. We will talk more about feelings in Lesson 3.

Job 5 — Moving your body. Your brain tells your body what to do. When you wave hi to your teacher, your brain sent a message to your hand. When you walk to the door, your brain sent messages to your legs. Even right now, your brain is keeping you sitting up. Your brain is talking to your muscles every second [3].

The Turtle wants you to notice something. Your brain is doing all five of these jobs at the same time. Right now, as you read, your brain is thinking, remembering, learning, feeling, and helping you sit up. All of that, at once.

That is a busy brain. And it is your brain. Pretty amazing, right?

Your Brain Never Stops

Have you ever noticed that you can fall asleep at night and then wake up in the morning, and the time in between feels short? Sometimes it feels like you just closed your eyes and opened them again.

But your brain was busy the whole time.

Your brain does not turn off when you go to sleep. It keeps working. While you sleep, your brain is putting away the things you learned that day. It is making memories. It is cleaning itself. It is growing [4, 5]. The Turtle will tell you more about sleep when Coach Sleep (the Cat) writes a chapter for you soon. For now, just notice this: even when you are asleep, your brain is busy.

Your brain is also working right now while you breathe. You did not have to tell yourself "breathe in, breathe out, breathe in, breathe out." Your brain is doing it without you thinking about it. Your brain also keeps your heart beating, your tummy working, and your blood moving. All of that, all the time, no breaks.

Your brain has been working since before you were born, and it will keep working your whole life.

One Brain, Many Helpers

Your brain looks like one soft shape. But it is more like a team. Different parts of your brain do different jobs.

You do not need to learn the names of every part right now. (You will learn the names when you are a little older.) For today, the Turtle wants you to know just this: different parts of your brain do different jobs, and the parts all work together.

One part helps you see. One part helps you hear. One part helps you remember. One part helps you feel feelings. One part helps you decide what to do. One part helps you move your hands. And so on.

When you read these words, many parts of your brain work together. Your eye part sees the letters. Your word part figures out what the letters mean. Your memory part connects the words to things you already know. Your feeling part might even notice if a sentence makes you smile. All those parts pass messages back and forth, fast, the whole time you read.

The Turtle calls this teamwork. Your brain is a team, and the team works for you.

A Quick Notice

Stop reading for a moment. Close your eyes if you want.

Now think of one happy memory. Maybe a fun day. Maybe a favorite snack. Maybe a person you love. Just one happy memory.

Did you find one?

That memory came from your brain. Your brain held it for you, and when you asked for it, your brain brought it back. That is what your brain does. It holds your whole life inside it, and it gives pieces back to you whenever you need them.

That is the brain you have. It is yours. Nobody else has one exactly like it. That is part of what makes you you.

Lesson Check

1. Where does your brain live inside your body?
2. Name three of the five big jobs your brain does.
3. Does your brain ever stop working? Why or why not?
4. Why does the Turtle say your brain is a team?
5. Can you name one happy memory your brain just brought back for you?

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Lesson 1.2: How Your Brain Grows and Learns

Learning Objectives

By the end of this lesson, you will be able to:

• Tell that your brain is still growing
• Name four things that help your brain grow
• Notice that every time you learn something new, your brain changes
• Name one thing you learned this week
• Understand that being curious is good for your brain

Key Terms

A Turtle Question

The Turtle wants to ask you a question. Take your time. There is no wrong answer.

Are you better at something today than you were a year ago?

Think about that. Maybe you can read longer books now. Maybe you can do harder math. Maybe you can ride a bike without falling. Maybe you can tie your shoes. Maybe you can write your name in cursive. Maybe you can spell harder words. Maybe you are nicer to your little brother or sister when they bug you.

Whatever it is, you got better at it for a reason. The reason is that your brain has been growing and learning.

That is what brains do. Especially at your age.

Your Brain Is Still Growing

You are eight or nine years old. Your brain has been growing since before you were born, and it will keep growing for a long time. Some parts of your brain will not finish growing until you are in your mid-twenties — that is more than fifteen years from now [6, 7].

This is a happy fact, not a worry. It means your brain has a long time to keep getting better. It is not finished. It does not have to be finished. You are still being built.

Right now, at age 8 or 9, your brain is in a very special time. Doctors and scientists who study kids' brains say that this part of your life — about age 6 to age 12 — is one of the best times in a person's whole life for learning [8]. Your brain is hungry for new things. Your brain wants to grow.

The Turtle is happy that you are here, learning, in the best learning years of your life.

What Grows Inside Your Brain

When you learn something new, something happens inside your brain. Tiny pathways called connections form between different parts of your brain. Each time you practice something, those connections get a little stronger.

Picture a forest with many little trails. The first time you walk a new trail, it is a little hard. There are sticks in the way. The path is hard to see. But the more times you walk the same trail, the easier it gets. The sticks get pushed aside. The path gets clearer. Soon you can walk it without even thinking.

Connections inside your brain work in a way that is a little like that [9]. The first time you try something new, it is hard. Your brain has to make a fresh pathway. The next time, it is a tiny bit easier. The pathway is starting to form. By the time you have practiced something many times, the pathway is strong and clear, and you can do the thing almost without thinking. Tying your shoes once felt impossible. Now you do it without even looking.

This is how every new skill you have ever learned got into your head. Reading. Math. Drawing. Sports. Music. Talking. Walking. Being a good friend. All of it. Your brain built pathways for each one, and the pathways got stronger every time you practiced.

Four Things That Help Your Brain Grow

So how does your brain build strong pathways? What does it need from you?

The Turtle has four things to share. None of these are surprising. All of them are things kids do every day. Together, they make a big difference.

1. Good sleep. Kids your age need about nine to twelve hours of sleep every night [10]. Sleep is when your brain saves what you learned that day and turns it into long memories. Without good sleep, today's learning is hard to keep tomorrow. The Turtle thinks sleep is one of the most important things a kid can do for the brain. Coach Sleep (the Cat) will tell you more in her chapter.

2. Real food. Your brain needs good food to grow. Foods like vegetables, fruits, eggs, meat, fish, nuts, beans, and whole grains have what your brain needs to build new connections. Coach Food (the Bear) wrote a whole chapter about this called Food and Your Body. If you have read it, you already know — real food helps your whole body, and your brain is part of your body. The Bear and the Turtle are good friends. We agree on this.

3. Play and movement. Running, jumping, climbing, dancing, biking, playing tag — all of it helps your brain. Moving your body brings more blood to your brain, and that helps your brain build new pathways [11]. Playing also helps your brain in a different way. When you play — with friends, with toys, with your imagination — you are practicing thinking, feeling, getting along, problem-solving, and trying new things. Play is not the opposite of learning. Play is learning. The Turtle thinks every kid should play every day.

4. Being curious. Curious means wanting to know. Asking questions. Trying new things. Looking closely at things you have not noticed before. Curious kids grow curious brains [12]. When you wonder about something — Why is the sky blue? How does that bird fly? What is inside an egg? Why does my grandma laugh like that? — your brain lights up and goes to work. Wondering is one of the brain's favorite things to do.

The Turtle would add one more thing, even though it is not exactly a separate item: spend time with people who care about you. Talking with a parent, hugging a grandparent, playing with a friend, joking with a sibling, learning from a teacher — all of these help your brain too [12]. People you love are good for your brain.

Something You Learned This Week

Here is a small thing the Turtle wants you to try. Pause for a moment.

Can you think of one thing you learned this week? It does not have to be big. Maybe a new word. Maybe a new fact in school. Maybe a new joke. Maybe something a friend told you. Maybe something you figured out on your own. Maybe how to do a new thing on a bike or in a game.

Did you find one? Good. Hold that thought in your mind.

Now hear this. Because you learned that thing, your brain has new connections that were not there before. The pathway is small right now. If you keep using what you learned, the pathway will get stronger. If you do not use it, the pathway might fade. That is just how brains work.

This is why grown-ups say things like "use it or lose it." It is real. Your brain keeps what it uses and lets go of what it does not use.

The Turtle is not asking you to use every single thing forever. Some things you can let go of. The Turtle just wants you to know: every time you really learn something — and keep using it — you make your brain bigger and stronger.

You are doing that right now, by reading this chapter. The Turtle thinks that is great.

Bodies and Brains Are All a Little Different

One more important thing before we move on.

Every kid's brain is a little different. Some kids learn to read very fast. Some kids take longer and then read just as well later. Some kids are great at math. Some kids are great at drawing. Some kids are great at making friends. Some kids are great at noticing how other people feel. Some kids are great at moving their bodies. Some kids are quiet and thoughtful. Some kids are loud and full of energy.

All of this is normal and good.

Some kids' brains work in ways that need a little extra help with reading, or sitting still, or paying attention, or making friends, or talking to people. That is normal too. The grown-ups who love you, and the teachers and doctors who help you, will work with you to figure out what works best for your brain. That is one of their jobs. You do not need to figure this out alone.

The Turtle never compares one kid's brain to another. Brains are like fingerprints. Yours is yours.

Lesson Check

1. Is your brain still growing? About how old will some parts be when they finish?
2. Name four things that help your brain grow.
3. What is a connection inside your brain?
4. What did you learn this week? (Just say one thing.)
5. Why does the Turtle never compare one kid's brain to another?

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Lesson 1.3: Your Brain and Your Feelings

Learning Objectives

By the end of this lesson, you will be able to:

• Name at least six different feelings
• Understand that all feelings are okay
• Know the difference between small or easy feelings and big or hard feelings
• Name three trusted grown-ups you can talk to about big or hard feelings
• Know what to do if a feeling ever feels really scary or unsafe

Key Terms

A Turtle Question

The Turtle has another question for you. Take your time.

Have you ever felt happy and sad on the same day?

Most people have. Maybe you had a great morning and then something hard happened at school. Maybe you were laughing one minute and crying the next. Maybe you felt proud of something and worried about something else, all at the same time.

That happens to grown-ups too. Even to turtles. Feelings come and go. Sometimes they come in pairs. Sometimes they come one after the other. Sometimes a feeling stays for a long time. All of that is normal.

This lesson is about your feelings, and what to do with them.

Your Brain Makes Feelings

You learned in Lesson 1 that your brain does five big jobs. One of those jobs is feeling. Your brain has special parts that help you feel things [13].

Here are some feelings your brain can make. Some you have probably felt today. Some you will feel later this week or this month. There are no good or bad feelings. All feelings are okay.

• Happy
• Sad
• Scared
• Mad (also called angry)
• Excited
• Calm
• Worried
• Proud
• Surprised
• Lonely
• Tired
• Curious
• Bored
• Frustrated
• Loving
• Embarrassed
• Brave
• Shy

That is eighteen feelings. Your brain can make many more than eighteen. Some feelings are easy to name. Some feelings are harder to put into words. That is also normal. Sometimes you just feel something and you do not have a word for it yet. The Turtle thinks that is okay.

Here is the most important thing about feelings: all of them are okay. The Turtle is going to say that again because it matters.

All feelings are okay. Being sad is okay. Being mad is okay. Being scared is okay. Being worried is okay. Even feeling lonely or jealous or frustrated — all of those are okay. Feelings are how your brain tells you what is going on inside you. They are not good or bad. They are just messages.

What you do with a feeling can be helpful or not helpful. The feeling itself is just a feeling.

Small Feelings and Big Feelings

The Turtle wants you to learn the difference between two kinds of feelings.

Small or easy feelings come, get noticed, and go away on their own without too much trouble. Maybe you felt a little sad when your favorite TV show ended. Then you found something else to do, and the sad feeling went away. Maybe you felt a little nervous before reading aloud in class. Then you read, and the nervous feeling shrank. Small or easy feelings come and go all day, every day. Your brain handles them mostly without much help.

Big or hard feelings are different. They feel stronger. They might stick around longer. They might feel too heavy to carry alone. Maybe you felt very sad for many days after a pet died, or after a friend moved away. Maybe you felt very scared after something hard happened. Maybe you felt very mad and you did not know how to make the mad feeling go away. Maybe you felt worried about something for a long time, and the worry kept coming back.

Big or hard feelings happen to everyone. They are not a sign that something is wrong with you. They are a sign that you are a person, with a real life and a real brain, and life is sometimes big.

But here is the most important thing the Turtle will say in this whole chapter:

Kids do not handle big or hard feelings alone.

Not now. Not at your age. You are eight or nine. You are smart and kind. But the grown-ups in your life are the ones who help you when feelings get big. They know you. They love you. They have been through big feelings before. They want to help.

This is the way it should be. This is the way it has been for a very, very long time. Long ago, when feelings got big, kids talked to their parents, their grandparents, the older people in their family or village. Today, when feelings get big, kids talk to the trusted grown-ups in their life. That is normal and good.

Who Are Trusted Grown-Ups?

A trusted grown-up is a grown-up who takes care of you, knows you, and loves you. They want what is good for you.

For most kids, trusted grown-ups include:

• A parent or step-parent
• A grandparent
• A foster parent or other caregiver
• An aunt, uncle, or older family member
• A teacher you trust
• A school counselor
• A school nurse
• Your doctor or pediatrician

If you have read Coach Food (the Bear)'s chapter, you already know about trusted grown-ups. The same grown-ups who help you with food can help you with feelings. They have many jobs in your life, and one of those jobs is being there for big feelings.

Take a moment right now. Pause your reading. In your head, name two trusted grown-ups you could talk to about a hard feeling. Just think of their names. Knowing who they are is the first step.

The Turtle is glad you thought of them.

What to Talk About

What kinds of feelings should you tell a trusted grown-up about? The Turtle has a short list. If any of these are happening, please tell a trusted grown-up.

• A sad feeling that has not gone away in many days
• A scared feeling that keeps coming back
• A worried feeling that follows you to bed at night
• A mad feeling that feels too big to carry
• A feeling that you do not have a name for, but it feels heavy
• Feeling lonely most of the time, even when other kids are around
• Feeling not safe at home, at school, or anywhere
• Feeling that life is too hard, or that you do not want to be here
• Anything that has happened to you, or that you saw happen to someone else, that you do not know how to think about
• A worry about a friend or a sibling who seems to be having any of these feelings

Telling a trusted grown-up is brave. Telling a trusted grown-up is smart. Telling a trusted grown-up does not get you in trouble. The grown-up will listen. The grown-up will care. If the grown-up needs more help, they will find it.

You do not need the perfect words. You can start with very simple words. Here are a few ways kids can start the conversation:

• "I need to talk about something."
• "I have a big feeling."
• "Something is bothering me."
• "Can I tell you what happened?"
• "I feel weird and I do not know why."
• "I am sad and I want to talk."

Any of those is a great start. The grown-up will help with the rest.

When a Feeling Feels Really Scary or Unsafe

The Turtle is going to be careful and clear here, because this part matters most.

Sometimes a feeling can feel really scary or unsafe. Maybe a feeling tells you that the world is too dark. Maybe a feeling makes you want to hurt yourself or makes you wish you were not here. Maybe a feeling is about something that happened that you cannot stop thinking about.

If any of those things ever come up, please tell a trusted grown-up right away. Not later. Right then. The grown-up will not be mad. The grown-up will be glad you told them. They will help.

There are also special phone numbers that grown-ups can call when feelings get really hard or scary. The Turtle wants you to know these exist, so that if a feeling like this ever happens, you can tell a grown-up, and that grown-up can use one of these helpers. You do not have to remember the numbers. The grown-ups in your life can use them.

Helpers grown-ups can call when feelings feel really scary or unsafe:

• The 988 Suicide and Crisis Lifeline: a grown-up can call or text 988, day or night. Real people answer. They help right away.
• Crisis Text Line: a grown-up can text the word HOME to 741741, day or night. Real people answer by text.

Helpers grown-ups can call about other big or hard worries:

• SAMHSA National Helpline: 1-800-662-4357, day or night. Real people answer.
• The National Alliance for Eating Disorders (if a feeling is about food or eating): 866-662-1235, on weekdays.

These helpers are for grown-ups to use when you and they need them. Kids your age do not call helplines on their own. You tell a trusted grown-up first. The grown-up takes care of the rest.

If you are reading this right now and any of these big or scary feelings sound like you, please go tell a trusted grown-up right now. Not later. Now. The Turtle will wait. The Turtle is patient. The Turtle is also very glad you came to read.

Feelings Are Part of Being a Person

The Turtle will end the lesson with one more idea.

Some people grow up thinking that having feelings is weak, or silly, or babyish. The Turtle thinks that is not true. The Turtle thinks feelings are part of being a person. Feelings are how you know what matters to you. Feelings are how you know when something is right and when something is wrong. Feelings are how you connect to other people. Feelings are how you love.

A person with no feelings would not be a stronger person. A person with no feelings would just be a person missing something important.

You have feelings because you are alive and your brain is working. That is good. The Turtle is glad you have them.

And when feelings get big or hard, you have trusted grown-ups. That is even better.

Lesson Check

1. Name at least six different feelings.
2. Are some feelings good and some feelings bad? What does the Turtle say about that?
3. What is the difference between a small or easy feeling and a big or hard feeling?
4. Who are two trusted grown-ups you could talk to about a big or hard feeling?
5. If a feeling ever feels really scary or unsafe, what is the first thing the Turtle says you should do?

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End-of-Chapter Activity: A Day of Noticing

The Turtle has one activity for you. It is gentle. It takes a small amount of time spread across one day. You can do it on your own, but the Turtle hopes you will share it with a trusted grown-up at the end.

What You Need

• A piece of paper or a small notebook
• A pencil
• One day of your normal life

What You Do

Step 1 — Make a noticing sheet. At the top of your paper, write the date. Below the date, make three sections with these headings:

• Things I thought about today
• Things I learned today
• Feelings I had today

Leave room under each one. You will fill it in across the day.

Step 2 — Notice as you go. Try to do this three times in the day: once in the morning, once around lunch, and once before bed. Each time, take one slow breath. Then write down one small thing for each section.

• For Things I thought about: anything you wondered, figured out, or decided. Examples: "I thought about what shoes to wear." "I figured out a math problem." "I wondered why the dog was barking."
• For Things I learned: any small new thing you picked up. Examples: "I learned a new word: gigantic." "I learned that my grandma was once a teacher." "I learned how to draw a horse."
• For Feelings I had: just notice and name. Examples: "I felt happy when my friend laughed." "I felt frustrated when my pencil broke." "I felt proud after I helped clean up."

You do not have to write a lot. One short sentence each time is plenty.

Step 3 — Look at your sheet at the end of the day. Read over what you wrote. Look at how many things your brain did in one day. Many thoughts. New learning. Different feelings. Your brain was busy.

Step 4 — Share with a trusted grown-up. Pick one trusted grown-up. Show them your sheet. Ask them one of these questions:

• "What is something you thought about today?"
• "What is something you learned today, even as a grown-up?"
• "What is one feeling you had today?"

Listen to their answer. Trusted grown-ups have brains too. They are still learning and still feeling, just like you.

Step 5 — Keep the sheet. Save your noticing sheet somewhere safe. Years from now, you may want to read what your brain was doing on this day.

What You Will Get From This

You will learn something the Turtle thinks every kid should know: your brain is always doing things, and you can pay attention to what it is doing. When you can notice your thoughts, your learning, and your feelings, you understand yourself better. You also have a way to share what is going on inside you with the grown-ups who care about you.

That is a small habit. It is also a big skill. The Turtle thinks both are true at the same time.

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Vocabulary Review

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Chapter Review

These questions are not a test. They are a way to check what you remember. Take your time. Look back at the lessons if you need to. There are no tricks.

1. Where does your brain live inside your body? What protects it?

2. Name three of the five big jobs your brain does.

3. Is your brain still growing? What are two things that help your brain grow?

4. What happens inside your brain when you practice something? (Hint: think about connections.)

5. Are all feelings okay? What does the Turtle say about that?

6. If you ever have a big or hard feeling, what is the first thing the Turtle says you should do?

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Instructor's Guide

This guide is for parents, caregivers, teachers, and other grown-ups using this chapter with a child in Grade 3 (ages 8-9).

What This Chapter Teaches

This is the first chapter the child will read about the brain in the CryoCove Library. It is the foundation. The chapter teaches three big ideas at age-appropriate depth:

1. What the brain does. The brain is inside the skull, it is soft, it is busy, and it has five big jobs: thinking, remembering, learning, feeling, and moving the body. Different parts of the brain do different jobs and all work together as a team.

2. How the brain grows. The brain is still growing at this age — some parts will not finish maturing until the child's mid-twenties — and four basic things support that growth: sleep, real food, play and movement, and curiosity (plus time with people who care). The chapter introduces the idea of connections (an age-appropriate version of synaptic strengthening) as the brain's way of building skills through practice.

3. The brain and feelings. This is the safety-critical lesson. The child learns to name a range of feelings, to know that all feelings are okay, to tell the difference between small/easy feelings and big/hard feelings, and to understand that big/hard feelings get talked about with trusted grown-ups. The crisis-resource framing throughout is "grown-ups can call these if you need help" — not "you call these" — because eight- and nine-year-olds do not independently navigate crisis lines.

What This Chapter Does NOT Teach

This chapter is intentionally light on certain content that becomes appropriate at later grades:

• No detailed neuroanatomy. Brain regions by name (prefrontal cortex, amygdala, hippocampus) are introduced in Grade 6, not Grade 3. The G3 chapter only says "different parts do different jobs."
• No neurotransmitter or synapse vocabulary. Those are Grade 6 and above.
• No clinical mental health vocabulary (anxiety disorder, depression, ADHD, etc.). The chapter uses ordinary feeling words and trusted-adult referrals.
• No comparisons between kids' brains. Neurodiverse experiences are normalized as part of "every brain is a little different" without any clinical labeling.
• No prescriptive mental health practices. The Turtle teaches noticing and asking for help; trusted grown-ups handle anything clinical.

If your child asks questions in these areas, the best answer is: "That is a great question. Let's figure it out together." Then you, the trusted grown-up, decide what to share.

How to Support the Child

A few things you can do that align with the chapter's framing:

• Let your child name feelings out loud. Practice feeling words together. The wider a child's feeling vocabulary, the better equipped they are when something gets big.
• Be a steady listener. When your child brings you a feeling, big or small, listen first. You do not need to solve it. Listening is a complete response on its own.
• Show that grown-ups have feelings too. Sharing one of your own ordinary feelings ("I felt frustrated when traffic was slow today") tells your child that feelings are part of being a person, not a sign that something is wrong.
• Make trusted-grown-up identity explicit. Tell your child clearly: "If something is bothering you, you can always tell me. I will listen." Children remember being told this. Many children do not realize the invitation is open unless an adult states it directly.
• Protect sleep, real food, play, and curiosity. The four supports for brain growth in this chapter are not high-tech. They are ordinary things every family can offer, in ordinary amounts.

Watching for Warning Signs

Children ages 8-9 are not too young to develop anxiety, depression, trauma reactions, attention or learning differences, or other challenges that benefit from clinical support. The chapter is preventive, not reactive. But if you notice any of the following in your child for more than two weeks, please contact your pediatrician, a school counselor, or a qualified mental health provider:

• Persistent sadness or irritability
• Loss of interest in things that used to be fun
• Sleep problems (much more or much less than usual)
• Eating changes (much more or much less than usual)
• Frequent stomachaches, headaches, or other physical complaints without a medical cause
• Increased trouble at school
• Withdrawal from friends or family
• Excessive worry, fear, or clinginess
• Any mention of not wanting to be here, wanting to hurt themselves, or feeling hopeless — these require immediate response

Verified resources (May 2026):

• 988 Suicide and Crisis Lifeline: call or text 988, 24/7. The right first call for any mention of suicide or self-harm.
• Crisis Text Line: text HOME to 741741, 24/7.
• SAMHSA National Helpline: 1-800-662-4357, 24/7. General mental health and substance use referrals.
• National Alliance for Eating Disorders: 866-662-1235, weekdays. Licensed therapists.
• Your pediatrician is the best starting place for any persistent concern that is not an acute crisis.

Note: the NEDA helpline (1-800-931-2237) is not functional as of this writing. Use the National Alliance for Eating Disorders number above instead.

Pacing

If you are using this chapter in a classroom:

If you are using this chapter at home, two lessons per week is comfortable. Lesson 3 in particular benefits from being read alongside a trusted grown-up rather than completely alone, so the child has a person right there to talk to as feelings come up.

Lesson Check Answers

Lesson 1.1:

1. Inside the skull, in the head. 2. Thinking, remembering, learning, feeling, moving the body. (Any three.) 3. No — the brain is always working, even when you sleep. While you sleep, the brain is making memories, cleaning itself, and helping you grow. 4. Because different parts of the brain do different jobs, and all the parts pass messages back and forth and work together. 5. The child's own answer. Any real happy memory is correct.

Lesson 1.2:

1. Yes. Some parts of the brain will not finish growing until the mid-twenties. 2. Good sleep, real food, play and movement, curiosity, and time with people who care. (Any four.) 3. A pathway inside the brain that links one part to another. Connections get stronger with practice. 4. The child's own answer. Any real thing learned this week is correct. 5. Because every brain is a little different, like a fingerprint, and comparing brains misses what each one is good at.

Lesson 1.3:

1. Any six from the list. Sample answers: happy, sad, scared, mad, excited, calm, worried, proud, lonely, curious, frustrated. 2. The Turtle says all feelings are okay. There are no good or bad feelings. Feelings are messages from your brain about what is going on inside you. 3. Small or easy feelings come, get noticed, and go away on their own. Big or hard feelings are stronger, stick around longer, or feel too heavy to carry alone. 4. Any two real grown-ups in the child's life who care for them. 5. Tell a trusted grown-up right away. The grown-up will listen and help.

Chapter Review Answers

1. Inside the head, protected by the skull (a bone helmet). 2. Thinking, remembering, learning, feeling, moving (any three). 3. Yes. Two of: good sleep, real food, play and movement, being curious, time with people who care. 4. The brain builds new connections between its parts. Each time you practice, the connections get a little stronger, until the new skill becomes easy. 5. Yes. All feelings are okay. There are no good or bad feelings. What you do with a feeling can be helpful or not, but the feeling itself is just a message from your brain. 6. Tell a trusted grown-up.

Discussion Prompts

Open-ended questions to ask the child after the chapter:

1. What is one thing your brain did today that you did not even notice while it was happening?
2. Can you think of something you learned a long time ago that you can still do without thinking? How does the Turtle's "connections" idea explain that?
3. What is a feeling you have had this week? Was it a small/easy feeling or a big/hard feeling?
4. Who are the trusted grown-ups in your life? Why those people?
5. If a friend told you they were having a big or hard feeling, what would you say to them? (Hint: the Turtle would say tell a trusted grown-up.)
6. What helps your brain grow that you already do? What helps your brain grow that you could do more of?
7. The Turtle says "every brain is a little different." Can you think of a way your brain is different from a friend's? Can you think of a way it is the same?
8. What is something your brain has gotten much better at since last year?

Common Child Questions

• "Why don't I remember being a baby?" Your brain was still growing the parts that hold long-term memories. Most people do not remember anything before they were about three or four years old. That is normal.
• "Why do I sometimes forget things?" Forgetting is part of how the brain works. Your brain keeps the things you use and lets some other things fade. That is not bad. If something is important, practicing it helps your brain hold on to it.
• "Can I make my brain smarter?" Yes — but not in one day. By sleeping well, eating real food, playing, being curious, and learning new things, you give your brain what it needs to grow. Over time, it adds up.
• "Is it bad to feel mad?" No. Mad is just a feeling. It is okay to feel mad. What matters is what you do when you are mad. Talking to a trusted grown-up about what made you mad is one of the best things to do.
• "What if my brain is different from other kids?" Every brain is different from every other brain. Some kids learn things faster, some learn slower, some are great at one thing and not another. That is normal. The grown-ups who love you, and your teachers and doctors, will help figure out what works best for your brain.
• "Can I really hurt my brain?" Your brain is well protected by your skull. You should still wear a helmet for biking, skating, or any sport where you could fall. If you ever bump your head and feel dizzy or strange, tell a trusted grown-up so they can check on you.
• "Why am I crying about something small?" Sometimes small things bring out big feelings, especially if you are tired, hungry, or worried about something else. That does not mean anything is wrong with you. A trusted grown-up can help you figure out what is really going on.
• "My friend seems really sad lately. What should I do?" Tell a trusted grown-up. You do not have to fix your friend. The grown-up can help your friend or find someone who can.

Parent Communication Template

Dear families,

Your child is beginning the first chapter of the CryoCove Library Coach Brain curriculum — Your Brain and You. This is a Grade 3 chapter at the very start of a long curriculum that will continue through high school and beyond.

What the chapter covers:

• What the brain does (the five big jobs: thinking, remembering, learning, feeling, and moving)
• How the brain is still growing and the four basic things that support brain growth (sleep, real food, play, curiosity)
• A first introduction to feelings — naming them, noticing them, and knowing when to talk to a trusted grown-up

Tone: The chapter is warm, patient, and asking-questions in style. No specific mental health practices are recommended. The Turtle never compares one child's brain or feelings to another. The strongest message is that children should never try to handle big or hard feelings alone — trusted grown-ups (parents, caregivers, teachers, school nurses, counselors, doctors) are always part of the picture.

What this chapter does not teach: clinical mental health vocabulary, diagnostic labels, specific therapeutic practices, or detailed neuroanatomy. Those are not appropriate at Grade 3 and are not part of this curriculum at this age.

End-of-chapter activity: Your child will spend one day filling out a small "noticing sheet" with three sections — things they thought about, things they learned, and feelings they had — and then share the sheet with a trusted grown-up (you, if available). Please support this activity. It is designed to give you a small, easy, low-pressure way to talk about what is going on in your child's brain and heart together.

A note on Lesson 3: Lesson 3 is the most important part of this chapter. It teaches your child to name feelings, to know that all feelings are okay, to tell the difference between small/easy and big/hard feelings, and to understand that big or hard feelings get shared with trusted grown-ups. The chapter mentions crisis resources (988 Suicide & Crisis Lifeline; Crisis Text Line — text HOME to 741741; SAMHSA National Helpline; National Alliance for Eating Disorders) at age-appropriate framing: "grown-ups can call these if you need help" — never "you call these." Kids ages 8-9 do not independently navigate crisis lines, and the chapter is careful about that. If you would like to read Lesson 3 alongside your child, that is welcome.

Warning signs we ask families to notice: This chapter teaches your child to talk to a trusted grown-up if they ever feel worried about feelings. If you notice persistent sadness, withdrawal, sleep or eating changes, ongoing anxiety, or any mention of not wanting to be here, please contact your pediatrician or a qualified mental health provider. Verified resources are listed in the Instructor's Guide section of the chapter.

If you have any questions, please reach out to your child's teacher or to us at the CryoCove team.

Warmly, The CryoCove Curriculum Team

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Illustration Briefs

Lesson 1.1 — Where Your Brain Lives Placement: After "Where Your Brain Lives." Scene: A simple side-view drawing of a child's head with the top of the skull shown as see-through so the brain is visible inside. The brain is drawn as a soft, friendly pink curved shape, with no scary detail. A label points to the skull saying "Your skull — a helmet made of bone." Another label points to the brain saying "Your brain — soft, busy, always working." Coach Brain (the Turtle) stands beside the head with one flipper resting calmly under its chin, looking thoughtful. Mood: warm, curious, never spooky. Avoid all blood, vessels, or anatomical detail beyond the simple outlined brain shape. Aspect ratio: 16:9 web, 4:3 print.

Lesson 1.2 — Connections Get Stronger With Practice Placement: After "What Grows Inside Your Brain." Scene: Two side-by-side simple drawings of the same brain. On the left, labeled "When you first try something new," the brain has a few thin, dotted pathways drawn lightly between its parts. On the right, labeled "After you practice a lot," the same brain has thick, bright pathways between the same parts. An arrow between the two pictures points right with the words "Your brain grows when you practice." Coach Brain (the Turtle) stands beside the drawings, smiling gently, looking proud. Mood: hopeful, encouraging, never about pressure or competition. The pathways should look like soft lines, not like wires or cables. Aspect ratio: 16:9 web, 4:3 print.

Lesson 1.3 — A Child With Trusted Grown-Ups and Feelings Placement: After "Big or Hard Feelings." Scene: A wide friendly drawing. In the center, a child stands with a soft glow around their head, suggesting their brain is thinking and feeling. Around the child, in a half-circle, stand several trusted grown-ups: a parent, a grandparent, a teacher with a clipboard, a school nurse with a stethoscope, a school counselor, a doctor. All adults are diverse — different skin tones, ages, sizes. The child has a small smile and is reaching out toward them. Coach Brain (the Turtle) sits behind the child with one flipper resting gently on the child's shoulder. Around the picture float small word-bubbles with feeling words: "sad," "mad," "scared," "worried," "happy," "proud." Mood: safe, warm, inclusive, hopeful. No isolation, no spotlight, no spooky lighting — the child is held by the people around them, not alone. Aspect ratio: 16:9 web, 4:3 print.

Optional — Lesson 1.1: Five Big Jobs Placement: After "Five Big Jobs." Scene: A simple five-panel chart showing one small drawing per job. Panel 1 (Thinking): a child doing a math problem with a thought bubble. Panel 2 (Remembering): a child holding a photo. Panel 3 (Learning): a child tying a shoe for the first time. Panel 4 (Feeling): a child with a small heart over their chest, showing happy and sad faces in two corners. Panel 5 (Moving): a child waving with one hand. Coach Brain (the Turtle) appears at one end of the chart, holding all five panels together. Mood: clear, friendly, like a poster in a classroom. Aspect ratio: 16:9 web, 4:3 print.

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Citations

1. Kandel, E. R., Schwartz, J. H., Jessell, T. M., Siegelbaum, S. A., & Hudspeth, A. J. (2013). Principles of Neural Science (5th ed.). McGraw-Hill.

2. Purves, D., Augustine, G. J., Fitzpatrick, D., Hall, W. C., LaMantia, A.-S., Mooney, R. D., Platt, M. L., & White, L. E. (2018). Neuroscience (6th ed.). Sinauer Associates / Oxford University Press.

3. American Academy of Pediatrics, Committee on Public Education. (2016). Bright Futures: Guidelines for Health Supervision of Infants, Children, and Adolescents (4th ed., Hagan, J. F., Shaw, J. S., & Duncan, P. M., Eds.). American Academy of Pediatrics.

4. Walker, M. P., & Stickgold, R. (2006). Sleep, memory, and plasticity. Annual Review of Psychology, 57, 139-166.

5. Tarokh, L., Saletin, J. M., & Carskadon, M. A. (2016). Sleep in adolescence: physiology, cognition and mental health. Neuroscience and Biobehavioral Reviews, 70, 182-188.

6. Giedd, J. N. (2008). The teen brain: insights from neuroimaging. Journal of Adolescent Health, 42(4), 335-343.

7. National Scientific Council on the Developing Child, Center on the Developing Child at Harvard University. (2007). The science of early childhood development: closing the gap between what we know and what we do. developingchild.harvard.edu.

8. Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168.

9. Draganski, B., Gaser, C., Busch, V., Schuierer, G., Bogdahn, U., & May, A. (2004). Neuroplasticity: changes in grey matter induced by training. Nature, 427(6972), 311-312.

10. Paruthi, S., Brooks, L. J., D'Ambrosio, C., Hall, W. A., Kotagal, S., Lloyd, R. M., Malow, B. A., Maski, K., Nichols, C., Quan, S. F., Rosen, C. L., Troester, M. M., & Wise, M. S. (2016). Recommended amount of sleep for pediatric populations: a consensus statement of the American Academy of Sleep Medicine. Journal of Clinical Sleep Medicine, 12(6), 785-786.

11. Hillman, C. H., Erickson, K. I., & Kramer, A. F. (2008). Be smart, exercise your heart: exercise effects on brain and cognition. Nature Reviews Neuroscience, 9(1), 58-65.

12. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: a meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.

13. American Academy of Pediatrics, Committee on Psychosocial Aspects of Child and Family Health. (2019). Promoting healthy emotional and behavioral development in young children: a clinical report. Pediatrics, 144(1), e20191767.