Childrens Book
Storyboard Text
- Peter's Halloween!
- By: Liam, Abby, and Ngao
- It was one of Peter’s favorite holidays, Halloween! He quickly got in his spiderman costume
- and bolted out the door to the bus stop, instinctively speeding up past the house with snakes on the lawn.
- He stood at the entrance of his neighborhood, eager to see what his teacher had planned to celebrate.
- When he arrived at his classroom, Ms. Johnson greeted him and told him to wait patiently for the rest of the students.
- While he was waiting, he got bored, so he counted every poster on the walls (arousal theory)
- Finally, when everyone was seated, Ms. Johnson announced that they were going on a Spooky Scavenger Hunt for candy! She asked the kids to partner up, and whichever group finished first would receive a special treat, which made Peter want to do it even more (incentive theory).
- BOO!
- Peter is social and likes making friends with all his fellow 3rd graders, so he asked the new kid, Sarah, to work with him (affiliation motivation).
- Then, Ms. Johnson passed out the first clue and signaled for them to begin. Each child happily filed back out the door with a big smile on their face (universality hypothesis).
- Peter noticed that Sarah was not in much of a hurry. She was dressed as Elsa and quite literally more “chill” (type B personality) compared to his energy (type A personality). He decided if they were going to win, he would have to be the leader (power motivation), which was easy as a superhero.
- Peter saw that the sheet of paper they were given had a corn maze on it, and he offered to do it since he really enjoyed solving puzzles (intrinsic motivation). They realized the completed path spelled out the word “ball”, and Sarah exclaimed that they must have to go to the gym.
- As they were running down the hallway, a clown jumped from around the corner, and the two of them gasped in shock. They soon realized that it was only silly Coach Roberts and were both relieved and amused (LeDoux’s high/low road theory)
- On the shelf of the equipment closet was a bag of candy corn and their next clue, a monster-themed word search. Peter wanted to do this one too so that he could get better at these types of activities (achievement motivation), but it conflicted with his desire to help Sarah feel included (cognitive dissonance). His eyebrows furrowed, and shortly after, he became worried (facial feedback). So, he chose to let Sarah search with him and dismissed his other thought. When they finished, Coach Roberts instructed them to “look in a book”, and they left for the library.
- On their way to the library, Peter smelled something cooking from the kitchen (external cue), and his stomach started growling (internal cue). He asked his nerd friend, Peyton the zombie, if lunch was coming, and he responded by saying that he could eat at Peter’s lateral hypothalamus so that it would not signal ghrelin anymore.
- Peter ignored his big fancy words and proceeded with Sarah. Even though he wanted to save his candy corn for later, he was driven to reduce his hunger and took a handful anyway. Ms. Whitner, as a witch, gave them lollipops that kept them going (extrinsic motivation) and asked them to find 5 words in the “spell book” dictionary. Peter felt pleasure (reward center) when he figured out that all the words were food-related, so they headed to the cafeteria next.
- As they swiftly walked to the cafeteria Sarah stepped in a puddle of water, slipped and then fell. When she hit the ground, she felt the pain of her right knee hitting the ground, so she began to cry (James-Lang). Since Sarah was crying, she started to become sad (Common sense), so Peter fulfilled his superhero duties by trying make her feel better(self-actualization). After Sarah stopped crying, her heart rate slowed down and her body began to calm her (resistance).
- She then stood up and started to walk again, towards the cafeteria. Once they arrived at the cafeteria, they, were met with a “BOO!” from behind them. Instantly, they were alarmed and ran to hide without seeing what it was (Ledoux’s low-road theory).
- When they stopped running, they hid in a nearby bathroom scared and shaking (amygdala). “Kids?” a nearby voice rang, “I’m sorry for scaring you two.”
- The two kids slowly walked out together and saw Mrs. Baker, a lunch lady that Peter talked to a lot and really liked. When speaking to Mrs. Baker she gave them the riddle, “Run around and run around, everywhere there is fun and no parents to care.” As each second ticked away Peter grew more nervous and upset, while Sarah seemed calm and deep in thought. This nervousness caused Peter to ask numerous questions, but Sarah just stood there in silence (appraisal theory) until she said, “The playground!”
- The pair passed a window and saw that a lot of the kids in his class were already there. Peter’s palms started to sweat, and he felt hot, which he knew was not a good thing. He determined that he was getting anxious about this competition (two-factor theory). The final challenge was digging through pumpkin guts until someone found the golden chocolate bar.
- The kids were really stressed now, but just the right amount that pushed them to perform their very best (Yerkes-Dodson). They went on and on but only found an eyeball pen and bone erasers. All the sudden, Peter whispered to Sarah, “My Spidey senses are tingling... I think it’s in that one.”
- They went over, peeked around, and it there it was shining in the sunlight! “We got it!” they shouted, jumping up and down. Ms. Johnson congratulated them and said they would get their special prize the next day. Meanwhile, Mrs. Long, another teacher, gave out goodie bags to all the other students.
- The next morning, Peter wakes up with a cold and has a runny nose. His mom says that he was so stressed yesterday about the scavenger hunt that that his body worked extra hard to calm him down (cortisol) and that he must have exhausted his immune system (t-lymphocytes) into letting him get sick. Peter was really sad he was sick today because now he would miss school, but most importantly miss his reward for his performance yesterday (individualistic).
- When his mom came back into his room, she said he needed to eat to feel better. Peter understood this because his body had begun losing weight, and his appetite went up so much that he thought he could eat a whole cow (set-point theory).
- His mom prepared soup for him and said, “come eat, so you can stay big and strong!”
- As Peter began to eat, he swiftly finished his bowl and still did not feel full. So, he went to his mother and kindly asked for another bowl. She nodded and handed him another bowl. As he took spoonful after spoonful, his body started to tell him he was getting more and more full (ventromedial). Once he finished his bowl, he finally felt full and content (leptin).
- Whenever Peter stood up from where he was eating, he heard the doorbell. His mom quickly opened the door and said, “Peter it’s for you”. Peter slowly walked to the door and saw Sarah!
- Sarah said that she had come to give him his reward for winning. She felt like they worked as a team, so it was only right to celebrate as one (collectivist). They were tickets to a kid's fright festival that weekend! The Halloween fun could last a little longer and they could have it together as new friends.
- THE END!
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