Lesson Plan
Session 1 Plan
Students will learn what executive functioning is, identify key skills like working memory and self-control, and complete a matching activity to practice recognizing these skills in everyday tasks.
Building awareness of executive functioning helps students understand how their brains manage tasks and behavior, setting the foundation for better organization and self-regulation.
Audience
4th Grade
Time
45 minutes
Approach
Define skills, discuss examples, and apply via a hands-on matching activity.
Materials
- Executive Functioning Definition Slides, - Brain Boss Activity Kit: Skill Matching Cards, - Whiteboard and Markers, and - Timer
Prep
Prepare Session Materials
15 minutes
- Review the Executive Functioning Definition Slides
- Print and cut the Skill Matching Cards
- Arrange tables for small-group work
- Test the timer to ensure proper function
Step 1
Warm-Up Discussion
5 minutes
- Ask: “What do you think makes someone a ‘boss’ of their own brain?”
- Invite 3–4 volunteers to share a time they had to remember or control themselves in class.
Step 2
Direct Instruction
15 minutes
- Present Executive Functioning Definition Slides
- Define working memory, self-control, and flexible thinking
- Provide real-life examples for each skill
- Check comprehension with quick thumbs-up/thumbs-down questions.
Step 3
Interactive Group Activity
20 minutes
- Divide students into groups of 3–4
- Give each group the Skill Matching Cards
- Groups match behaviors (e.g., completing homework on time) to the correct executive functioning skill
- Circulate and prompt discussion: “Why did you choose that skill?”
Step 4
Cool-Down Reflection
5 minutes
- Invite each group to share one match they found interesting
- Ask: “How can you use one of these skills today?”
- Collect cards and thank students for participation.
Slide Deck
Brain Boss Bootcamp: Session 1
Understanding Executive Functioning
• What it is
• Why it matters
• How we use it every day
Welcome everyone! Today we’re kicking off our Brain Boss Bootcamp. First, introduce yourself and explain that over three sessions we’ll learn about the skills our brains use to help us get things done, make good choices, and solve problems. Then review the objectives.
What Is Executive Functioning?
• A set of mental skills that help us:
– Remember information (working memory)
– Control our actions and emotions (self-control)
– Adapt to new situations (flexible thinking)
• It’s how our brain organizes and manages tasks.
Explain that ‘executive functioning’ is like the boss of our brain. It helps us plan, focus, and control ourselves so we can be successful at school and beyond.
Skill #1: Working Memory
Definition:
Hold and use information in your mind over short periods.
Example:
Remembering all the steps in a math problem while solving it.
Define working memory and give an example. Ask students to think of other times they had to keep information in mind.
Skill #2: Self-Control
Definition:
Manage impulses, emotions, and behaviors.
Example:
Waiting your turn to speak or resisting the urge to check your phone during class.
Explain self-control. Highlight how it helps us make good choices even when it’s tough. Encourage students to share a time they resisted a distraction.
Skill #3: Flexible Thinking
Definition:
Adjust plans or ideas when things change.
Example:
If your group’s experiment fails, try a different approach instead of giving up.
Describe flexible thinking. Show how being open to new ideas or changing plans can solve problems. Ask for an example of a time they had to switch strategies.
Thumbs-Up/Thumbs-Down Check
• Working Memory?
• Self-Control?
• Flexible Thinking?
Give a thumbs-up if you understand, thumbs-down if you’d like another example.
Check comprehension by asking students to give a thumbs-up if they feel confident about the skill, or a thumbs-down if they need another example. Use this to inform your pacing.
Next: Skill Matching Activity
• Break into groups of 3–4
• Use the Skill Matching Cards
• Match each behavior to the correct skill
• Be ready to explain why you chose it
Introduce the matching activity. Explain how groups will match behaviors to the skills we just learned. Remind them to discuss their reasoning.
Activity
Session 1 Activity Kit: Skill Matching Cards
Description:
This kit includes two sets of cards—Skill Cards and Behavior Cards. Students will work in small groups to match each behavior to the executive functioning skill it demonstrates. After matching, they’ll explain their reasoning.
What’s Inside
Skill Cards (3 cards)
- Working Memory
Hold and use information in your mind over short periods (e.g., remembering steps). - Self-Control
Manage impulses, emotions, and behaviors (e.g., resisting distractions). - Flexible Thinking
Adjust plans or ideas when things change (e.g., trying a new strategy).
Behavior Cards (6 cards)
- Completing homework on time by remembering each step you need to finish.
- Following multi-step directions without asking the teacher to repeat them.
- Waiting patiently for your turn to speak during class discussion.
- Resisting the urge to check your phone when you need to focus on a task.
- Adjusting your plan when it starts raining during an outdoor experiment.
- Trying a new strategy when your first idea for solving a problem doesn’t work.
Instructions for Teachers
-
Prep (10 minutes):
- Print and cut all Skill Cards and Behavior Cards.
- Shuffle each set separately and place each in its own envelope or stack.
- Arrange tables for groups of 3–4 students.
-
Activity (20 minutes):
- Divide students into groups of 3–4.
- Give each group one stack of Skill Cards and one stack of Behavior Cards.
- Instruct groups to spread their cards on the table and match each behavior to one skill.
- Encourage students to discuss: “Why does this behavior go with that skill?”
-
Group Share (5–10 minutes):
- Invite each group to share one match and their explanation.
- Highlight correct matches and clarify any misunderstandings.
-
Cleanup (2–3 minutes):
- Collect all cards into their envelopes.
- Thank students for their teamwork.
Tip: If a group finishes early, ask them to come up with their own example behavior for each skill!
Cool Down
Session 1 Cool Down: Quick Reflection Exit Ticket
Name: ____________________ Date: ____________
1. Which skill will you practice today? (Circle one)
• Working Memory • Self-Control • Flexible Thinking
2. Describe one specific way you will use this skill in class today:
Thank you for reflecting!
Lesson Plan
Session 2 Plan
Students will understand why executive functioning—particularly planning and organization—matters for accomplishing goals, and will practice these skills by creating and sequencing a group plan.
Strong planning and organizational skills help students manage time, reduce stress, and achieve tasks more effectively, boosting confidence and classroom success.
Audience
4th Grade
Time
45 minutes
Approach
Explain key skills, model planning, then apply in a group planning challenge.
Materials
- Session 2 Slides: Why Executive Functioning Matters, - Session 2 Activity Kit: Planning Puzzle Cards, - Chart Paper and Markers, - Daily Schedule Handout, and - Timer
Prep
Prepare Session 2 Materials
15 minutes
- Review the Session 2 Slides: Why Executive Functioning Matters
- Print and assemble the Planning Puzzle Cards
- Make copies of the Daily Schedule Handout for each group
- Prepare chart paper and markers at each work station
- Test the timer to track group planning time
Step 1
Warm-Up Discussion
5 minutes
- Ask: “Think of a time you had to plan something—maybe a game or a class presentation.”
- Prompt volunteers to share the steps they took and any challenges they faced.
Step 2
Direct Instruction & Modeling
15 minutes
- Present the Session 2 Slides: Why Executive Functioning Matters.
- Define Planning (setting steps toward a goal) and Organization (arranging materials and tasks).
- Model planning a simple task (e.g., packing a backpack) on chart paper:
- List needed items
- Sequence steps
- Assign time estimates
- Ask comprehension questions: “Why do we list steps first?” “How does estimating time help?”
Step 3
Interactive Planning Challenge
20 minutes
- Divide students into groups of 3–4.
- Give each group:
- One set of Planning Puzzle Cards
- A Daily Schedule Handout
- Chart paper and markers
- Instruct groups to:
- Sort and sequence the puzzle cards into a logical plan.
- Transfer their sequence onto the schedule handout with time slots.
- Be ready to explain their plan to the class.
- Circulate, prompting: “Why did you choose this order?” “How will this organization help you?”
- Use the timer to keep groups on track.
Step 4
Cool-Down Reflection
5 minutes
- Distribute a Quick-Write exit ticket (one sheet each):
- Name one planning step you’ll use today.
- Describe how you’ll organize your materials for a class task.
- Collect tickets as students leave.
Slide Deck
Brain Boss Bootcamp: Session 2
Why Executive Functioning Matters:
• Helps us set and reach goals
• Reduces stress and last-minute rushes
• Keeps us on track in school and life
Welcome back to Brain Boss Bootcamp! Today, we’ll explore why executive functioning matters—especially planning and organization—and then put these skills into action.
Why EF Matters
• Achieve tasks step by step
• Manage time effectively
• Build confidence and reduce frustration
Explain that executive functioning isn’t just talking about thoughts—it’s about making things happen smoothly. Use a real-life example like preparing for a field trip.
Skill Focus: Planning
Definition:
• Setting clear steps toward a goal
Example:
• Listing and ordering the steps to complete a book report
Define planning clearly. Ask students to share quick examples of times they’ve planned ahead (e.g., packing lunch, organizing a game).
Skill Focus: Organization
Definition:
• Arranging materials and tasks logically
Example:
• Grouping your supplies so you can find them quickly
Define organization and relate it to everyday items. You might show a messy vs. neat pencil case image to illustrate.
Model: Planning a Task
Example: Packing a Backpack
- Make a list (books, lunch, folder)
- Put heavy items in first
- Add smaller items last
- Zip and check your list
Model planning on chart paper. Walk through packing a backpack for a school day:
- Choose items to bring
- Sequence items by use (e.g., lunch last)
- Estimate how long it takes to pack each item
Thumbs-Up/Thumbs-Down Check
• Planning?
• Organization?
👍 = Got it 👎 = Need another example
Quick check before we start the challenge. Ask students to give a thumbs-up if they understand planning and organization, or a thumbs-down if they’d like another example.
Next: Group Planning Challenge
• Form groups of 3–4
• Use the Planning Puzzle Cards
• Sequence steps on your schedule handout
• Be ready to explain your plan
Explain the upcoming group planning challenge. Remind students to use the steps and organization strategies we discussed.
Activity
Session 2 Activity Kit: Planning Puzzle Cards
Description:
Students will practice planning and organization by sequencing shuffled steps of a daily routine. They’ll arrange the Planning Puzzle Cards into the correct order and then transfer their plan onto a Daily Schedule Handout with time estimates.
What’s Inside
Planning Puzzle Cards (8 cards)
Each card shows one step in a morning routine. Cards are shuffled—students must sort them into the right order.
- Wake up at 7:00 AM
- Get dressed (choose clothes and put them on)
- Brush teeth and wash face
- Eat breakfast (cereal or toast with fruit)
- Gather school supplies and pack your backpack
- Review your Daily Schedule Handout
- Put on shoes and jacket
- Leave the house by 8:00 AM
Tip: If you want an extra challenge, have students estimate how many minutes each step takes and add time slots.
Instructions for Teachers
-
Prep (10 minutes):
- Print and cut out all 8 Planning Puzzle Cards.
- Shuffle the cards and place them in an envelope or stack.
- Make sure each group has a copy of the Daily Schedule Handout and a marker.
- Set up chart paper or workspace for each group.
-
Activity (20 minutes):
- Divide students into groups of 3–4.
- Give each group:
- One shuffled set of Planning Puzzle Cards
- One Daily Schedule Handout
- One marker
- Prompt groups to:
- Spread the cards out and discuss the correct order of the routine.
- Sequence the cards from start to finish.
- Transfer each step onto the schedule handout, assigning a time (e.g., 7:00–7:05 AM).
- Circulate and ask guiding questions:
- “Why does this step come before that one?”
- “How does planning this routine help you in the morning?”
- Use a timer to remind groups to wrap up sequencing and move to recording their plan.
-
Group Share (5–10 minutes):
- Invite each group to present their ordered routine and explain any time estimates they chose.
- Highlight clear planning and organization strategies.
- Address any sequence questions or misunderstandings.
-
Cleanup (2–3 minutes):
- Collect all Planning Puzzle Cards and return them to the envelope.
- Collect Daily Schedule Handouts if you plan to review or grade them.
- Thank students for their thoughtful planning!
Looking for an extension?
• Ask fast-finishers to create their own five-step routine (e.g., after-school snack process) and swap with another group.
Worksheet
Daily Schedule Handout
Name: ____________________ Date: ____________
Use your Planning Puzzle Cards to fill in each step of your morning routine. Write the time for each step and describe the activity you’ll do.
| Step | Time | Activity |
|---|---|---|
| 1 | ____________ | |
| 2 | ____________ | |
| 3 | ____________ | |
| 4 | ____________ | |
| 5 | ____________ | |
| 6 | ____________ | |
| 7 | ____________ | |
| 8 | ____________ |
Challenge (optional): Estimate how many minutes each step will take and add a note next to your time (e.g., 7:00 AM – 7:05 AM (5 min)).
Lesson Plan
Session 3 Plan
Students will learn strategies like self-monitoring and goal-setting to strengthen their executive functioning, and they’ll apply these strategies in a fun, scenario-based Bingo game.
Building habits of reflection, goal-setting, and self-monitoring empowers students to take ownership of their learning, improve focus, and steadily grow their executive functioning skills.
Audience
4th Grade
Time
45 minutes
Approach
Teach improvement strategies, model goal-setting, then play EF skill Bingo.
Materials
- Session 3 Slides: Strategies to Improve Executive Functioning, - Session 3 Activity Kit: Executive Functioning Bingo Cards, - Session 3 Goal-Setting Worksheet, - Whiteboard or Chart Paper and Markers, - Bingo Chips or Counters, and - Timer
Prep
Prepare Session 3 Materials
15 minutes
- Review the Session 3 Slides: Strategies to Improve Executive Functioning
- Print and cut the Bingo cards in the Session 3 Activity Kit: Executive Functioning Bingo Cards
- Make copies of the Session 3 Goal-Setting Worksheet
- Gather bingo chips or counters
- Arrange seating in a circle or grid for the Bingo game
- Test the timer to track game rounds
Step 1
Warm-Up Discussion
5 minutes
- Ask: “What do you do when you realize you’re off-task—like forgetting your place in a reading or getting distracted?”
- Invite 2–3 volunteers to share a quick strategy they’ve used.
Step 2
Direct Instruction & Modeling
15 minutes
- Present the Session 3 Slides: Strategies to Improve Executive Functioning.
- Introduce key strategies:
• Self-Monitoring: Checking your own progress
• Goal-Setting: Defining clear, achievable steps
• Use of Checklists: Keeping track of tasks - Model completing one section of the Session 3 Goal-Setting Worksheet:
- Choose one skill (e.g., self-control)
- Write a SMART goal (Specific, Measurable)
- List the first step you’ll take
- Ask comprehension questions: “How will you know you’ve met your goal?”
Step 3
Interactive Bingo Game
20 minutes
- Distribute one Bingo card from the Session 3 Activity Kit: Executive Functioning Bingo Cards and chips to each student.
- Explain: Each square describes a scenario (e.g., “You break a big project into smaller tasks”). When you hear a scenario read, mark it if it’s on your card.
- Call out scenarios randomly; encourage students to self-monitor (“Did I hear that before?”) before marking.
- The first student to get five in a row calls “Bingo!” and shares one scenario they marked and why it demonstrates an EF strategy.
- Continue for 2–3 rounds if time allows.
Step 4
Cool-Down Reflection
5 minutes
- Have students return to their Session 3 Goal-Setting Worksheet.
- Prompt them to fill in:
- The EF strategy they’ll practice today
- Their goal statement
- The first step they’ll take when they leave class
- Collect worksheets as students exit.
Slide Deck
Brain Boss Bootcamp: Session 3
Strategies to Improve Executive Functioning
• Self-Monitoring
• Goal-Setting
• Use of Checklists
Welcome back to Brain Boss Bootcamp! Today we’ll learn strategies to improve our executive functioning skills and then practice them with a fun Bingo game.
Strategy #1: Self-Monitoring
Definition:
• Pause and check your own progress as you work.
Example:
• After writing a few sentences, reread to see if you’re on track.
Introduce self-monitoring. Explain that checking your own progress and focus helps you stay on task and catch mistakes early.
Strategy #2: Goal-Setting
Definition:
• Write specific, achievable steps toward a goal.
Example:
• Goal: “Read two chapters by lunch.” Then note when you’ll start.
Define goal-setting. Emphasize creating clear, measurable objectives so you know exactly what you’re working toward.
Strategy #3: Use of Checklists
Definition:
• Create a list of tasks and check each off when done.
Example:
• Use a checklist for a science experiment to ensure you complete all steps.
Explain use of checklists. Show how checking off items prevents forgetting steps in a multi-part task.
Model: Completing a Goal-Setting Worksheet
- Choose a skill (e.g., self-control)
- Write a SMART goal (Specific, Measurable)
- List the first step you’ll take
- Decide how you’ll check your progress
Model completing the first part of the Goal-Setting Worksheet. Think aloud as you choose a skill, write a SMART goal, and list your first action step.
Thumbs-Up/Thumbs-Down Check
• Self-Monitoring?
• Goal-Setting?
• Use of Checklists?
👍 = Got it 👎 = Need another example
Quick comprehension check. Ask students to give a thumbs-up if they understand each strategy, thumbs-down if they’d like another example.
Next: Executive Functioning Bingo
• Grab your Bingo card and chips
• Listen for EF strategy scenarios
• Mark each one you have
• Call “Bingo!” and share why a scenario fits an EF strategy
Explain the rules for Executive Functioning Bingo. Remind students to listen for scenarios, self-monitor before marking, and be ready to explain when they call Bingo.
Activity
Session 3 Activity Kit: Executive Functioning Bingo Cards
Description:
Students will practice EF improvement strategies by listening for real-world scenarios and marking them on their Bingo cards. When a student gets four in a row (horizontal, vertical, or diagonal), they’ll call “Bingo!” and explain how one of the marked scenarios demonstrates an executive functioning strategy.
What’s Inside
- Bingo Card Template (4×4 grid): 1 card with 16 unique scenario squares
- Call Sheet: List of all 16 scenarios for the teacher to read aloud in random order
- Chips or Counters: For marking squares on the card
Bingo Card (Print one per student)
| You set a timer to check your progress | You break a big project into smaller tasks | You cross off completed steps on a checklist | You pause mid-task to see if you’re on track |
|---|---|---|---|
| You estimate how long each part will take | You gather all your materials before starting | You resist the urge to chat when working | You try a different problem-solving strategy |
| You remind yourself of the goal as you work | You rearrange your desk to reduce clutter | You write a specific goal for your reading time | You ask yourself, “Is this step done correctly?” |
| You plan your after-school tasks in order | You use sticky notes to remember key steps | You adjust your plan when you run out of time | You check off each homework problem when done |
Call Sheet (Read these scenarios aloud in random order)
- You set a timer to check your progress
- You break a big project into smaller tasks
- You cross off completed steps on a checklist
- You pause mid-task to see if you’re on track
- You estimate how long each part will take
- You gather all your materials before starting
- You resist the urge to chat when working
- You try a different problem-solving strategy
- You remind yourself of the goal as you work
- You rearrange your desk to reduce clutter
- You write a specific goal for your reading time
- You ask yourself, “Is this step done correctly?”
- You plan your after-school tasks in order
- You use sticky notes to remember key steps
- You adjust your plan when you run out of time
- You check off each homework problem when done
Instructions for Teachers
-
Prep (10 minutes):
- Print one Bingo card per student.
- Cut and prepare call-sheet slips or note cards.
- Gather bingo chips or counters.
-
Activity (20 minutes):
- Distribute cards and chips.
- Explain: Listen for scenarios, self-monitor before marking (“Have I heard this?”), then cover the square.
- Read scenarios from the Call Sheet in random order; allow time between each for students to mark.
- The first student to cover four squares in a row (horizontal, vertical, diagonal) calls “Bingo!”
- Ask the winner to share one marked scenario and explain which EF strategy it shows.
-
Group Share (5–10 minutes):
- Play 2–3 rounds as time allows, swapping cards so students hear new scenarios in different orders.
- Highlight clear connections between scenarios and EF strategies.
-
Cleanup (2–3 minutes):
- Collect call-sheet slips.
- Allow students to keep cards for review or post on a classroom bulletin board.
Tip: For extra challenge, have students write their own EF scenario to swap with a partner in the final round.
Worksheet
Session 3 Goal-Setting Worksheet
Name: ____________________ Date: ____________
1. Which EF Strategy will you practice today? (Circle one)
• Self-Monitoring • Goal-Setting • Use of Checklists
2. Write your SMART goal (Specific, Measurable):
3. How will you check your progress to stay on track?
4. What is the first step you will take once you leave class?
5. (Optional) What might get in your way, and how will you overcome that obstacle?
Worksheet
Session 2 Exit Ticket
Name: ____________________ Date: ____________
1. Which planning or organization strategy did you practice today?
2. How will you use this strategy when working on your homework or class projects?
Thank you for reflecting on your learning!