Session 1 Script: Introduction to Digital Wellbeing

Warm-Up & Context (5 minutes)

Teacher: “Good morning, everyone! Welcome to Session 1 of our Digital Life Balance course. I’m [Your Name]. In these five sessions, we’ll explore how to balance our online lives with our mental and physical health.

“Since this is our first session, we don’t have anything to recap yet—everything we discuss today is brand new. Let’s start by hearing your first impressions.

“Tell me, what comes to mind when you hear the words ‘digital wellbeing’? It can be a word, an image, or even a feeling. I’ll record your ideas on the board.

(Wait for responses; jot student ideas on the board.)

Teacher: “Great—thanks for sharing! We’ll refer back to these ideas throughout the course.”

Introduction to Digital Wellbeing (5 minutes)

Teacher: “Let’s look at the definition of digital wellbeing.”
(Display Slide: “What Is Digital Wellbeing?”)

Teacher (reading slide): “Digital wellbeing means using technology in ways that support mental, physical, and emotional health. It’s about balancing your online activities with real-world life.”

Teacher: “Why does balance matter? Too much screen time can increase stress, disrupt sleep, and make it harder to focus. But healthy technology use can boost learning, strengthen relationships, and help us stay connected.”

(Display Slide: “Why Digital Wellbeing Matters”)

Teacher: “On this slide, you’ll see three key reasons digital wellbeing matters.”

Main Reading (10 minutes)

Teacher: “I’m handing out the Digital Wellbeing Intro Reading. Please read it silently. As you read, circle any facts that surprise you and write down one question you have about your own digital habits. Take about ten minutes.”

(Distribute readings and set timer.)

Guided Discussion (10 minutes)

Teacher: “Turn to a partner and compare notes. Share the fact that surprised you most and one digital challenge you face daily. I’ll come around to listen and help you dig deeper.”

(After 5 minutes, reconvene.)

Teacher: “Who would like to share their partner’s surprise fact? What challenges came up most often?”

(Record common themes on the board.)

Digital Habits Mapping Activity (10 minutes)

Teacher: “Now let’s map our daily digital habits. Please take a Sticky Note and the Digital Wellbeing Reflection Worksheet. On each note, write one activity (for example, ‘social media scrolling’), the average time you spend on it each day, and whether you think it has a positive or negative impact.”

(Display Slide: “Digital Habits Mapping Activity”)

Teacher: “Here’s my example on the board: ‘Social media – 2 hours – mixed impact.’ When you finish, post your notes on the wall so we can compare.”

(Give students 8 minutes; then invite a few volunteers to highlight interesting patterns.)

Screen Time Challenge Game (10 minutes)

Teacher: “Time for a quick game! We’ll form teams of three or four. Each team tracks when you’re actively using a device and when you take a planned break. You’ll earn one point for every on-time break you take. Team with the most points wins!”

(Display Slide: “Screen Time Challenge Game”)

Teacher: “Use the Screen Time Challenge Game Instructions at your table. You have 7 minutes to play and 3 minutes to tally your scores. Then we’ll debrief one strategy that helped you reset.”

(Play game; then ask for strategies.)

Quick Quiz (5 minutes)

Teacher: “Please take the 5-question quiz in front of you. This checks your understanding of today’s key concepts. You have five minutes.”

(Hand out Session 1 Quiz; set timer. Collect answers.)

Cool-Down Reflection & Preview (5 minutes)

Teacher: “To wrap up, think of one habit you’d like to change this week to improve your digital wellbeing. Write it on a sticky note and add it to our Commitment Board.”

(Students write and post.)

Teacher: “Would anyone like to share their commitment?”

(Invite one or two.)

Teacher: “Great work today! Next session, we’ll dive into setting healthy tech boundaries—how much screen time is right for you, and how to stick to it. See you then!”

Digital Wellbeing: Finding Balance in a Connected World

As teenagers today, we live in a world where smartphones, social media, and constant notifications can feel like they’re always tugging at our attention. Digital wellbeing means using technology in ways that support—not hurt—our mental, physical, and emotional health. In this reading, we’ll explore what digital wellbeing looks like, consider surprising statistics about our screen time, and learn why creating healthy tech habits can make us happier and more productive.

What Is Digital Wellbeing?

Digital wellbeing is more than just limiting screen time. It’s about making conscious choices that help you:

• Protect your mental health by reducing stress and anxiety
• Improve your sleep quality by avoiding blue light before bed
• Strengthen real-life relationships by unplugging at the right times
• Boost focus and productivity by minimizing digital distractions

When you use technology thoughtfully—rather than letting it use you—you can enjoy the benefits of being connected without the burnout.

Surprising Statistics

• On average, teens spend 7 hours per day on screens for leisure (not including schoolwork).
• 60% of teens report feeling stressed or anxious because of constant notifications.
• Students who take regular digital breaks (even just 5 minutes every hour) see a 20% increase in focus and task completion.
• More than 40% of high schoolers lose sleep because they keep their phones within reach at night.

Think about these numbers as you read on—what surprises you most?

Benefits of Healthy Tech Habits

1. Better Sleep: Turning off notifications and setting a “tech curfew” an hour before bed helps your brain wind down.
2. Improved Focus: Scheduling short breaks away from your devices can reduce mental fatigue and keep you sharp.
3. Stronger Connections: Putting your phone away during meals or hangouts shows friends and family they have your full attention.
4. Reduced Stress: Customizing notification settings—so only important alerts get through—prevents constant interruptions.

Risks of Unchecked Digital Use

• Information Overload: Endless scrolling can make it hard to prioritize what’s important.
• Comparison Trap: Constant exposure to curated social media posts can lead to feelings of inadequacy.
• Eye Strain & Headaches: Staring at screens for too long without breaks puts extra strain on your eyes.
• Sleep Disruption: Blue light from screens interferes with your body’s natural sleep cycle.

Reflect & Annotate

As you read this week’s materials, circle or highlight:

• The statistic that caught you off guard.
• One tech habit you’ve noticed in yourself that you’d like to change.
• A strategy you haven’t tried but sounds useful.

By paying attention to your reactions and questions, you’ll be ready to discuss how to turn this information into real-life changes.

Session 1 Discussion: Exploring Digital Wellbeing

Purpose:
Help students connect key ideas from the Digital Wellbeing Intro Reading and their own mapping activity to deepen understanding and generate actionable insights.

Guidelines:

• Listen actively and speak respectfully.
• Give everyone a chance to share.
• Support ideas with examples or personal experiences.
• Focus on solutions and positive changes.

Discussion Structure (10–12 minutes)

1. Turn & Talk (2–3 minutes per prompt)
   • Students pair up to discuss each prompt.
   • One partner shares while the other listens, then switch roles.
2. Share-Out (1 minute each pair)
   • After each pair discussion, invite 2–3 pairs to share highlights with the whole class.

Prompt 1: Surprising Statistics

• Question: Which statistic from the reading surprised you the most and why?
• Follow-Up: How does that number compare to your own screen-time habits?

Prompt 2: Insights from Your Digital Habits Map

• Question: Looking at your mapping activity, which daily digital habit felt most positive? Which felt most negative?
• Follow-Up: What small tweak could you make to increase the positive impact or reduce the negative one?

Prompt 3: Balancing Benefits and Risks

• Question: Choose one benefit of healthy tech habits (e.g., better sleep, improved focus) and one risk of unchecked use (e.g., comparison trap) that stood out to you.
• Follow-Up: What strategy from the reading or game will you adopt to enhance the benefit or avoid the risk?

Prompt 4: Personal Commitment & Peer Support

• Question: What’s one concrete change you can commit to this week (e.g., tech curfew at 9 pm, 5-minute break every hour)?
• Follow-Up: How can a peer (partner or group) help hold you accountable?

Closing:

• Summarize common themes and commitments on the board.
• Remind students of their sticky-note commitments on the class wall.
• Preview: In Session 2, we’ll build on these insights to establish healthy tech boundaries and routines.

Return to Session 1 Lesson Plan to see how this discussion fits into today’s flow.

Digital Habits Mapping Activity Guide

Purpose:
Help students visualize their daily digital activities, reflect on time spent, and evaluate each habit’s impact on their wellbeing.

Materials:

• Sticky notes (5–7 per student)
• Digital Wellbeing Reflection Worksheet (one per student)
• Pens or markers
• Wall space or large chart paper
• Timer

Activity Steps (10 minutes)

1. Setup (1 minute)
   • Explain: “We’re going to map the digital activities you do in a typical day, note how long each takes, and mark whether it feels helpful or harmful.”
2. List Activities (3 minutes)
   • Students write one digital habit per sticky note (e.g., “Instagram scrolling,” “online research,” “texting friends”).
   • Under each habit, they add the average time per day (e.g., 45 minutes) on the same note.
3. Evaluate Impact (2 minutes)
   • On each sticky note, students draw a ✔️ if they feel the activity has a mostly positive impact or a ❌ if mostly negative.
   • Encourage honest self-reflection: e.g., social media ✔️ for staying connected, ❌ for distraction.
4. Post & Group (2 minutes)
   • Students place their notes on the wall/chart under two columns: “Positive Impact” and “Negative Impact.”
   • Briefly group similar habits together (e.g., all social media notes in one cluster).
5. Quick Gallery Walk (2 minutes)
   • Students walk around, read peers’ notes, and add a dot sticker or checkmark next to any habit they recognize in their own routine.

Debrief Questions (5 minutes)

• Which activity’s time estimate surprised you the most?
• What patterns did you notice in the “Positive” vs. “Negative” columns?
• How might you adjust one negative habit to make it more positive (e.g., replace aimless scrolling with a 5-min guided break)?
• Identify one habit you’ll commit to changing this week.

Extension:
Use responses to inform your personal commitment on the class Commitment Board during the cool-down reflection.

Return to Session 1 Lesson Plan to see where this activity fits into today’s flow.

Screen Time Challenge Game Instructions

Purpose:
Encourage students to practice taking regular digital breaks, notice how breaks affect focus, and collaborate in teams.

Materials:

• Timer or stopwatch
• Break Prompt Cards (printed slips with reminders like “Stand Up,” “Deep Breath,” “Look Away for 30 sec”)
• Team Score Sheet (one per team)
• Pens or markers
• Devices (phones/tablets/laptops) students normally use

Setup (2 minutes)

1. Divide the class into teams of 3–4 students.
2. Give each team a score sheet and a set of Break Prompt Cards face down.
3. Assign one student per team as the “Timekeeper.”

Game Play (7 minutes)

1. Start the Timer: The Timekeeper starts a 7-minute countdown.
2. Rotate Prompts: Every minute, the Timekeeper flips one Break Prompt Card and reads it aloud.
3. Take the Break: All team members pause their digital tasks immediately and complete the prompt (e.g., stand up and stretch, look away from screen for 30 seconds, take three deep breaths).
4. Track Participation: On the Team Score Sheet, teams earn:
   • 1 point if every team member completes the break on time.
   • 0 points if anyone misses or delays the break.
5. Teams resume their normal device-based work until the next prompt.
6. Continue until the timer rings (7 prompts total).

Scoring & Winning (1 minute)

• Each team tallies points on their score sheet (maximum = 7 points).
• The team with the highest score shares one strategy that helped them reset effectively during the breaks.
• In case of a tie, invite tied teams to share another strategy.

Reflection Questions (3 minutes)

• How did taking regular breaks change your focus or mood?
• Which break prompt felt most helpful or refreshing?
• What challenges did you face in pausing quickly?
• How might you integrate one of these break strategies into your daily routine?

Teacher Tip: Model one of the prompts yourself to demonstrate sincerity and encourage full participation.

Return to Session 1 Lesson Plan

Digital Wellbeing Reflection Worksheet

Use this worksheet to record your thoughts during Session 1. Be honest and detailed—your reflections will guide your personal action plan.

Part 1: Self-Assessment

On a scale of 1 (low) to 5 (high), rate each statement and briefly explain your rating.

1. I feel balanced between my online and offline activities.
   Rating: _____
   Explanation:

1. I can focus on tasks without being distracted by my devices.
   Rating: _____
   Explanation:

Part 2: Reflections on the Reading

Refer to the Digital Wellbeing Intro Reading.

1. A statistic from the reading that surprised me was:
   
   Reason why it surprised me:

1. A strategy mentioned in the reading I’d like to try is:
   
   Why I want to try it:

Part 3: Mapping Your Digital Habits

Choose three activities from your mapping activity. For each, note time spent and mark its impact.

1. Activity: __________________________
   Time per day: ________
   Impact (✔️ Positive / ❌ Negative): ________

1. Activity: __________________________
   Time per day: ________
   Impact (✔️ Positive / ❌ Negative): ________

1. Activity: __________________________
   Time per day: ________
   Impact (✔️ Positive / ❌ Negative): ________

Part 4: Action Plan

Select one habit from above to improve. Describe your plan below.

• Habit to change/adjust: __________________________

• Specific action step (what I will do, when, and how):

• How I will measure my progress: __________________________

Part 5: Commitment & Support

Write a concrete commitment for this week to boost your digital wellbeing, and plan how a peer can support you.

• My commitment: __________________________

• Peer support/reminder plan: __________________________

Keep this worksheet handy and revisit it throughout the week to track your progress and reflect on changes. Good luck!

Session 1 Quiz Answer Key

This answer key provides the correct responses for the multiple-choice questions along with explanations, and a rubric for the open-response question.

Question 1

Prompt: Which of the following best defines digital wellbeing?

A) Limiting screen time to less than 2 hours per day.
B) Using technology exclusively for homework and school projects.
C) Using technology to support mental, physical, and emotional health while maintaining a balance between online and offline life.
D) Avoiding all digital devices one hour before bedtime.

Correct Answer: C

Explanation: Digital wellbeing is not just about limiting time or specific uses—it’s about using technology in a balanced, healthy way that supports overall wellness.

Question 2

Prompt: According to the reading, how many hours per day do teens spend on screens for leisure (excluding schoolwork)?

A) 5 hours
B) 7 hours
C) 9 hours
D) 11 hours

Correct Answer: B

Explanation: The reading states that on average, teens spend 7 hours per day on screens for leisure.

Question 3

Prompt: What percentage of teens report feeling stressed or anxious because of constant notifications?

A) 30%
B) 60%
C) 80%
D) 90%

Correct Answer: B

Explanation: The reading cites that 60% of teens feel stressed or anxious due to constant notifications.

Question 4

Prompt: In the Digital Habits Mapping Activity, which symbol did students use to mark a habit with a mostly positive impact?

A) ✔️
B) ❌
C) ⭐
D) 🔵

Correct Answer: A

Explanation: Students placed a ✔️ next to habits they considered mostly positive.

Question 5 (Open-Response)

Prompt: Name one habit you’ll commit to change this week to improve your digital wellbeing, and describe how you will measure your progress.

Rubric / Sample Answers:

• Habit: Must be a clear, specific behavior (e.g., “No phone in bed after 9 pm,” “Take a 5-minute screen break every hour”).
• Measurement: Should include a concrete way to track progress (e.g., “I will log each night I put my phone away by 9 pm,” “I’ll tally the number of breaks I take each day in my planner”).
• Full Credit: Student names a distinct habit and provides a realistic, measurable tracking method.
• Partial Credit: Student identifies a habit but gives a vague or unmeasurable progress indicator.

End of Answer Key. Good luck with grading!
Return to Session 1 Quiz
Back to Session 1 Lesson Plan

Session 2 Script: Setting Healthy Tech Boundaries

Recap & Warm-Up (5 minutes)

Teacher: “Good morning, everyone! Welcome back to Session 2 of our Digital Life Balance course. Before we dive in, let’s revisit last week’s commitments.”

(Display Slide: “Recap: Digital Wellbeing & Your Commitments”)

Teacher: “Who would like to share one habit they tried to change this week? Tell us what worked or what got in your way.”

(Invite 2–3 volunteers; jot brief notes of successes/challenges on the board.)

Teacher: “Fantastic—thank you for sharing. Notice how small shifts can spark real change!”

Introduction to Tech Boundaries (5 minutes)

Teacher: “Today we’re focusing on setting healthy tech boundaries—self-imposed rules about when, where, and how you use your devices.”

(Display Slide: “What Are Tech Boundaries?”)

Teacher (reading slide): “Tech boundaries are self-imposed rules around when, where, and how you use digital devices to support your wellbeing and productivity.”

Teacher: “Why might boundaries matter?”

(Display Slide: “Why Tech Boundaries Matter”)

Teacher: “Boundaries prevent digital overload and screen fatigue, promote sustained focus, and safeguard sleep and relationships. Let’s see some concrete strategies next.”

Main Reading (10 minutes)

Teacher: “Here is the Healthy Tech Boundaries Reading. Please read it silently, and circle or highlight these prompts:”

(Display Slide: “Reading Prompts”)

Teacher: “1) The strategy you find most useful. 2) One you’d be willing to try this week. 3) A potential challenge you foresee. You have ten minutes.”

(Distribute readings, set timer.)

Guided Discussion (10 minutes)

Teacher: “Turn to a partner and discuss these questions:”
(Display Slide: “Discussion Questions”)

Teacher: “1) Which boundary strategy seems most realistic for you? 2) What obstacles might get in the way? 3) How could you adapt a strategy to fit your routine?”

(After 6 minutes, reconvene.)

Teacher: “Who can share a pair’s top insight or hurdle?”

(Invite 2–3 pairs; record their ideas on the board.)

Boundary Contract Activity (15 minutes)

Teacher: “Now it’s time to draft your own boundary contract. Take a sticky note and the Personal Boundary Contract Worksheet.”

(Display Slide: “Boundary Contract Activity”)

Teacher: “On your worksheet, write 2–3 personal tech boundaries (for example: “No phone in my room after 9 pm” or “Silence notifications during homework time”). Specify when and how you’ll enforce each boundary and how you’ll monitor your progress.”

Teacher: “You have about 12 minutes to complete your contract. When you’re done, post your sticky note on the wall so peers can view and get ideas.”

(Give students time; circulate to offer support. Then invite a few volunteers to read theirs aloud.)

Focus Break Game (10 minutes)

Teacher: “Let’s put those boundaries into practice with a quick Focus Break Game.”

(Display Slide: “Focus Break Game”)

Teacher: “Form teams of 3–4 at your tables. Use the Focus Break Game Instructions. You’ll practice taking scheduled breaks just like your contract says. Aim to earn points for each on-time break. You have seven minutes of play and three minutes to debrief.”

(Play game; then ask:)
Teacher: “Which boundary strategy was hardest to follow? Which break prompt felt most refreshing?”

(Record 2–3 responses.)

Quick Quiz (5 minutes)

Teacher: “Time for a short check-in on today’s key ideas. Please complete the Session 2 Quiz. You have five minutes.”

(Hand out quizzes and set timer. Collect responses.)

Cool-Down Reflection & Preview (5 minutes)

Teacher: “To close, write on a sticky note: ‘One boundary I’ll stick to this week is…’ and add it to our Commitment Board.”

(Display Slide: “Cool-Down Reflection & Preview”)

Teacher: “Who would like to share their boundary?”

(Invite 1–2 students.)

Teacher: “Great work today! Next session, we’ll tackle managing notifications and exploring focus tools to help you honor these boundaries. See you then!”

Healthy Tech Boundaries Reading

Setting clear boundaries around your digital life isn’t about depriving yourself of fun or connection—it’s about choosing when and how you’ll use devices so technology serves you, not the other way around. In this reading, you’ll find practical strategies, examples of boundary rules, and tips for overcoming common challenges.

1. Establish a Tech Curfew

A tech curfew is a daily cutoff time when you put all devices away. Common examples:

• No screens after 9:00 PM to improve sleep quality.
• No phone in your bedroom at night—charge it in a common area.

Benefits:

• Your brain can wind down without blue light.
• You’re less likely to check notifications in bed.

Challenges & Solutions:

• Challenge: FOMO (“fear of missing out”) on late-night chats.
  Solution: Let friends know your curfew and set a group chat “pause” ahead of time.
• Challenge: Homework deadlines.
  Solution: Plan homework earlier and set an alarm to start winding down.

2. Create Device-Free Zones

Identify places where devices are off-limits, such as:

• Dinner table
• Family room
• Study desk during focus time

Benefits:

• Strengthens real-world conversations and relationships.
• Reinforces that certain spaces are for rest or focus only.

Challenges & Solutions:

• Challenge: Habitual checking.
  Solution: Place a visible reminder (sticky note or sign) where you’d normally stash your device.
• Challenge: Emergencies.
  Solution: Keep a hardwired landline or designate one device for only urgent alerts.

3. Customize Notification Settings

Not all alerts are equally important. Tips:

• Turn off non-essential app notifications (social media likes, game updates).
• Use “Do Not Disturb” mode during study periods or family time.

Benefits:

• Fewer interruptions boost concentration.
• You control when to check messages instead of reacting to pings.

Challenges & Solutions:

• Challenge: Forgetting to re-enable needed alerts.
  Solution: Schedule timed “notification windows” in your phone’s settings (e.g., 7 AM–8 PM).

4. Schedule Regular Digital Breaks

Instead of waiting until you feel drained, build in short breaks:

• 5-minute break every 45 minutes of screen time.
• Step away: stretch, hydrate, or step outside for fresh air.

Benefits:

• Prevents eye strain and mental fatigue.
• Resets your mind for better focus when you return.

Challenges & Solutions:

• Challenge: Losing track of time.
  Solution: Use a simple timer or an app that reminds you to pause.

Reflect & Annotate
As you read, circle or highlight:

1. The boundary strategy you find most promising.
2. One you might struggle to keep—and why.
3. A tip you’ll apply immediately.

By choosing a few clear rules now, you empower yourself to use technology intentionally—and enjoy the benefits of digital balance.

Boundary Contract Activity Guide

Purpose:
Help students turn boundary strategies into concrete, personalized “contracts” they can refer to and follow. By drafting clear what/when/how rules and sharing them, learners increase accountability and gain peer inspiration.

Materials:

• Sticky notes (one per boundary rule)
• Personal Boundary Contract Worksheet (one per student)
• Pens or markers
• Wall space or chart paper for posting
• Optional: colored dots or stickers for peer feedback

Activity Steps (15 minutes)

1. Introduction (1–2 minutes)
   • Explain that a boundary contract is a set of specific, self-imposed rules stating what they will do (or avoid), when, and how they’ll enforce it.
   • Show a sample: e.g., “No phone in my room after 9 pm; I’ll leave it charging in the kitchen and set an alarm at 8:45 to wrap up.”
2. Worksheet Draft (5–6 minutes)
   • Students use the Personal Boundary Contract Worksheet to:
     1. Identify 2–3 tech boundaries (e.g., tech curfew, device-free zones, notification limits).
     2. Specify details for each:
        • What: the rule itself
        • When: time of day or context
        • How: method of enforcement or reminder (alarm, accountability partner).
3. Sticky-Note Summary (2 minutes)
   • On a sticky note, students write each boundary in a single clear sentence.
   • Example: “I will silence social media notifications from 4–6 pm on weekdays and check them only at 6 pm.”
4. Post & Gallery Walk (3 minutes)
   • Students place their sticky notes on the wall/chart under the headings “Time-Based” or “Place/Context-Based.”
   • Classmates do a quick gallery walk, reading peers’ contracts.
   • Optionally, add a dot sticker next to any contract that feels inspiring or feasible.
5. Share-Out & Debrief (2–3 minutes)
   • Invite 2–3 volunteers to read their favorite contract they saw and explain why it stood out.
   • Ask reflection questions (see below).

Debrief Questions

• Which boundary contract feels most doable for you and why?
• What potential obstacle might you face in sticking to that contract?
• How could you adjust your environment or supports to overcome that obstacle?
• What’s one step you’ll take today to start honoring your contract?

Extension:
Consider pairing with a “boundary buddy” to check in mid-week about progress. Add your contract to a planner or phone reminder to keep it top of mind.

Return to Session 2 Lesson Plan to see where this activity fits into today’s flow.

Personal Boundary Contract Worksheet

Use this worksheet to draft your personalized tech boundary contract. Be clear about what you will do (or avoid), when you will do it, and how you’ll enforce it. Post your sticky-note summary on the wall when you’re done.

Part 1: My Tech Boundaries

1. Boundary Rule #1 – What?

When? (Time/Context)

How? (Reminder or Enforcement)

1. Boundary Rule #2 – What?

When? (Time/Context)

How? (Reminder or Enforcement)

1. Boundary Rule #3 – What?

When? (Time/Context)

How? (Reminder or Enforcement)

Part 2: Progress Monitoring Plan

Describe how you will track each of your boundary rules above. For example, will you log daily check-ins, set a timer, or use an accountability app?

Part 3: Peer Accountability & Support

Who is your “boundary buddy” and how will they help remind or encourage you to stick to your contract?

Part 4: Anticipated Challenges & Solutions

What might make it hard to follow your boundary rules, and what strategies will you use to overcome those obstacles?

Keep this worksheet on your desk or in your planner. Revisit it daily to stay on track and adjust your plan as needed. Good luck!

Focus Break Game Instructions

Purpose:
Help students practice honoring their newly drafted tech boundaries by taking intentional, short “focus breaks,” noticing how breaks reset their attention, and collaborating in teams to reinforce accountability.

Materials:

• Timer or stopwatch
• Break Prompt Cards (each card names a quick break activity, e.g., “Neck Stretch,” “Deep Breathing,” “Eye Roll Exercise,” “Posture Check,” “5-Second Mindful Pause”)
• Team Score Sheet (one per team)
• Pens or markers
• Students’ Personal Boundary Contract Worksheets (to reference break schedules)

Setup (2 minutes)

1. Divide students into teams of 3–4.
2. Give each team a set of Break Prompt Cards face down and one Team Score Sheet.
3. Have teams keep their Personal Boundary Contract Worksheet visible—it shows when they should take breaks.

Game Play (7 minutes)

1. Start the Timer: One student per team is the “Timekeeper” and begins a 7-minute countdown.
2. Scheduled Breaks: Teams review their boundary contracts and note any self-set break times (e.g., after 15 minutes of work). When a scheduled break arrives, they pause immediately—even if no card is drawn—and complete a 10-second stretch or mindful pause.
3. Prompted Breaks: Every minute, the Timekeeper flips one Break Prompt Card and reads it aloud. All members stop their tasks and complete the prompt on the card (for about 5–10 seconds).
4. Track Participation: After each break—scheduled or prompted—teams mark on their score sheet:
   • 1 point if all members paused on time and did the break.
   • 0 points if anyone missed or delayed the break.
5. Teams resume work (or simulated task) until the next prompt or scheduled break.

Scoring & Winning (1 minute)

• Teams tally points on their score sheet (maximum depends on number of total breaks).
• The team with the highest score shares one tactic that helped them remember to pause and one way they connected a break to their own boundary contract.
• In a tie, tied teams each share a different strategy.

Reflection Questions (3 minutes)

• How did practicing both scheduled and unplanned breaks affect your focus or mood?
• Which break prompt felt most aligned with your personal contract?
• What challenges did you face in pausing at the right time?
• How might you adapt one prompt or break schedule to better fit your daily routine?

Teacher Tip:
Model one of the break prompts yourself at the start to demonstrate sincerity and normalize short pauses as part of focused work.

Return to Session 2 Lesson Plan

Session 2 Quiz Answer Key

This answer key provides the correct responses for the multiple-choice questions along with explanations, and a rubric for the open-response question.

Question 1

Prompt: Which statement best describes a “tech boundary” as discussed in today’s session?

A) A self-imposed rule about when, where, or how you use digital devices.
B) A school policy restricting phone use in classrooms.
C) An app that blocks social media.
D) A mandatory family agreement on internet use.

Correct Answer: A

Explanation: A “tech boundary” refers to a personal rule you set for yourself to manage device use—when, where, or how you engage with technology to support your wellbeing.

Question 2

Prompt: According to the Healthy Tech Boundaries Reading, which of the following is an example of a device-free zone?

A) Checking social media between classes.
B) No phones at the dinner table.
C) Silencing notifications during work.
D) Taking a 5-minute break every hour.

Correct Answer: B

Explanation: A device-free zone is a physical space where devices are off-limits—“no phones at the dinner table” creates a clear boundary for real‐world interactions.

Question 3

Prompt: What is one recommended solution for overcoming the challenge of “fear of missing out” (FOMO) when setting a nightly tech curfew?

A) Charging your phone under your pillow.
B) Letting friends know about your curfew and pausing group chats.
C) Keeping all notifications on silent indefinitely.
D) Deleting your social media accounts.

Correct Answer: B

Explanation: Informing friends of your curfew and pausing group chats ahead of time helps manage expectations and reduces anxiety about missing late-night messages.

Question 4

Prompt: In the Focus Break Game, how do teams earn points?

A) By working continuously without any breaks.
B) By completing each scheduled or prompted break on time.
C) By using their phones during breaks to stay engaged.
D) By finishing the game tasks early.

Correct Answer: B

Explanation: Teams earn one point each time all members pause immediately for a scheduled or prompted break, reinforcing the habit of taking intentional breaks.

Question 5 (Open-Response)

Prompt: Describe one personal tech boundary you will set this week (e.g., a tech curfew, a device-free zone) and explain how you will track whether you’re sticking to it.

Rubric / Sample Responses:

• Boundary Rule: Student names a clear, specific boundary (e.g., “No phone in my bedroom after 9 PM,” “Silence social media notifications during homework time”).
• Progress Tracking: Student describes a concrete method for monitoring adherence (e.g., “I will log each night I put my phone on the living room charger in my planner,” “I will set a daily reminder and check off each successful break in my notes app”).

Full Credit: Both a specific boundary and a measurable tracking method are provided.
Partial Credit: Student provides a clear boundary but gives a vague or unmeasurable tracking plan (or vice versa).
No Credit: Boundary or tracking method is missing or too unclear to assess.

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