Brain Power Quest Script

Slide 1: Brain Power Quest

Teacher says: “Good morning, everyone! Welcome to our Brain Power Quest. I'm so glad you're here today. We're going to discover how our brains can grow stronger, just like muscles, when we practice and work hard. Are you ready to go on this quest with me?”
(Pause and look for hands or verbal responses.)
Teacher says: “Awesome! Let's see what our goals are for today.”

Slide 2: Today’s Goals

Teacher says: “Here are our three goals for today:

1. Understand the difference between a fixed and a growth mindset.
2. See how our brain grows like a muscle.
3. Practice positive self-talk and set a personal growth goal.

Why do you think these goals matter?”
(Pause for student answers.)
Follow-up: “Can someone share how these goals might help you when you face a tough assignment?”

Slide 3: What Is Mindset?

Teacher says: “Mindset means the way we think about our ability to learn. Have you ever thought, ‘I can't do this,’ or ‘This is too hard’?”
(Invite 1–2 students to share briefly.)
Teacher says: “Those kinds of thoughts are called a fixed mindset. Let's learn more about what that means.”

Slide 4: Fixed vs. Growth Mindset

Teacher says: “I'm drawing two columns on chart paper: Fixed Mindset and Growth Mindset. In the Fixed Mindset column, I'm writing: ‘I can’t do it.’ What else might someone say if they believe their ability is set in stone?”
(Collect 2–3 responses and write them.)
Teacher says: “Great! Now, in the Growth Mindset column, what could you say if you believe practice and effort help you get better?”
(Collect 2–3 positive statements and record them.)
Teacher says: “Excellent examples—these are the thoughts that help our brains grow.”

Slide 5: Brain as a Muscle

Teacher says: “Remember how lifting weights makes muscles stronger? Our brain works the same way! When we practice new skills, our brain builds and strengthens connections. Even mistakes are helpful—they’re like workouts for your brain.”
(Show image of a brain lifting weights.)
Teacher says: “Isn’t it cool that every time you learn something new, your brain is getting stronger?”

Slide 6: Real-Life Example

Teacher says: “Let me share a story about Sam. Sam wanted to learn piano. At first, Sam made a lot of mistakes and felt frustrated. But Sam practiced a little every day, asked for help, and didn’t give up. Now Sam plays confidently and even performs for friends!”
Teacher says: “Who can share a time they kept trying at something and got better?”
(Invite 1–2 students.)

Slide 7: Positive Self-Talk Strategies

Teacher says: “When tasks get tough, the words we say to ourselves matter. Here are some you can try:
• ‘Keep going—I can learn this.’
• ‘Mistakes help me improve.’
• ‘I’ll try a new strategy.’

Turn and talk with your partner: Which phrase do you like best, or what would you add?”
(Give partners 1 minute.)
Teacher says: “Who would like to share their phrase or idea?”

Slide 8: Check for Understanding

Teacher says: “Question: When you face a hard task, what can you say to yourself? Turn and talk with a new partner, then be ready to share.”



Teacher says: “Hands up if you have a phrase to share!”
(Call on 2–3 students.)

Slide 9: Worksheet Activity

Teacher says: “Now I’m passing out the Growth Mindset Reflection Worksheet. On this worksheet, you will:

1. Think of a time you struggled.
2. Write what happened and how you responded.
3. Describe one way you could use a growth mindset next time.

You have 7 minutes to complete it. I’ll walk around to help.”
(Distribute Growth Mindset Reflection Worksheet and start timer.)

Slide 10: Persistence Game

Teacher says: “Time’s up—please put your pencils down. Next, we’re playing the Persistence Game. In your groups, you’ll get a challenge and a self-talk strategy on a role card. Act out how you would overcome the challenge using that strategy. Then your peers will give you feedback on what helped you keep going.”
(Divide into groups and hand out Persistence Game Role Cards.)
Teacher says: “Begin role-playing now—I’ll come around to listen and support.”

Slide 11: Reflection & Goal Setting

Teacher says: “Fantastic work, everyone! To wrap up, think of one strategy you learned today that you’ll use when tasks get tough. Write it on a sticky note as your growth goal.”
(Hand out sticky notes.)
Teacher says: “Who wants to share their goal first?”
(Invite volunteers.)
Teacher says: “Great sharing! Now, stick your notes on our Growth Goals chart and keep these strategies in mind all week.”

Teacher says: “Thank you for your energy and ideas today. Remember: your brain is getting stronger every time you try. Have a wonderful day!”

Growth Mindset Reflection Worksheet

Instructions

Use the space below each question to write your thoughts. Reflect honestly and thoughtfully.

1. Think of a time you faced a challenge (in school, a sport, or at home). Describe what happened.

1. How did you respond in that moment? What words did you say to yourself?

1. Looking back, what is one thing you did well in that situation?

1. What could you do differently next time using a growth mindset? (Think of a new strategy or positive self-talk phrase.)

1. Which positive self-talk phrase from today’s lesson will you use when tasks get tough? You may choose one from the Brain Power Quest Slide Deck or write your own.

1. Growth Goal
   Write one goal for practicing a growth mindset this week. Then, in the space below, write how you will remind yourself to keep going when it gets hard.

Growth Mindset Chat

Purpose: Engage students in sharing experiences and strategies to deepen their understanding of a growth mindset.
Time: 7–10 minutes
Guidelines:

• Listen respectfully and let each person finish before speaking.
• Use kind words and build on each other’s ideas.
• There are no wrong answers—share honestly!

Discussion Prompts

1. Challenge & Success
   • Question: “Can you describe a time when you thought, ‘I can’t do this’? What happened when you decided to try anyway?”
   • Follow-Up: “What feelings did you have before and after you succeeded?”

1. Positive Self-Talk
   • Question: “What is a phrase you can say to yourself when a task feels really hard?”
   • Follow-Up: “How would saying that phrase change your next step?”

1. Learning from Mistakes
   • Question: “Share an example of a mistake you made that actually helped you learn something new.”
   • Follow-Up: “What did that mistake teach you, and how will you use that lesson next time?”

1. Applying Growth Mindset Everywhere
   • Question: “Besides schoolwork, where else could you use a growth mindset? (Sports, art, friendships, etc.)”
   • Follow-Up: “What strategy will you try first when you face a tough situation outside of class?”

Wrap-Up

• Ask one volunteer to share a new idea they heard from a classmate.
• Encourage students to try one shared strategy this week and notice how it helps them learn and grow.

Use notes or sticky notes if helpful, then post ideas on our Growth Goals chart to inspire each other!

Mindset Match-Up

Objective: Reinforce the difference between fixed and growth mindsets by sorting real-world statements into the correct category and discussing why each belongs.

Time: 8–10 minutes
Materials:

• Pre-printed Mindset Match-Up Cards (each card has one statement; see list below)
• Two large labels or mats: Fixed Mindset and Growth Mindset
• Timer or watch
• Optional: Chart Paper and markers to record group findings

Preparation (5 minutes):

1. Print and cut apart the statements below onto individual cards.
2. Place the two mats/labels at the front or center of the room.
3. Divide students into small groups of 3–4.

Match-Up Statements (print on cards):

• “I can’t do this—I’m just not good at it.”
• “I’ll never understand math.”
• “Mistakes help me learn.”
• “I’ll try a different strategy.”
• “This is too hard; I give up.”
• “I can improve if I practice.”
• “I’ll never get better at drawing.”
• “I love challenging problems!”
• “If I’m not perfect, I’m a failure.”
• “I can learn from feedback.”

Instructions:

1. Sort (3 minutes): Each group receives a shuffled stack of cards. When you say “Go,” groups work together to place each card on the Fixed Mindset or Growth Mindset mat.
2. Share & Discuss (4 minutes):
   • Invite one group at a time to place a card they found challenging to sort.
   • Ask: “Why did you choose this category?”
   • Encourage classmates to agree or suggest a different placement, using evidence from our lesson.
3. Reflect (1–2 minutes):
   • Ask each group: “Which statement surprised you?” and “How can you turn a fixed-mindset statement into a growth-mindset statement?”
   • Optionally, record student examples on chart paper for future reference.

Extension: Have students write one new fixed-mindset statement they’ve heard and then rewrite it as a growth-mindset statement. Post these on your Growth Goals chart to remind everyone how powerful our words can be.

This activity complements the Growth Mindset Lesson Plan and helps students apply key concepts in a fun, hands-on way.

Persistence Game Role Cards

Instructions: Each card describes a challenge and a positive self-talk strategy. Distribute these cards to small groups. Students role-play the scenario, using the self-talk prompt to guide their response and demonstrate persistence.

1. Card 1
   • Challenge: Struggling to solve a multi-step math problem that seems confusing.
   • Self-Talk Strategy: “I’ll take it one step at a time—I can figure this out.”

1. Card 2
   • Challenge: Learning to tie your shoes independently.
   • Self-Talk Strategy: “Mistakes help me learn—I’ll try again and get better.”

1. Card 3
   • Challenge: Feeling nervous about reading aloud in front of the class.
   • Self-Talk Strategy: “I can do hard things—my voice matters.”

1. Card 4
   • Challenge: Trying to draw a detailed picture but getting frustrated when it doesn’t look right.
   • Self-Talk Strategy: “Practice makes progress—I’ll keep adding details until I like it.”

1. Card 5
   • Challenge: Wanting to score a goal in soccer but missing every attempt.
   • Self-Talk Strategy: “Each try makes me stronger—I’ll learn from each kick.”

1. Card 6
   • Challenge: Writing a story that needs more ideas and feeling stuck.
   • Self-Talk Strategy: “I can ask for help and try a new approach—I’ll brainstorm one more idea.”

1. Card 7
   • Challenge: Learning a new dance routine and forgetting steps halfway.
   • Self-Talk Strategy: “It’s okay to make mistakes—each practice helps me remember.”

1. Card 8
   • Challenge: Completing a challenging science experiment that isn’t working as planned.
   • Self-Talk Strategy: “I’ll try a different strategy—I can learn from what didn’t work.”

1. Card 9
   • Challenge: Memorizing a long poem for a performance and blanking out on a line.
   • Self-Talk Strategy: “I can do hard things—I’ll take a deep breath and keep going.”

1. Card 10
   • Challenge: Building a tall block tower that keeps toppling over.
   • Self-Talk Strategy: “Each attempt teaches me balance—I’ll try again more carefully.”