Your Brain on Habits Script

Warm-Up: Habit Brainstorm (5-7 minutes)

Teacher: "Good morning/afternoon, everyone! Today, we're going to talk about something that pretty much runs our lives without us even realizing it: habits! Has anyone ever thought about why you do certain things almost automatically every day? Like, maybe you always grab a snack when you get home, or you check your phone the second you wake up?"

Teacher: "Let's start with a quick brainstorm. On a piece of paper, or just in your mind, think of one small habit you have. It could be anything! Maybe it's making your bed, or chewing on your pen, or going straight to your homework after school. Don't overthink it. Just one habit. "

Teacher: "Now, turn to a partner and share your habit. Briefly discuss: Do you like this habit? Do you wish you didn't do it? Or do you wish you did it more? We'll spend about 2 minutes on this." (Allow students to share.)

Teacher: "Great! Thank you for sharing. Keep those habits in mind, because we're going to explore how they work today."

Introduction to Habits (10 minutes) - Your Brain on Habits Slide Deck (Slides 1-3)

Teacher: (Display Your Brain on Habits Slide Deck - Slide 1: 'Your Brain on Habits') "So, our lesson today is called 'Your Brain on Habits.' We're going to dive into the fascinating world of how our brains create and follow routines."

Teacher: (Display Your Brain on Habits Slide Deck - Slide 2: 'What's a Habit Anyway?') "Based on our quick brainstorm, who can tell me in their own words, what do you think a habit is?"

(Listen to student responses and guide them toward the definition on the slide.)

Teacher: "Exactly! A habit is an automatic behavior or routine, often done without much conscious thought. Think about brushing your teeth in the morning – you probably don't have to think, 'Okay, pick up the toothbrush, put toothpaste on, move it up and down...' you just do it. That's a habit. And habits can be good for us, like brushing teeth, or not-so-good, like constantly checking social media."

Teacher: (Display Your Brain on Habits Slide Deck - Slide 3: 'Why Do Habits Matter?') "Now, why do you think habits matter so much? Why is it important to understand them?"

(Listen to student responses.)

Teacher: "You got it! Habits shape our entire day, our health, and even our future. Good habits can set us up for success in school, in our hobbies, and with our friends. But on the flip side, bad habits can definitely hold us back. The good news is, once we understand how habits work, we can actually choose to create new, positive habits and even change old, negative ones!"

The Habit Loop Explained (15 minutes) - Your Brain on Habits Slide Deck (Slides 4-7)

Teacher: (Display Your Brain on Habits Slide Deck - Slide 4: 'The Habit Loop: Your Brain's Shortcut') "So, how do habits work? Our brains are pretty clever, and they love shortcuts. To make things automatic, every habit, whether it's good or bad, follows a simple 3-part pattern called the 'Habit Loop'. It goes like this: Cue, Routine, then Reward."

Teacher: "Let's break down each part."

Teacher: (Display Your Brain on Habits Slide Deck - Slide 5: 'Part 1: The Cue') "First, we have the Cue. Think of the cue as the trigger. It's what starts the habit. It's a signal that tells your brain, 'Hey, it's time to go into automatic mode!' Cues can be so many things. Can anyone think of something that might trigger a habit?"

(Encourage responses. Provide examples like: the notification sound from your phone, feeling bored, arriving home from school, seeing a friend.)

Teacher: "Excellent examples! Cues are everywhere."

Teacher: (Display Your Brain on Habits Slide Deck - Slide 6: 'Part 2: The Routine') "Next is the Routine. This is the easiest part to understand because it's simply the behavior itself. It's what you actually do when that cue appears. If the cue is your phone notification, what's a common routine?"

(Students will likely say checking their phone.)

Teacher: "Exactly! Or if the cue is feeling hungry, the routine might be grabbing a snack. If the cue is seeing your messy desk, the routine might be to start organizing it. The routine is the action, the habit itself."

Teacher: (Display Your Brain on Habits Slide Deck - Slide 7: 'Part 3: The Reward') "Finally, we have the Reward. This is the benefit your brain gets from doing the routine. It's why your brain thinks, 'Aha! That felt good/useful, let's do that again next time!' The reward makes your brain want to repeat the habit in the future. What kind of rewards do you think we get from checking our phones, or eating a snack when we're hungry?"

(Guide students to think beyond just physical rewards. Examples: feeling entertained, satisfying hunger, feeling accomplished, reducing stress, a sense of belonging.)

Teacher: "Those are great! Rewards don't always have to be big and obvious. Sometimes it's just the feeling of completion, or a moment of distraction."

Habit Loop Worksheet Activity (15 minutes)

Teacher: (Display Your Brain on Habits Slide Deck - Slide 8: 'Putting It All Together') "Okay, so we have the Cue, the Routine, and the Reward. By understanding each part of this loop, we gain a lot of power to either strengthen good habits or change less desirable ones."

Teacher: "Now, you're going to put this into practice. I'm going to hand out the Habit Loop Worksheet. On this worksheet, you'll identify a positive habit you have or want to build, and a negative habit you want to change. For each, you'll try to break it down into its Cue, Routine, and Reward."

Teacher: "Don't worry if it's tricky at first. Think about the habits you discussed in our warm-up. I'll be walking around to help. We'll spend about 15 minutes on this."

(Distribute Habit Loop Worksheet. Circulate and provide support and guidance as students work.)

Share & Discuss (5 minutes)

Teacher: "Alright everyone, let's bring it back together. I know breaking down habits can be a little insightful. Would anyone like to voluntarily share one habit they identified and its loop, or perhaps one interesting thing they realized while filling out the worksheet?"

(Facilitate a brief discussion. Ask follow-up questions like: "Was it easier to identify the cue or the reward?" "How might knowing this help you?" "What challenges do you foresee in changing a habit?")

Cool-Down: My Habit Goal (5 minutes) - My Habit Goal Cool-Down

Teacher: "To wrap things up today, let's think about one small, actionable step we can take. On your worksheet, or on a separate piece of paper, write down one small habit you want to start or change, and then write down the very first tiny step you'll take towards that goal. For example, if you want to read more, your first step might be to pick up a book for 5 minutes when you get home."

Teacher: "This isn't a big project, just one small goal and one small action. It's about taking that first step, understanding your brain's amazing ability to form habits, and using that knowledge to your advantage."

Teacher: "Thank you all for an insightful discussion today!"

Habit Brainstorm Warm-Up

Think about your day. What are some things you do almost automatically without really thinking about them? These are habits!

1. Write down one habit you have (it can be a good one or one you wish you didn't do).

   
   
   
   
   
   
   

2. Share your habit with a partner. Discuss:

   • Do you like this habit?
   • Do you wish you didn't do it? Or do you wish you did it more?

The Habit Loop Worksheet: Understanding Your Habits

Name: ________________________

Every habit follows a 3-part pattern: Cue ➡️ Routine ➡️ Reward. By understanding these parts, you can start to change your habits!

Part 1: My Positive Habit

Think of a positive habit you already have, or one you would like to build (e.g., exercising, reading, organizing your backpack). If you want to build one, imagine what it would look like.

My Positive Habit: __________________________________________________________________

Break it down:

1. Cue: What triggers this habit? (e.g., a specific time, place, feeling, person, or action right before it?)

   
   
   
   
   
   
   

2. Routine: What is the actual behavior you do? (Be specific!)

   
   
   
   
   
   
   

3. Reward: What benefit do you get from doing this routine? (e.g., feeling accomplished, energized, learning something, a sense of calm?)

   
   
   
   
   
   
   

Part 2: My Negative Habit

Think of a habit you have that you would like to change or stop (e.g., procrastinating, excessive screen time, biting nails).

My Negative Habit: __________________________________________________________________

Break it down:

1. Cue: What triggers this habit? (e.g., a specific time, place, feeling, person, or action right before it?)

   
   
   
   
   
   
   

2. Routine: What is the actual behavior you do? (Be specific!)

   
   
   
   
   
   
   

3. Reward: What benefit do you get from doing this routine? (e.g., temporary relief, distraction, pleasure, avoiding something?)

   
   
   
   
   
   
   

Reflection Question

Now that you see the parts of your habits, how might understanding the Cue, Routine, and Reward help you change a negative habit into a positive one?

The Habit Loop Worksheet: Answer Key (Examples)

This answer key provides example responses for the worksheet. Student answers will vary widely based on their personal habits.

Part 1: My Positive Habit (Example)

My Positive Habit: Doing my homework right after school

Break it down:

1. Cue: Arriving home after school and putting my backpack down in my room.

2. Routine: Taking out my planner and starting the first assignment on my list.

3. Reward: Feeling a sense of accomplishment, having free time later in the evening, reduced stress about unfinished work.

Part 2: My Negative Habit (Example)

My Negative Habit: Scrolling through social media for too long before bed

Break it down:

1. Cue: Getting into bed at night and picking up my phone to set an alarm.

2. Routine: Opening a social media app and continuously scrolling through posts and videos.

3. Reward: Feeling entertained, escaping thoughts about the next day, temporary distraction from boredom or tiredness.

Reflection Question (Example Response)

Now that you see the parts of your habits, how might understanding the Cue, Routine, and Reward help you change a negative habit into a positive one?

Understanding the cue means I can try to avoid it or replace it with a different trigger. For example, if my phone is the cue for scrolling before bed, I could charge my phone in a different room or use an alarm clock instead of my phone. Knowing the routine helps me identify what specific action I need to change. And understanding the reward is key because if I can find a different way to get that same reward (like relaxation or entertainment), I can replace the negative routine with a positive one that gives me the same good feeling. For example, instead of scrolling for entertainment, I could read a book for relaxation.

My Habit Goal Cool-Down

What is one small habit you want to start or change, based on what you learned today?

My Habit Goal:

What is the very first, tiny step you will take towards this goal?

Digital Footprint Teacher Script

Introduction: What's Your Online Shadow? (5 minutes)

"Good morning/afternoon, everyone! Today, we're going to talk about something that affects every single one of us in this digital age: your digital footprint."

"Have any of you heard this term before? What do you imagine it means? Think about walking on a sandy beach – you leave footprints, right? The internet is a bit like that beach, but instead of sand, it's made of data."

(Display Your Digital Footprint Slide Deck - Slide 1-2)

"As you can see, your digital footprint is essentially the unique trail of data you leave behind from your online activities. It's everything you do, share, and even things done about you online."

"So, what do you think a digital footprint actually is? Turn to a partner and share your initial thoughts for about 30 seconds. What comes to mind when you think about the traces you leave online?"

(Facilitate a brief class discussion, inviting a few students to share their definitions. Acknowledge and affirm their ideas, guiding them towards the definition on the slide.)

Exploring Your Digital World (15 minutes)

"Now that we have a basic understanding, let's think about where these footprints appear. Where do you typically interact online? Shout out some platforms or activities!"

(Display Your Digital Footprint Slide Deck - Slide 3-5)

"Excellent examples! From social media to gaming, school accounts to streaming, almost everything we do leaves a mark. And it's not just what you post; it's also data collected about you, like your location when you use an app or your browsing history."

"Now, for a hands-on activity. I'm going to hand out the Digital Footprint Scenarios Worksheet. In small groups, I want you to read through the scenarios and discuss the questions provided. Think about the different types of digital footprints involved in each situation and what the potential consequences might be."

(Distribute the Digital Footprint Scenarios Worksheet. Give students about 7-8 minutes to work in groups.)

"Alright, let's bring it back together. Who would like to share some insights from their group's discussion? What were some of the most interesting or surprising things you talked about?"

(Facilitate a class discussion, calling on different groups and encouraging them to explain their reasoning for the worksheet scenarios.)

The Long-Term Impact (10 minutes)

"Thank you for those thoughtful discussions. Now, let's zoom out a bit and think about the long-term impact of these digital footprints."

(Display Your Digital Footprint Slide Deck - Slide 6-8)

"It might seem like your social media posts are just for your friends today, but these traces can follow you for years. How do you think a college admissions officer or a future employer might view your online activity? What kind of things would they be looking for, positively or negatively?"

(Encourage students to share their thoughts. Guide the conversation to include college applications, job interviews, scholarships, and even personal reputation.)

"A positive digital footprint can actually open doors for you, showing off your interests, achievements, and character. Conversely, a negative one can create obstacles. Think about it: if an employer sees inappropriate content, it might lead them to question your judgment."

Crafting Your Online Legacy (10 minutes)

"The good news is, you have a lot of control over your digital footprint! It's not something that just happens to you; you can actively shape it."

(Display Your Digital Footprint Slide Deck - Slide 9-10)

"We're going to talk about some practical strategies. First, and this is super important, regularly check and adjust your privacy settings on all your accounts. Who can see your posts? Who can tag you? Take control of that."

"Second, think before you post! Ask yourself: Is this something I'd be comfortable with my parents, a teacher, or a future boss seeing? If the answer is no, it's probably best not to post it. And remember, deleting something doesn't always make it disappear completely."

"Third, try Googling yourself from time to time. See what comes up! This gives you an idea of your public online image."

"Finally, let's get out your Digital Footprint Reflection Journal. I want you to take a few minutes to respond to the prompts in the journal. This is a chance for you to think personally about your own digital footprint and how you want to manage it moving forward."

(Distribute the Digital Footprint Reflection Journal and allow students time to write.)

Conclusion and Reflection (5 minutes)

"Alright, let's wrap up for today. Thank you for your hard work and thoughtful contributions."

(Introduce the Digital Footprint Cool Down activity.)

"For our cool down, I want each of you to silently think about one key takeaway from today's lesson. What's one thing you learned or one action you plan to take regarding your digital footprint? You'll write this down on the cool-down slip."

(Collect the Digital Footprint Cool Down slips.)

"Remember, your digital footprint is a powerful tool. You can use it to build a positive online presence that reflects who you are and what you care about. Be mindful, be intentional, and be responsible online. The internet is a fantastic resource, and by managing your digital footprint wisely, you can ensure it works for you, not against you. Great job today!"

Digital Footprint Warm Up

Instructions: Think about your daily online activities. In the space below, list three different things you did online yesterday (e.g., posted on social media, watched a video, sent an email). Then, consider what kind of

Digital Footprint Scenarios Worksheet

Instructions: Read each scenario below and discuss the questions with your group. Be prepared to share your thoughts with the class.

Scenario 1: The Weekend Post

Sarah attends a high school where she is a star athlete. Over the weekend, she attended a party and a friend posted a video of her on social media (Instagram Reels) that showed her acting immaturely, even though she wasn't doing anything illegal or extremely harmful. The video was quickly deleted by her friend, but not before a few people saw it and shared it to their private stories.

1. What kind of digital footprint was created in this scenario (active, passive, or both)? Explain.
   
   
   
2. Even though the video was deleted, why might it still be a concern for Sarah?
   
   
   
3. What could Sarah or her friend have done to prevent this situation?
   
   
   
4. How might this incident, even if minor, impact Sarah in the future (e.g., college applications, scholarships, team reputation)?
   
   
   

Scenario 2: The Gaming Chat

David loves playing online video games with his friends. During a competitive match, he got frustrated and typed some angry and slightly offensive comments in the public game chat, using language he wouldn't normally use in person. He quickly closed the chat and forgot about it.

1. What kind of digital footprint was created in this scenario? Explain.
   
   
   
2. Who might potentially see these comments, even after the game is over?
   
   
   
3. What are the potential consequences of David's actions in the game chat?
   
   
   
4. What advice would you give David about his online behavior in gaming communities?
   
   
   

Scenario 3: The Research Project

Maria is working on a history project and uses several online resources for her research. She bookmarks many websites, downloads several articles, and posts a question in an online academic forum asking for help with a specific part of her project. She also uses a search engine to look up information on her topic.

1. What kind of digital footprint is Maria creating in this scenario?
   
   
   
2. Are there any potential positive or negative impacts of Maria's digital footprint in this context?
   
   
   
3. How does Maria's active digital footprint in this scenario differ from Sarah's or David's?
   
   
   
4. How can Maria ensure her academic online presence remains professional and helpful for her future?

Ripple Effect Warm Up: Think About Your Impact!

Instructions: Take a moment to think about the questions below. You can write your answers, draw a picture, or just think about them quietly in your head.

1. Think of a time you did something really nice for someone. How did that person react? How did it make you feel?
   
   
   
   
   

2. Can you think of how that kind action might have affected other people, even beyond the person you helped? (For example, maybe it made someone else smile, or encouraged someone else to be kind too!)
   
   
   
   
   

My Ripple Effect: Actions and Their Impact

Instructions: For each section below, think about an action and then describe the