{ "created_at": "2025-10-22T00:56:21.638974+00:00", "name": "Brain Power Boost!", "messages": [], "materials": [ { "id": "brain-power-boost-lesson-plan", "data": { "why": "Understanding and improving executive functioning skills helps students better manage their schoolwork, stay organized, and achieve their goals. These skills are crucial for success in middle school and beyond, impacting everything from homework completion to long-term projects and personal responsibilities.", "prep": { "name": "Review Materials", "time": "10 minutes", "markdown": "* Review the [Brain Power Boost! Lesson Plan](#brain-power-boost-lesson-plan) and all linked materials: [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck), [Executive Functioning Self-Assessment](#executive-functioning-self-assessment), and [My Executive Functioning Toolkit](#my-executive-functioning-toolkit).\n* Ensure projector/smartboard is ready for the slide deck.\n* Print copies of [Executive Functioning Self-Assessment](#executive-functioning-self-assessment) and [My Executive Functioning Toolkit](#my-executive-functioning-toolkit) for each student." }, "time": "30 minutes", "approach": "Interactive discussion, self-reflection, and practical strategy application.", "audience": "7th Grade Students", "materials": [ "Smartboard or Projector", "[Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck)", "[Executive Functioning Self-Assessment](#executive-functioning-self-assessment)", "[My Executive Functioning Toolkit](#my-executive-functioning-toolkit)" ], "objective": "Students will be able to define executive functioning skills and identify at least three strategies to strengthen their own executive functioning abilities for improved academic and personal success.", "instructions": [ { "name": "Introduction: Welcome! Let's Connect!", "time": "2 minutes", "markdown": "* **Objective:** Build rapport and create a welcoming environment.\n* Display the first slide of the [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck).\n* Briefly introduce yourself and ask students to share one thing they are excited about today or this week to connect with them." }, { "name": "Warm-Up: What's Your Brain Doing?", "time": "3 minutes", "markdown": "* **Objective:** Activate prior knowledge and introduce the concept of brain work.\n* Display the second slide of the [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck).\n* Ask students to quickly jot down or think about what their brain does for them throughout the day. Lead a brief whole-class share-out." }, { "name": "Introducing Executive Functions", "time": "10 minutes", "markdown": "* **Objective:** Define executive functioning skills and introduce key areas.\n* Transition to the next slides of the [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck).\n* Explain executive functioning using relatable examples. Focus on key areas like organization, planning, task initiation, and self-control.\n* Distribute the [Executive Functioning Self-Assessment](#executive-functioning-self-assessment) and allow students a few minutes to complete it. Emphasize that it's for self-reflection, not a test." }, { "name": "Building Your Toolkit", "time": "10 minutes", "markdown": "* **Objective:** Brainstorm and identify practical strategies.\n* Use the [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck) to guide a discussion on strategies for improving executive functioning skills based on the self-assessment.\n* Distribute [My Executive Functioning Toolkit](#my-executive-functioning-toolkit) and have students work individually or in small groups to brainstorm and record strategies for areas they identified as needing growth." }, { "name": "Cool-Down: One Small Step", "time": "5 minutes", "markdown": "* **Objective:** Encourage commitment to a specific strategy.\n* Display the final slide of the [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck).\n* Ask students to choose one strategy from their [My Executive Functioning Toolkit](#my-executive-functioning-toolkit) that they will try to implement this week. They can write it down on the toolkit or a separate exit ticket.\n* Briefly share out or collect the exit tickets as a formative assessment." } ] }, "name": "Brain Power Boost!", "type": "lesson-plan" }, { "id": "brain-power-boost-slide-deck", "data": { "slides": [ { "body": "What's one thing you're excited about today or this week?", "title": "Welcome! Let's Connect!", "video": "", "layout": "title_body", "teacher_notes": "Welcome students and briefly introduce yourself. Use this slide as a chance to connect with students and learn something fun about them before diving into the lesson. This helps build rapport." }, { "body": "What does your amazing brain do for you every day?", "title": "Brain Power Boost!", "video": "", "layout": "title_body", "teacher_notes": "Welcome students and introduce the idea of thinking about what their brain does. This is a quick entry point." }, { "body": "These are the mental skills that help you get things done, like:\n* **Planning:** Thinking ahead\n* **Organization:** Keeping things in order\n* **Task Initiation:** Starting tasks (even when you don't want to!)\n* **Working Memory:** Remembering what you're doing\n* **Self-Control:** Managing impulses and emotions\n* **Flexibility:** Adapting to changes", "title": "Meet Your Brain's CEO: Executive Functions", "video": "", "layout": "title_body", "teacher_notes": "Introduce Executive Functions as the 'CEO of your brain.' Emphasize that these are skills, not fixed traits. Give simple, relatable examples for each." }, { "body": "Let's take a quick self-assessment to see which executive functioning skills you use a lot and which ones you might want to strengthen.\n\n**(Refer to [Executive Functioning Self-Assessment](#executive-functioning-self-assessment))**", "title": "How Strong Are Your Brain Muscles?", "video": "", "layout": "title_body", "teacher_notes": "Explain that the self-assessment is for personal reflection. Reassure them it's not a test." }, { "body": "Now that you know more about executive functions, let's build strategies!\n\nWhat are some practical ways to improve:\n* Planning & Organization?\n* Starting Tasks?\n* Staying Focused?\n* Managing Emotions?", "title": "Building Your Brain's Toolkit", "video": "", "layout": "title_body", "teacher_notes": "Lead a discussion based on common areas students might identify. Prompt them to think about how they can improve these skills. Transition into the toolkit activity." }, { "body": "Choose ONE strategy from your toolkit that you will try this week. Write it down!\n\n**(Refer to [My Executive Functioning Toolkit](#my-executive-functioning-toolkit))**", "title": "Your Next Step: One Small Change", "video": "", "layout": "title_body", "teacher_notes": "Encourage students to pick one concrete strategy they can try this week. Emphasize that small steps lead to big changes." } ] }, "name": "Brain Power Boost! Slide Deck", "type": "slide-deck" }, { "id": "warm-up-whats-your-brain-doing", "data": { "markdown": "# What's Your Brain Doing?\n\nTake 1-2 minutes to think about or jot down a few things your brain does for you every single day.\n\nWhat kinds of tasks, thoughts, and actions does your brain handle from the moment you wake up until you go to sleep?\n\n
\n\n
\n\n
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" }, "name": "What's Your Brain Doing?", "type": "warm-up" }, { "id": "executive-functioning-self-assessment", "data": { "markdown": "# Executive Functioning Self-Assessment\n\n**Instructions:** For each statement, circle the number that best describes you. Be honest! This is for your own reflection, not a test.\n\n**Key:**\n1 = Almost Never\n2 = Sometimes\n3 = Often\n4 = Almost Always\n\n## Planning & Organization\n1. I usually plan my school projects and assignments before I start them.\n 1 2 3 4\n

\n2. I know where my school supplies and homework assignments are when I need them.\n 1 2 3 4\n

\n3. I break down big tasks into smaller, more manageable steps.\n 1 2 3 4\n

\n## Task Initiation & Follow-Through\n4. I start my homework or chores without being told multiple times.\n 1 2 3 4\n

\n5. I stick with a task until it's finished, even if it's challenging.\n 1 2 3 4\n

\n6. I complete my assignments and turn them in on time.\n 1 2 3 4\n

\n## Working Memory & Focus\n7. I can remember instructions for several steps without needing them repeated.\n 1 2 3 4\n

\n8. I can stay focused on one task without getting easily distracted.\n 1 2 3 4\n

\n9. I remember what I need to do for school and other activities.\n 1 2 3 4\n

\n## Self-Control & Flexibility\n10. I can control my impulses and think before I act or speak.\n 1 2 3 4\n

\n11. I can manage my emotions when I get frustrated or upset.\n 1 2 3 4\n

\n12. I can easily switch from one activity to another or adjust when plans change.\n 1 2 3 4\n

\n\n**Reflection:**\nLook at your responses. Which areas did you score highest in? Which areas did you score lowest in? These might be areas where you want to focus on building new strategies." }, "name": "Executive Functioning Self-Assessment", "type": "worksheet" }, { "id": "my-executive-functioning-toolkit", "data": { "markdown": "# My Executive Functioning Toolkit\n\nThink about the areas from your self-assessment where you want to grow. Now, let's brainstorm some strategies to put in your toolkit!\n\n## Planning & Organization Strategies\n* How can you plan better? (e.g., use a planner, make a to-do list, set reminders)\n

\n* How can you get more organized? (e.g., have a designated spot for homework, clean out backpack weekly)\n

\n\n## Task Initiation & Follow-Through Strategies\n* How can you start tasks more easily? (e.g., break it into small steps, set a timer for 15 minutes, do the hardest part first)\n

\n* How can you stick with tasks until they are done? (e.g., reward yourself, take short breaks, eliminate distractions)\n

\n\n## Working Memory & Focus Strategies\n* How can you remember instructions better? (e.g., write them down, repeat them aloud, ask clarifying questions)\n

\n* How can you improve your focus? (e.g., find a quiet space, use noise-canceling headphones, take movement breaks)\n

\n\n## Self-Control & Flexibility Strategies\n* How can you practice self-control? (e.g., count to 10, deep breaths, think of consequences)\n

\n* How can you be more flexible when things change? (e.g., practice problem-solving, think of alternative solutions)\n

\n\n---\n\n## My Top Strategy for This Week!\n\nOut of all the ideas, choose ONE strategy you will commit to trying this week. Write it here:\n\nMy strategy is:\n\n

" }, "name": "My Executive Functioning Toolkit", "type": "activity" }, { "id": "cool-down-one-small-step", "data": { "markdown": "# One Small Step Cool-Down\n\nThink about the executive functioning skills we discussed today. \n\nWhat is one small step or strategy you can try **this week** to strengthen one of your executive functioning skills?\n\n

\n\nWhy did you choose this particular strategy?\n\n

" }, "name": "One Small Step Cool-Down", "type": "cool-down" }, { "id": "brain-power-boost-script", "data": { "markdown": "# Brain Power Boost! Script\n\n## Introduction: Welcome! Let's Connect! (3 minutes)\n\n**Teacher:** \"Good morning/afternoon everyone! I'm so glad you're here today. Before we dive into our topic, I'd love to get to know you a little better. Looking at our first slide: *(Refer to [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck) - Slide 1)*, tell us, what's one thing you're excited about today or this week? It could be anything!\" \n\n*(Allow a few students to share, keeping it brief and positive to build a welcoming atmosphere.)*\n\n## Warm-Up: What's Your Brain Doing? (5 minutes)\n\n**Teacher:** \"Thanks for sharing! Now, let's get our brains ready. Today, we're going to talk about something super important that helps you succeed in school and in life: your brain power! But not just any brain power – we're focusing on how your brain helps you get things done.\n\nTo start, I want you to take a minute and quietly think about, or even quickly jot down, a few things your brain does for you every single day. From the moment you wake up, what kinds of tasks, thoughts, and actions does your brain handle?\" \n\n*(Allow 1-2 minutes for students to think/jot.)*\n\n**Teacher:** \"Alright, who would like to share one thing their brain does for them?\" \n\n*(Call on a few students. Guide them to think beyond just 'thinking' – like remembering where they put their backpack, planning what to eat for lunch, or stopping themselves from blurting something out.)*\n\n## Introducing Executive Functions (10 minutes)\n\n**Teacher:** \"Great examples! Your brain does an incredible amount of work, and many of the things you just mentioned fall under a special set of skills we call **Executive Functions**. Think of your executive functions as the 'CEO of your brain' – they're the mental skills that help you manage your time, pay attention, plan and organize, and get things done.\n\nLet's look at some key executive functions: *(Refer to [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck) - Slide 3)*\n\n* **Planning:** This is about thinking ahead and deciding the steps you need to take to reach a goal. For example, if you have a big project, planning helps you figure out when to start and what parts to do first.\n* **Organization:** Keeping your materials, thoughts, and time in order. This could mean knowing where your homework is, or having a system for your notes.\n* **Task Initiation:** This is the skill of *starting* a task, even when you don't feel like it. It's that push to begin your homework instead of procrastinating.\n* **Working Memory:** This is your brain's ability to hold onto information and use it while you're doing something else. Like remembering a teacher's multi-step instructions as you're following them.\n* **Self-Control:** This helps you manage your impulses and emotions. It's stopping yourself from shouting out an answer or getting overly frustrated when something is difficult.\n* **Flexibility:** This is the ability to adapt to changes or switch gears. If your original plan doesn't work, flexibility helps you come up with a new one.\n\nNow, these are all skills, which means you can get better at them with practice! To figure out which 'brain muscles' you want to strengthen, we're going to do a quick self-assessment. *(Refer to [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck) - Slide 4)*\n\nI'm going to hand out the [Executive Functioning Self-Assessment](#executive-functioning-self-assessment). For each statement, simply circle the number that best describes you: 1 for almost never, 4 for almost always. Remember, this isn't a test; it's just for you to reflect on your own strengths and areas for growth.\" \n\n*(Distribute the self-assessments and allow 5 minutes for completion. Circulate and answer any questions.)*\n\n## Building Your Toolkit (10 minutes)\n\n**Teacher:** \"Okay, now that you've thought about your executive functioning strengths and areas you might want to improve, let's start building a 'toolkit' of strategies! *(Refer to [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck) - Slide 5)*\n\nI'm handing out [My Executive Functioning Toolkit](#my-executive-functioning-toolkit). This is where you'll brainstorm practical ways to get better at these skills. Let's think together, and you can write down ideas as we go or come up with your own.\n\n* **For Planning & Organization:** What are some ways you could plan better for projects? *(Guide students to suggest things like using a planner, making a to-do list, breaking tasks into smaller steps.)* How about getting more organized? *(Having a designated spot for schoolwork, cleaning out a backpack once a week.)*\n* **For Task Initiation & Follow-Through:** What makes it hard to start a task? What helps you get going? *(Doing the hardest part first, setting a timer for 15 minutes, promising yourself a small reward after a chunk of work.)* How can you stick with something once you've started? *(Taking short breaks, minimizing distractions, setting personal deadlines.)*\n* **For Working Memory & Focus:** How can you remember instructions better? *(Writing them down, repeating them aloud, asking clarifying questions.)* What helps you focus when you're distracted? *(Finding a quiet space, using headphones, taking a quick movement break.)*\n* **For Self-Control & Flexibility:** What do you do when you feel an impulse to act without thinking? *(Counting to ten, taking deep breaths.)* How do you react when plans change unexpectedly? *(Practicing problem-solving, thinking of alternative solutions.)*\n\n*(Allow students to work on their toolkits individually or in small groups for about 5-7 minutes. Encourage sharing of ideas.)*\n\n## Cool-Down: One Small Step (5 minutes)\n\n**Teacher:** \"You've all come up with some fantastic ideas for your executive functioning toolkits! Now, for our cool-down, I want you to pick just **one** strategy from your toolkit that you will commit to trying **this week**. Just one! Small steps can lead to big changes. *(Refer to [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck) - Slide 6)*\n\nOn your toolkit, or on a separate piece of paper if you prefer, write down the one strategy you'll try and why you chose it. \n\n*(Allow 2-3 minutes for students to write.)*\n\n**Teacher:** \"Who feels comfortable sharing the one strategy they've chosen to try this week?\" \n\n*(Listen to a few shares, reinforcing the idea that practicing these skills takes time and effort, but is incredibly valuable.)*\n\n**Teacher:** \"Fantastic work today, everyone! Remember, strengthening your executive functions is like building brain muscles – the more you practice, the stronger they get. Have a great day!\"" }, "name": "Brain Power Boost! Script", "type": "script" } ], "description": "This lesson helps 7th-grade students understand executive functioning skills and how to strengthen them for better learning and organization. This 30-minute lesson is designed for a whole classroom setting and can be facilitated by clinical staff.", "colors": [ "#E0BBE4", "#957DAD", "#D291BC" ], "updated_at": "2025-10-27T22:55:47.027+00:00", "slug": "brain-power-boost-411121", "embedding": "[-0.034835424,0.01756095,-0.037872065,-0.056149203,0.024846978,-0.016835213,0.10167972,0.045415923,-0.032810997,0.042818543,0.007037749,0.033765916,0.0113157835,-0.009940701,-0.0024636895,-0.021829436,-0.10549939,0.040068377,-0.022268698,-0.058250025,0.027081488,-0.15996794,-0.027578045,-0.021447469,-0.12696595,0.04251297,0.06818118,0.025114356,-0.028170094,0.056263793,0.054506745,0.060465436,0.011296685,-0.048166085,-0.0018967068,-0.0115354145,-0.014209187,-0.04071772,-0.013416604,0.008221848,-0.06879233,0.022402387,0.042703953,0.0023658106,0.085102335,-0.079907574,-0.04755494,-0.12627842,0.0643997,0.009210189,0.00079855055,-0.06638593,0.06428511,0.04839527,-0.035331983,0.008326889,0.0808243,0.03674526,-0.0035331983,0.024503207,-0.051603794,0.022383288,-0.12551448,-0.04251297,0.04522494,0.008708856,-0.017178982,0.1382722,-0.064705275,0.08594266,-0.039151657,0.015660662,-0.025840092,-0.027730832,-0.018936032,-0.03571395,0.0433151,0.007271704,0.000735884,-0.060274452,0.09411676,-0.02425493,0.029678866,0.0013607588,0.09342922,-0.1417099,-0.08884561,-0.17830238,0.099387914,0.041290674,-0.0374519,-0.011497218,0.039839197,0.14919646,-0.009697197,-0.065010846,0.043849856,0.040335756,0.02352919,-0.051680185,-0.01779968,-0.003289694,-0.002790749,-0.037299115,0.01896468,0.027138783,0.010198529,-0.08067151,0.035389278,-0.039266247,-0.13498726,-0.019575829,-0.018133901,0.044651985,0.09274168,0.0039629117,-0.042742148,-0.054010186,-0.036458787,-0.006230843,0.03708903,0.06313921,0.023510093,0.06359757,-0.19373386,0.13789022,-0.07062577,0.0948043,0.054162975,-0.03792936,0.066309534,0.15003678,-0.09449873,0.11443742,0.021676648,-0.060121667,-0.0007657252,0.05164199,0.019060172,-0.023319108,-0.050725266,0.07524757,-0.0456833,0.0044117235,0.041137885,-0.040832315,0.11558333,0.014381072,-0.006641458,0.12505612,0.049541168,0.08265774,-0.025820995,-0.00041419588,-0.010695087,-0.030060833,-0.03055739,0.02669952,-0.035656653,-0.053131662,0.053017072,0.060236257,-0.043582477,0.07043479,0.045148544,0.11512497,-0.0063979537,0.05118363,-0.04732576,0.09656135,-0.059739698,0.00395575,-0.042131003,-0.042933132,0.01570841,-0.036458787,0.078379706,-0.025095256,-0.084949546,-0.027921816,-0.035694852,0.031130342,0.06313921,-0.042360183,0.03080567,-0.072077245,0.048815433,0.0028671427,-0.06195511,-0.093582004,-0.047096577,-0.032047063,0.01825804,-0.039801,0.16287088,-0.064934455,-0.078990854,0.033918705,0.08739413,0.0042875838,-0.083803646,-0.058517404,0.06947987,0.033059277,0.010895619,0.12566727,0.02259337,-0.051374614,-0.061420355,0.007071171,0.06264265,0.03640149,-0.07551495,0.038024854,-0.024274027,-0.045377724,-0.056034613,-0.018210296,-0.051489204,-0.008594266,0.11405546,-0.001519514,0.1077148,-0.042933132,-0.17463548,0.029239602,-0.011057955,0.055003304,0.0737197,-0.065087244,0.026623126,0.057409696,0.0960266,0.04885363,0.05095445,0.014256933,0.002910114,-0.06111478,0.021237386,0.13368858,0.04136707,-0.030576488,-0.047936905,-0.029449685,-0.02247878,-0.006627134,-0.033154767,0.14614072,0.10794398,-0.01604263,6.408398e-05,0.0035284236,-0.04003018,0.13506366,-0.0063549825,0.10236726]", "mtss": "1", "featured": null, "public": true, "source_creation_id": null, "source": "fast_creator", "curriculum_id": null, "curriculum_lesson_id": null, "folder_id": null, "chats": [ { "id": "e2f57523-d4b1-4564-ba3b-42b09187a576", "messages": [ { "id": "4lJEBXTRLePyTOCY", "role": "user", "parts": [ { "text": "Help me work with a 7th grader on executive functioning . 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Now, I'm focusing on the core content: the lesson plan and accompanying slide deck. Thinking beyond those basics, I'm brainstorming supplemental resources for a 30-minute executive functioning lesson geared toward 7th graders. I'm aiming for a well-rounded session, including a warm-up activity, an engaging worksheet or activity, and a concise cool-down.\n\n\n**Expanding the Lesson's Scope**\n\nMy focus has shifted to crafting a detailed lesson plan and slide deck. I'm building on the foundation, aiming to provide a solid framework. For a 30-minute executive functioning session for 7th graders, I'm now actively brainstorming supplementary resources to enhance the learning experience. Alongside the initial slide deck and lesson plan, I've got to ensure the lesson also includes a worksheet, warm up and cool down. In the meantime, I am crafting a guide to assist the teacher in leading the lesson.\n\n\n", "type": "reasoning", "state": "done" }, { "type": "tool-addMaterial", "input": { "material": { "id": "brain-power-boost-lesson-plan", "data": { "why": "Understanding and improving executive functioning skills helps students better manage their schoolwork, stay organized, and achieve their goals. These skills are crucial for success in middle school and beyond, impacting everything from homework completion to long-term projects and personal responsibilities.", "prep": { "name": "Review Materials", "time": "10 minutes", "markdown": "* Review the [Brain Power Boost! Lesson Plan](#brain-power-boost-lesson-plan) and all linked materials: [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck), [Executive Functioning Self-Assessment](#executive-functioning-self-assessment), and [My Executive Functioning Toolkit](#my-executive-functioning-toolkit).\n* Ensure projector/smartboard is ready for the slide deck.\n* Print copies of [Executive Functioning Self-Assessment](#executive-functioning-self-assessment) and [My Executive Functioning Toolkit](#my-executive-functioning-toolkit) for each student." }, "time": "30 minutes", "approach": "Interactive discussion, self-reflection, and practical strategy application.", "audience": "7th Grade Students", "materials": [ "Smartboard or Projector", "[Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck)", "[Executive Functioning Self-Assessment](#executive-functioning-self-assessment)", "[My Executive Functioning Toolkit](#my-executive-functioning-toolkit)" ], "objective": "Students will be able to define executive functioning skills and identify at least three strategies to strengthen their own executive functioning abilities for improved academic and personal success.", "instructions": [ { "name": "Warm-Up: What's Your Brain Doing?", "time": "5 minutes", "markdown": "* **Objective:** Activate prior knowledge and introduce the concept of brain work.\n* Display the first slide of the [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck).\n* Ask students to quickly jot down or think about what their brain does for them throughout the day. Lead a brief whole-class share-out." }, { "name": "Introducing Executive Functions", "time": "10 minutes", "markdown": "* **Objective:** Define executive functioning skills and introduce key areas.\n* Transition to the next slides of the [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck).\n* Explain executive functioning using relatable examples. Focus on key areas like organization, planning, task initiation, and self-control.\n* Distribute the [Executive Functioning Self-Assessment](#executive-functioning-self-assessment) and allow students a few minutes to complete it. Emphasize that it's for self-reflection, not a test." }, { "name": "Building Your Toolkit", "time": "10 minutes", "markdown": "* **Objective:** Brainstorm and identify practical strategies.\n* Use the [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck) to guide a discussion on strategies for improving executive functioning skills based on the self-assessment.\n* Distribute [My Executive Functioning Toolkit](#my-executive-functioning-toolkit) and have students work individually or in small groups to brainstorm and record strategies for areas they identified as needing growth." }, { "name": "Cool-Down: One Small Step", "time": "5 minutes", "markdown": "* **Objective:** Encourage commitment to a specific strategy.\n* Display the final slide of the [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck).\n* Ask students to choose one strategy from their [My Executive Functioning Toolkit](#my-executive-functioning-toolkit) that they will try to implement this week. They can write it down on the toolkit or a separate exit ticket.\n* Briefly share out or collect the exit tickets as a formative assessment." } ] }, "name": "Brain Power Boost!", "type": "lesson-plan" }, "position": 0 }, "state": "output-available", "output": { "added": true, "message": "Added material \"Brain Power Boost!\" of type \"lesson-plan\" with id \"brain-power-boost-lesson-plan\" to position 0" }, "toolCallId": "v3L5kCbMb6D5SJTE", "callProviderMetadata": { "google": { "thoughtSignature": "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" } } }, { "type": "step-start" }, { "text": "**Crafting Accompanying Materials**\n\nI've just added the lesson plan and am now moving to create the supporting materials. First on the list is the `brain-power-boost-slide-deck`, followed by the `warm-up-whats-your-brain-doing`, and finally, the `Executive Functioning Self`. These will enhance the learning experience.\n\n\n**Generating Support Elements**\n\nI'm now expanding the supplementary materials. Besides the slide deck, warm-up, and self-assessment, I'll generate a toolkit and a cool-down activity. I'll cap it off with a script to provide structure and guidance to these materials.\n\n\n", "type": "reasoning", "state": "done" }, { "type": "tool-addMaterial", "input": { "material": { "id": "brain-power-boost-slide-deck", "data": { "slides": [ { "body": "What does your amazing brain do for you every day?", "title": "Brain Power Boost!", "video": "", "layout": "title_body", "teacher_notes": "Welcome students and introduce the idea of thinking about what their brain does. This is a quick entry point." }, { "body": "These are the mental skills that help you get things done, like:\n* **Planning:** Thinking ahead\n* **Organization:** Keeping things in order\n* **Task Initiation:** Starting tasks (even when you don't want to!)\n* **Working Memory:** Remembering what you're doing\n* **Self-Control:** Managing impulses and emotions\n* **Flexibility:** Adapting to changes", "title": "Meet Your Brain's CEO: Executive Functions", "video": "", "layout": "title_body", "teacher_notes": "Introduce Executive Functions as the 'CEO of your brain.' Emphasize that these are skills, not fixed traits. Give simple, relatable examples for each." }, { "body": "Let's take a quick self-assessment to see which executive functioning skills you use a lot and which ones you might want to strengthen.\n\n**(Refer to [Executive Functioning Self-Assessment](#executive-functioning-self-assessment))**", "title": "How Strong Are Your Brain Muscles?", "video": "", "layout": "title_body", "teacher_notes": "Explain that the self-assessment is for personal reflection. Reassure them it's not a test." }, { "body": "Now that you know more about executive functions, let's build strategies!\n\nWhat are some practical ways to improve:\n* Planning & Organization?\n* Starting Tasks?\n* Staying Focused?\n* Managing Emotions?", "title": "Building Your Brain's Toolkit", "video": "", "layout": "title_body", "teacher_notes": "Lead a discussion based on common areas students might identify. Prompt them to think about how they can improve these skills. Transition into the toolkit activity." }, { "body": "Choose ONE strategy from your toolkit that you will try this week. Write it down!\n\n**(Refer to [My Executive Functioning Toolkit](#my-executive-functioning-toolkit))**", "title": "Your Next Step: One Small Change", "video": "", "layout": "title_body", "teacher_notes": "Encourage students to pick one concrete strategy they can try this week. Emphasize that small steps lead to big changes." } ] }, "name": "Brain Power Boost! Slide Deck", "type": "slide-deck" }, "position": 1 }, "state": "output-available", "output": { "added": true, "message": "Added material \"Brain Power Boost! Slide Deck\" of type \"slide-deck\" with id \"brain-power-boost-slide-deck\" to position 1" }, "toolCallId": "otRQRyTwVEbFKRAA", "callProviderMetadata": { "google": { "thoughtSignature": "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" } } }, { "type": "step-start" }, { "text": "**Expanding the Toolkit**\n\nI've just integrated the lesson plan and slide deck. My immediate focus is now on the supporting materials. These include the `warm-up-whats-your-brain-doing` file to kick things off and the `executive-functioning-self-assessment` tool to gauge understanding. These components feel crucial for solidifying the learning outcomes.\n\n\n**Completing the Set**\n\nI've incorporated the `my-executive-functioning-toolkit`, `cool-down-one-small-step`, and the `brain-power-boost-script`. All core elements are now assembled. This provides a comprehensive suite of learning tools and will now be tested. I'll review and edit as needed.\n\n\n", "type": "reasoning", "state": "done" }, { "type": "tool-addMaterial", "input": { "material": { "id": "warm-up-whats-your-brain-doing", "data": { "markdown": "# What's Your Brain Doing?\n\nTake 1-2 minutes to think about or jot down a few things your brain does for you every single day. \n\nWhat kinds of tasks, thoughts, and actions does your brain handle from the moment you wake up until you go to sleep?\n\n

" }, "name": "What's Your Brain Doing?", "type": "warm-up" }, "position": 2 }, "state": "output-available", "output": { "added": true, "message": "Added material \"What's Your Brain Doing?\" of type \"warm-up\" with id \"warm-up-whats-your-brain-doing\" to position 2" }, "toolCallId": "bQaCqQOwx29gjkvn", "callProviderMetadata": { "google": { "thoughtSignature": "CiIB0e2Kb+pAUgVCY9RZodCgSwPs2NcqzfL86b8n5raNmP+iCm4B0e2Kb9c1clAky+uuAYgsmy5k7PWdJxCF5X06xJj2JpLfmytdpAhCzXxE6WvFK2MrELqPt0D1Klsnt+BeTgoUXTqQXcl2moCdQoh/ZPpIJT+wZZsKZp8ab4xFWDL9JocPsfYP7VRz+HAfEnUdkwq5AQHR7YpvXtCyoYC8KXL7LE8c6izklUNKDHHlV5cGzT+A7EFD4eD8Xt2VPcg06i+f5rSBvJU2880A3m4d16Lk6Sx3/2dVfW9wtOffpP5FAvZGNzlBES83Ph4Ozs6EQaSjWmd+sJk8IK430/+JciMm3Hr1tUQ4R+F/YDklYHRSLD9lIzw8qU0xyXGtB2JhsMgW7ZUm7eaUNjAEKysM9PX+GL+G0V8eYbFVgeIoJ4hH+xLuUmfeTkPksnKVCrwBAdHtim99Tk0z2+ss3clmq6ou1mCI+nvJDrAgYGge+IYp4C8oILNCLcl2E6ladglFgEUvJPEPRfHyRVhyb+/hGXPo1N2wiPvq0dBiQGflJyfDborVwYofQSdRzWy5SYdoE7bY88/Tp1XhRm6lYZlNfwKVRMrztLtfpsHdXk7FJsrlKczK+/VnwDvVzoStrewcQexOHULCrr5MlBcXBaYypdawG85J44lWqFhGQ1UGzcYs2fva6WHko5dTvQQKKAHR7YpvE44pj5voOibiNiqw1AmWOjX8FXtZUnvnvGQVTWhrrsJwseoKIgHR7YpvmzYo1fcI22fT3sYV+IC+MacxugQO2lqCM5R03Qs=" } } }, { "type": "tool-addMaterial", "input": { "material": { "id": "executive-functioning-self-assessment", "data": { "markdown": "# Executive Functioning Self-Assessment\n\n**Instructions:** For each statement, circle the number that best describes you. Be honest! This is for your own reflection, not a test.\n\n**Key:**\n1 = Almost Never\n2 = Sometimes\n3 = Often\n4 = Almost Always\n\n## Planning & Organization\n1. I usually plan my school projects and assignments before I start them.\n 1 2 3 4\n

\n2. I know where my school supplies and homework assignments are when I need them.\n 1 2 3 4\n

\n3. I break down big tasks into smaller, more manageable steps.\n 1 2 3 4\n

\n## Task Initiation & Follow-Through\n4. I start my homework or chores without being told multiple times.\n 1 2 3 4\n

\n5. I stick with a task until it's finished, even if it's challenging.\n 1 2 3 4\n

\n6. I complete my assignments and turn them in on time.\n 1 2 3 4\n

\n## Working Memory & Focus\n7. I can remember instructions for several steps without needing them repeated.\n 1 2 3 4\n

\n8. I can stay focused on one task without getting easily distracted.\n 1 2 3 4\n

\n9. I remember what I need to do for school and other activities.\n 1 2 3 4\n

\n## Self-Control & Flexibility\n10. I can control my impulses and think before I act or speak.\n 1 2 3 4\n

\n11. I can manage my emotions when I get frustrated or upset.\n 1 2 3 4\n

\n12. I can easily switch from one activity to another or adjust when plans change.\n 1 2 3 4\n

\n\n**Reflection:**\nLook at your responses. Which areas did you score highest in? Which areas did you score lowest in? These might be areas where you want to focus on building new strategies." }, "name": "Executive Functioning Self-Assessment", "type": "worksheet" }, "position": 3 }, "state": "output-available", "output": { "added": true, "message": "Added material \"Executive Functioning Self-Assessment\" of type \"worksheet\" with id \"executive-functioning-self-assessment\" to position 3" }, "toolCallId": "pZagtL6Hf1xgRyj1" }, { "type": "tool-addMaterial", "input": { "material": { "id": "my-executive-functioning-toolkit", "data": { "markdown": "# My Executive Functioning Toolkit\n\nThink about the areas from your self-assessment where you want to grow. Now, let's brainstorm some strategies to put in your toolkit!\n\n## Planning & Organization Strategies\n* How can you plan better? (e.g., use a planner, make a to-do list, set reminders)\n

\n* How can you get more organized? (e.g., have a designated spot for homework, clean out backpack weekly)\n

\n\n## Task Initiation & Follow-Through Strategies\n* How can you start tasks more easily? (e.g., break it into small steps, set a timer for 15 minutes, do the hardest part first)\n

\n* How can you stick with tasks until they are done? (e.g., reward yourself, take short breaks, eliminate distractions)\n

\n\n## Working Memory & Focus Strategies\n* How can you remember instructions better? (e.g., write them down, repeat them aloud, ask clarifying questions)\n

\n* How can you improve your focus? (e.g., find a quiet space, use noise-canceling headphones, take movement breaks)\n

\n\n## Self-Control & Flexibility Strategies\n* How can you practice self-control? (e.g., count to 10, deep breaths, think of consequences)\n

\n* How can you be more flexible when things change? (e.g., practice problem-solving, think of alternative solutions)\n

\n\n---\n\n## My Top Strategy for This Week!\n\nOut of all the ideas, choose ONE strategy you will commit to trying this week. Write it here:\n\nMy strategy is:\n\n

" }, "name": "My Executive Functioning Toolkit", "type": "activity" }, "position": 4 }, "state": "output-available", "output": { "added": true, "message": "Added material \"My Executive Functioning Toolkit\" of type \"activity\" with id \"my-executive-functioning-toolkit\" to position 4" }, "toolCallId": "QDanCEJPfY5t4Nk0" }, { "type": "tool-addMaterial", "input": { "material": { "id": "cool-down-one-small-step", "data": { "markdown": "# One Small Step Cool-Down\n\nThink about the executive functioning skills we discussed today. \n\nWhat is one small step or strategy you can try **this week** to strengthen one of your executive functioning skills?\n\n

\n\nWhy did you choose this particular strategy?\n\n

" }, "name": "One Small Step Cool-Down", "type": "cool-down" }, "position": 5 }, "state": "output-available", "output": { "added": true, "message": "Added material \"One Small Step Cool-Down\" of type \"cool-down\" with id \"cool-down-one-small-step\" to position 5" }, "toolCallId": "2SXZAHAgALplnoyo" }, { "type": "tool-addMaterial", "input": { "material": { "id": "brain-power-boost-script", "data": { "markdown": "# Brain Power Boost! Script\n\n## Warm-Up: What's Your Brain Doing? (5 minutes)\n\n**Teacher:** \"Good morning/afternoon everyone! Today, we're going to talk about something super important that helps you succeed in school and in life: your brain power! But not just any brain power – we're focusing on how your brain helps you get things done.\n\nTo start, I want you to take a minute and quietly think about, or even quickly jot down, a few things your brain does for you every single day. From the moment you wake up, what kinds of tasks, thoughts, and actions does your brain handle?\" \n\n*(Allow 1-2 minutes for students to think/jot.)*\n\n**Teacher:** \"Alright, who would like to share one thing their brain does for them?\" \n\n*(Call on a few students. Guide them to think beyond just 'thinking' – like remembering where they put their backpack, planning what to eat for lunch, or stopping themselves from blurting something out.)*\n\n## Introducing Executive Functions (10 minutes)\n\n**Teacher:** \"Great examples! Your brain does an incredible amount of work, and many of the things you just mentioned fall under a special set of skills we call **Executive Functions**. Think of your executive functions as the 'CEO of your brain' – they're the mental skills that help you manage your time, pay attention, plan and organize, and get things done.\n\nLet's look at some key executive functions: *(Refer to [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck) - Slide 2)*\n\n* **Planning:** This is about thinking ahead and deciding the steps you need to take to reach a goal. For example, if you have a big project, planning helps you figure out when to start and what parts to do first.\n* **Organization:** Keeping your materials, thoughts, and time in order. This could mean knowing where your homework is, or having a system for your notes.\n* **Task Initiation:** This is the skill of *starting* a task, even when you don't feel like it. It's that push to begin your homework instead of procrastinating.\n* **Working Memory:** This is your brain's ability to hold onto information and use it while you're doing something else. Like remembering a teacher's multi-step instructions as you're following them.\n* **Self-Control:** This helps you manage your impulses and emotions. It's stopping yourself from shouting out an answer or getting overly frustrated when something is difficult.\n* **Flexibility:** This is the ability to adapt to changes or switch gears. If your original plan doesn't work, flexibility helps you come up with a new one.\n\nNow, these are all skills, which means you can get better at them with practice! To figure out which 'brain muscles' you want to strengthen, we're going to do a quick self-assessment. *(Refer to [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck) - Slide 3)*\n\nI'm going to hand out the [Executive Functioning Self-Assessment](#executive-functioning-self-assessment). For each statement, simply circle the number that best describes you: 1 for almost never, 4 for almost always. Remember, this isn't a test; it's just for you to reflect on your own strengths and areas for growth.\" \n\n*(Distribute the self-assessments and allow 5 minutes for completion. Circulate and answer any questions.)*\n\n## Building Your Toolkit (10 minutes)\n\n**Teacher:** \"Okay, now that you've thought about your executive functioning strengths and areas you might want to improve, let's start building a 'toolkit' of strategies! *(Refer to [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck) - Slide 4)*\n\nI'm handing out [My Executive Functioning Toolkit](#my-executive-functioning-toolkit). This is where you'll brainstorm practical ways to get better at these skills. Let's think together, and you can write down ideas as we go or come up with your own.\n\n* **For Planning & Organization:** What are some ways you could plan better for projects? *(Guide students to suggest things like using a planner, making a to-do list, breaking tasks into smaller steps.)* How about getting more organized? *(Having a designated spot for schoolwork, cleaning out a backpack once a week.)*\n* **For Task Initiation & Follow-Through:** What makes it hard to start a task? What helps you get going? *(Doing the hardest part first, setting a timer for 15 minutes, promising yourself a small reward after a chunk of work.)* How can you stick with something once you've started? *(Taking short breaks, minimizing distractions, setting personal deadlines.)*\n* **For Working Memory & Focus:** How can you remember instructions better? *(Writing them down, repeating them aloud, asking clarifying questions.)* What helps you focus when you're distracted? *(Finding a quiet space, using headphones, taking a quick movement break.)*\n* **For Self-Control & Flexibility:** What do you do when you feel an impulse to act without thinking? *(Counting to ten, taking deep breaths.)* How do you react when plans change unexpectedly? *(Practicing problem-solving, thinking of alternative solutions.)*\n\n*(Allow students to work on their toolkits individually or in small groups for about 5-7 minutes. Encourage sharing of ideas.)*\n\n## Cool-Down: One Small Step (5 minutes)\n\n**Teacher:** \"You've all come up with some fantastic ideas for your executive functioning toolkits! Now, for our cool-down, I want you to pick just **one** strategy from your toolkit that you will commit to trying **this week**. Just one! Small steps can lead to big changes. *(Refer to [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck) - Slide 5)*\n\nOn your toolkit, or on a separate piece of paper if you prefer, write down the one strategy you'll try and why you chose it. \n\n*(Allow 2-3 minutes for students to write.)*\n\n**Teacher:** \"Who feels comfortable sharing the one strategy they've chosen to try this week?\" \n\n*(Listen to a few shares, reinforcing the idea that practicing these skills takes time and effort, but is incredibly valuable.)*\n\n**Teacher:** \"Fantastic work today, everyone! Remember, strengthening your executive functions is like building brain muscles – the more you practice, the stronger they get. Have a great day!\"" }, "name": "Brain Power Boost! Script", "type": "script" }, "position": 6 }, "state": "output-available", "output": { "added": true, "message": "Added material \"Brain Power Boost! Script\" of type \"script\" with id \"brain-power-boost-script\" to position 6" }, "toolCallId": "lVytUyVC5JZJmAlD" }, { "type": "step-start" }, { "text": "**Confirming Complete Lesson Components**\n\nI've assembled all the necessary components for the lesson: the plan, slides, warm-up, self-assessment, toolkit activity, cool-down, and script. I feel confident that this covers everything needed. My next step is to reach out and solicit feedback.\n\n\n", "type": "reasoning", "state": "done" }, { "type": "tool-sendMessage", "input": { "message": "I've created a complete lesson on executive functioning for your 7th graders, including a lesson plan, slide deck, script, warm-up, self-assessment worksheet, toolkit activity, and cool-down. 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My goal is to craft a slide that prompts students to share something about themselves, thus helping the teacher establish a connection. I'm exploring different ways to frame this prompt for maximum engagement.\n\n\n**Adding Rapport Building Elements**\n\n\\n\\n\n\nMy current thinking revolves around integrating a \"getting to know you\" element into the slide deck. I'm aiming for a concise and impactful prompt that facilitates connection between teacher and student. I'm sketching out a few options and considering the accompanying notes to guide the teacher's interaction and foster a positive learning environment from the start.\n\n\n", "type": "reasoning", "state": "done" }, { "type": "tool-editMaterial", "input": { "material": { "id": "brain-power-boost-slide-deck", "data": { "slides": [ { "body": "What's one thing you're excited about today or this week?", "title": "Welcome! Let's Connect!", "video": "", "layout": "title_body", "teacher_notes": "Welcome students and briefly introduce yourself. Use this slide as a chance to connect with students and learn something fun about them before diving into the lesson. This helps build rapport." }, { "body": "What does your amazing brain do for you every day?", "title": "Brain Power Boost!", "video": "", "layout": "title_body", "teacher_notes": "Welcome students and introduce the idea of thinking about what their brain does. This is a quick entry point." }, { "body": "These are the mental skills that help you get things done, like:\n* **Planning:** Thinking ahead\n* **Organization:** Keeping things in order\n* **Task Initiation:** Starting tasks (even when you don't want to!)\n* **Working Memory:** Remembering what you're doing\n* **Self-Control:** Managing impulses and emotions\n* **Flexibility:** Adapting to changes", "title": "Meet Your Brain's CEO: Executive Functions", "video": "", "layout": "title_body", "teacher_notes": "Introduce Executive Functions as the 'CEO of your brain.' Emphasize that these are skills, not fixed traits. Give simple, relatable examples for each." }, { "body": "Let's take a quick self-assessment to see which executive functioning skills you use a lot and which ones you might want to strengthen.\n\n**(Refer to [Executive Functioning Self-Assessment](#executive-functioning-self-assessment))**", "title": "How Strong Are Your Brain Muscles?", "video": "", "layout": "title_body", "teacher_notes": "Explain that the self-assessment is for personal reflection. Reassure them it's not a test." }, { "body": "Now that you know more about executive functions, let's build strategies!\n\nWhat are some practical ways to improve:\n* Planning & Organization?\n* Starting Tasks?\n* Staying Focused?\n* Managing Emotions?", "title": "Building Your Brain's Toolkit", "video": "", "layout": "title_body", "teacher_notes": "Lead a discussion based on common areas students might identify. Prompt them to think about how they can improve these skills. Transition into the toolkit activity." }, { "body": "Choose ONE strategy from your toolkit that you will try this week. Write it down!\n\n**(Refer to [My Executive Functioning Toolkit](#my-executive-functioning-toolkit))**", "title": "Your Next Step: One Small Change", "video": "", "layout": "title_body", "teacher_notes": "Encourage students to pick one concrete strategy they can try this week. Emphasize that small steps lead to big changes." } ] }, "name": "Brain Power Boost! Slide Deck", "type": "slide-deck" } }, "state": "output-available", "output": { "edited": true, "message": "Edited material \"Brain Power Boost! 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Slide Deck](#brain-power-boost-slide-deck) - Slide 1)*, tell us, what's one thing you're excited about today or this week? It could be anything!\" \n\n*(Allow a few students to share, keeping it brief and positive to build a welcoming atmosphere.)*\n\n## Warm-Up: What's Your Brain Doing? (5 minutes)\n\n**Teacher:** \"Thanks for sharing! Now, let's get our brains ready. Today, we're going to talk about something super important that helps you succeed in school and in life: your brain power! But not just any brain power – we're focusing on how your brain helps you get things done.\n\nTo start, I want you to take a minute and quietly think about, or even quickly jot down, a few things your brain does for you every single day. From the moment you wake up, what kinds of tasks, thoughts, and actions does your brain handle?\" \n\n*(Allow 1-2 minutes for students to think/jot.)*\n\n**Teacher:** \"Alright, who would like to share one thing their brain does for them?\" \n\n*(Call on a few students. Guide them to think beyond just 'thinking' – like remembering where they put their backpack, planning what to eat for lunch, or stopping themselves from blurting something out.)*\n\n## Introducing Executive Functions (10 minutes)\n\n**Teacher:** \"Great examples! Your brain does an incredible amount of work, and many of the things you just mentioned fall under a special set of skills we call **Executive Functions**. Think of your executive functions as the 'CEO of your brain' – they're the mental skills that help you manage your time, pay attention, plan and organize, and get things done.\n\nLet's look at some key executive functions: *(Refer to [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck) - Slide 3)*\n\n* **Planning:** This is about thinking ahead and deciding the steps you need to take to reach a goal. For example, if you have a big project, planning helps you figure out when to start and what parts to do first.\n* **Organization:** Keeping your materials, thoughts, and time in order. This could mean knowing where your homework is, or having a system for your notes.\n* **Task Initiation:** This is the skill of *starting* a task, even when you don't feel like it. It's that push to begin your homework instead of procrastinating.\n* **Working Memory:** This is your brain's ability to hold onto information and use it while you're doing something else. Like remembering a teacher's multi-step instructions as you're following them.\n* **Self-Control:** This helps you manage your impulses and emotions. It's stopping yourself from shouting out an answer or getting overly frustrated when something is difficult.\n* **Flexibility:** This is the ability to adapt to changes or switch gears. If your original plan doesn't work, flexibility helps you come up with a new one.\n\nNow, these are all skills, which means you can get better at them with practice! To figure out which 'brain muscles' you want to strengthen, we're going to do a quick self-assessment. *(Refer to [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck) - Slide 4)*\n\nI'm going to hand out the [Executive Functioning Self-Assessment](#executive-functioning-self-assessment). For each statement, simply circle the number that best describes you: 1 for almost never, 4 for almost always. Remember, this isn't a test; it's just for you to reflect on your own strengths and areas for growth.\" \n\n*(Distribute the self-assessments and allow 5 minutes for completion. Circulate and answer any questions.)*\n\n## Building Your Toolkit (10 minutes)\n\n**Teacher:** \"Okay, now that you've thought about your executive functioning strengths and areas you might want to improve, let's start building a 'toolkit' of strategies! *(Refer to [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck) - Slide 5)*\n\nI'm handing out [My Executive Functioning Toolkit](#my-executive-functioning-toolkit). This is where you'll brainstorm practical ways to get better at these skills. Let's think together, and you can write down ideas as we go or come up with your own.\n\n* **For Planning & Organization:** What are some ways you could plan better for projects? *(Guide students to suggest things like using a planner, making a to-do list, breaking tasks into smaller steps.)* How about getting more organized? *(Having a designated spot for schoolwork, cleaning out a backpack once a week.)*\n* **For Task Initiation & Follow-Through:** What makes it hard to start a task? What helps you get going? *(Doing the hardest part first, setting a timer for 15 minutes, promising yourself a small reward after a chunk of work.)* How can you stick with something once you've started? *(Taking short breaks, minimizing distractions, setting personal deadlines.)*\n* **For Working Memory & Focus:** How can you remember instructions better? *(Writing them down, repeating them aloud, asking clarifying questions.)* What helps you focus when you're distracted? *(Finding a quiet space, using headphones, taking a quick movement break.)*\n* **For Self-Control & Flexibility:** What do you do when you feel an impulse to act without thinking? *(Counting to ten, taking deep breaths.)* How do you react when plans change unexpectedly? *(Practicing problem-solving, thinking of alternative solutions.)*\n\n*(Allow students to work on their toolkits individually or in small groups for about 5-7 minutes. Encourage sharing of ideas.)*\n\n## Cool-Down: One Small Step (5 minutes)\n\n**Teacher:** \"You've all come up with some fantastic ideas for your executive functioning toolkits! Now, for our cool-down, I want you to pick just **one** strategy from your toolkit that you will commit to trying **this week**. Just one! Small steps can lead to big changes. *(Refer to [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck) - Slide 6)*\n\nOn your toolkit, or on a separate piece of paper if you prefer, write down the one strategy you'll try and why you chose it. \n\n*(Allow 2-3 minutes for students to write.)*\n\n**Teacher:** \"Who feels comfortable sharing the one strategy they've chosen to try this week?\" \n\n*(Listen to a few shares, reinforcing the idea that practicing these skills takes time and effort, but is incredibly valuable.)*\n\n**Teacher:** \"Fantastic work today, everyone! 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Slide Deck](#brain-power-boost-slide-deck), [Executive Functioning Self-Assessment](#executive-functioning-self-assessment), and [My Executive Functioning Toolkit](#my-executive-functioning-toolkit).\n* Ensure projector/smartboard is ready for the slide deck.\n* Print copies of [Executive Functioning Self-Assessment](#executive-functioning-self-assessment) and [My Executive Functioning Toolkit](#my-executive-functioning-toolkit) for each student." }, "time": "30 minutes", "approach": "Interactive discussion, self-reflection, and practical strategy application.", "audience": "7th Grade Students", "materials": [ "Smartboard or Projector", "[Brain Power Boost! 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Slide Deck](#brain-power-boost-slide-deck).\n* Briefly introduce yourself and ask students to share one thing they are excited about today or this week to connect with them." }, { "name": "Warm-Up: What's Your Brain Doing?", "time": "3 minutes", "markdown": "* **Objective:** Activate prior knowledge and introduce the concept of brain work.\n* Display the second slide of the [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck).\n* Ask students to quickly jot down or think about what their brain does for them throughout the day. Lead a brief whole-class share-out." }, { "name": "Introducing Executive Functions", "time": "10 minutes", "markdown": "* **Objective:** Define executive functioning skills and introduce key areas.\n* Transition to the next slides of the [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck).\n* Explain executive functioning using relatable examples. Focus on key areas like organization, planning, task initiation, and self-control.\n* Distribute the [Executive Functioning Self-Assessment](#executive-functioning-self-assessment) and allow students a few minutes to complete it. Emphasize that it's for self-reflection, not a test." }, { "name": "Building Your Toolkit", "time": "10 minutes", "markdown": "* **Objective:** Brainstorm and identify practical strategies.\n* Use the [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck) to guide a discussion on strategies for improving executive functioning skills based on the self-assessment.\n* Distribute [My Executive Functioning Toolkit](#my-executive-functioning-toolkit) and have students work individually or in small groups to brainstorm and record strategies for areas they identified as needing growth." }, { "name": "Cool-Down: One Small Step", "time": "5 minutes", "markdown": "* **Objective:** Encourage commitment to a specific strategy.\n* Display the final slide of the [Brain Power Boost! Slide Deck](#brain-power-boost-slide-deck).\n* Ask students to choose one strategy from their [My Executive Functioning Toolkit](#my-executive-functioning-toolkit) that they will try to implement this week. 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The lesson plan's instructions and timings have also been meticulously adjusted. Plus, the script itself has been updated. I believe all edits have been fully addressed.\n\n\n", "type": "reasoning", "state": "done" }, { "type": "tool-sendMessage", "input": { "message": "I've added an introduction slide to the slide deck and updated the script and lesson plan to include a 'Welcome! 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The icebreaker, \"Introduction: Welcome! Let's Connect!\" is good, but \"Warm-Up: What's Your Brain Doing?\" is also solid, so I'm considering modifications to make \"Introducing...\" have the assessment. I am refining this plan for the user.\n\n\n**Seeking Lesson Clarification**\n\nI'm now revisiting the lesson's structure, focusing on the user's request. It looks like the existing plan actually *does* have both an icebreaker (\"Welcome! Let's Connect!\") and an initial assessment (\"Executive Functioning Self-Assessment\"). I suspect the user might be thinking of a more integrated activity, or perhaps they're looking for a different *type* of assessment within that initial section, so I will double check. I'll need to clarify the exact nature of the desired addition.\n\n\n", "type": "reasoning", "state": "done" }, { "type": "tool-sendMessage", "input": { "message": "The current lesson already includes an icebreaker, \"Welcome! Let's Connect!\", and an initial self-assessment, \"Executive Functioning Self-Assessment.\" Are you looking for a different type of icebreaker or assessment within the introduction?", "suggestions": [ "Explain current icebreaker", "Explain current assessment", "Suggest a different icebreaker" ] }, "state": "output-available", "output": { "sent": true, "saved": true }, "toolCallId": "Bv6sVE4qMQNDEp1N", "callProviderMetadata": { "google": { "thoughtSignature": "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" } } } ] }, { "id": "GddQnzptrX7qYt6q", "role": "assistant", "parts": [ { "type": "step-start" }, { "type": "tool-sendMessage", "input": { "message": "Do you have any questions or would you like to make any changes to the lesson materials?", "suggestions": [ "Change lesson time", "Add a game", "Revise the script" ] }, "state": "output-available", "output": { "sent": true, "saved": true }, "toolCallId": "pzA4I6DjE292sovk", "callProviderMetadata": { "google": { "thoughtSignature": "CiQB0e2Kb6bWEEwIY9uKBxrcCsJGXkXZTod/5GRRqvVb5mrMZ28KfQHR7YpvfxxjIW1+mDO4Ch+QB2EziILJBAOOpV2InLkbmqe51aq/0mCbgv9ISX3qjKa8wxvEg7Kt8InUr/+5CAo7biTqcyYbC1YVPnTvSnRnMBIRtFiQ5yu0P0N9ZUKmRQ6jvIMj2CyC9M9SCggf2qqbYiSV67D2lMulo/ryCqoBAdHtim8Mp1G2oEnEttHioJacIHu95afXAyysrWuMfbwzCH1VdLduSKlFjCWdfWOs6NPeiL797qAr+QjIUEUemk22rLyqPleVYhpuEZ6E+FJl7SOonMOp6yijjsSA24wfACW+FxopeDUtqg2k7bXBqUx3jEnieN/COYqL3M2gbu1xPEavstMem1HX9JSGY+Tlv2FX9kq+s49pEPE6yd0HXtcwrfaBCz1cdVE=" } } } ] }, { "id": "nwyxrOlxDcN6vJCX", "role": "assistant", "parts": [ { "type": "step-start" }, { "type": "tool-sendMessage", "input": { "message": "Do you have any questions or would you like to make any changes to the lesson materials?", "suggestions": [ "Change a material", "Add a new material", "Remove a material" ] }, "state": "output-available", "output": { "sent": true, "saved": true }, "toolCallId": "qqSpd0gajYR08P7T", "callProviderMetadata": { "google": { "thoughtSignature": "CiQB0e2Kb/XEcSGc1mIPwuTofUQ/DbU/mYmLxJ74qDz62RcaUB4KegHR7YpvG/f3+yRI/omXPKtt0Ktjoivc9ikis1VYTs8VVSpPVoOEPyhAi5NyJrlfddFfdJUrCQ6RjzEsnZMEYr5+jIem7aMKqGV98jwz2UVtgOtzOCC4blc90jCm7WO9bba9mt3qLCKNvAxJ40OHOsiv8LWG+/5k2Dz9CqoBAdHtim8YLfjXvGkyCYsGQTqu39ntHQmbh4iNiCNT0eTbJMKH+Umc+sSOkapX+nI3YXXgutMBZY/IQJbOli5LCVc+s6twHFA5klxoXrp32c7o+HQkhQ39tJQhJfzBXonmf4eYcWtJ/r+UsZ5lIPVXCHbGpg7YxY682Bmi2lT/w6W9GqznHAMY0IAn7m5wX4g4ni/GL0WCLtEU7vKYFSv7HZuBypQt2VfArOc=" } } } ] } ] } ], "locked": false }

Working Memory

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