
Introductory Lesson for Class Catalyst: Grades 6-12
Use this lesson to introduce Class Catalyst to your students and help them understand why they use this tool.

Materials Needed
- Devices for each student to check in at the end of the lesson
- Intro Lesson for Class Catalyst Slide Deck Grades 6-12

Learning Targets
- I can log in to Class Catalyst and complete a check-in.
- I can understand what Class Catalyst is and how it will benefit me.

Agenda (20-25 Minutes)
- Introduce Class Catalyst: What’s a Check-in? (2 minutes)
- Why Are We Using This? (5-8 minutes)
- How Does a Check-in Work? (5-10 minutes)
- Check-in Practice (5 minutes)

Key Vocabulary
Self-awareness:
Understanding how you feel – including your emotions and how your body feels. This includes knowing your strengths and weaknesses and being proud of who you are.

Teachers’ Guide
(Note: You will nee to use the Slide Deck Grades 6-12 to guide you through this lesson.)
1. Introduce Class Catalyst: What’s a Check-in? (2 minutes): Slides 1-3
Explain that students will use an online tool called Class Catalyst daily to check in with themselves, see how they feel, connect with their teachers, and complete a mindful activity to prepare for the day.
Option to use the following script:
This year we will be using the Class Catalyst tool which allows you to be aware of how you feel, helps you get ready for a day of learning, and lets you communicate privately and safely with your teacher.
2. Why Are We Using This? (5-7 minutes): Slides 4-6
Ask students to think about which emotions make it hard to learn.
What feelings or moods make it difficult to be in school and learn? Why?
Invite a few volunteers to share their thoughts with the class
Communicate that it is difficult to focus and learn when feeling angry, upset, anxious, depressed, or any other strong feeling. Explain that this is normal and how human brains work. Share the science behind it:
Normally our thinking brain or prefrontal cortex works with our emotional brain or amygdala to problem-solve, focus, and communicate clearly. When we feel a strong, uncomfortable emotion, our amygdala takes over, making it hard for the prefrontal cortex to do its job properly. This makes it hard to focus on learning, following directions, and completing tasks.
Ask students to think about the following questions:
Do you pay attention to your feelings?
Do you have strategies or tools to help you get in a space where you feel ready to learn?
Would it be helpful to communicate your needs, thoughts, and concerns with your teachers safely and discreetly?
Invite a few volunteers to share their thoughts with the class.
Explain that a daily check-in using Class Catalyst increases their self-awareness and teaches strategies to manage their feelings effectively, which will help them be present and ready to learn. Share that being able to communicate with their teachers easily and discreetly builds trust and makes it easier to ask for support and feel safe.
Option to use the following script:
Class Catalyst helps you be aware of your emotions and gives you strategies to relax and focus so you can be ready to learn and take on the day. Using Class Catalyst every day will give you the power and confidence to manage your feelings, feel heard, and get what you need so you can concentrate on learning.
3. How Does a Check-in Work? (5-10 minutes): Slides 7-13
Share that you will walk students through a check-in.
Slide 7: Explain that they will first log on to Class Catalyst via whichever platform the school uses.*
Slide 7: Share that the first thing they’ll see when they start their check-in is their name and a greeting. Communicate that they will click the next button, choose their class, and click next again.
Slide 8: Explain that the check-in begins with a moment to pause and breathe.
This is a POP check. Let’s all try it now. We’re going to Pause, Own our Feelings, and Practice. Match your breath to the clouds’s movement. In and out, in and out. How is pausing and breathing helpful?
Invite a few volunteers to share their thoughts.
Explain that taking a moment to do nothing but breathe allows their bodies and minds to focus on the present moment and start to calm down and focus.
Slides 9-10: Explain that the first part of the check-in is to notice their energy level.
- If you’re feeling tired or moving slowly, you might click on one bar of battery. It’s really hard to learn when you just want to sleep!
- If you’re not sleepy, but just want to sit and chill, you might click on two bars of the battery. You’re in a good place to learn.
- If you’re feeling pretty good and can sit or move your body, then you might click on three bars of battery. This is a prime energy level for learning!
- If you can’t sit still and feel like you need to move your body, you might click on all four bars of the battery. It’s really hard to learn when you need to move!
Share that their energy level affects their readiness to learn, so it’s important to be honest and true to themselves.
Invite students to think about their current energy level and share what it is with a partner if they feel comfortable.
Slides 11-12: Share that the next prompt will ask students to think about how they feel. Discuss each emoji and the feeling(s) it matches. Share other similar emotions that could match each emoji and give examples of when they might feel that way.
- Angry-also mad, frustrated, or annoyed. You might feel this way if you got into an argument with your parents or were bullied by a classmate.
- Sad-also overwhelmed, exhausted, or disappointed. You might feel this way if you didn’t do well on a class project, are anxious about dance tryouts, or ended a relationship.
- Gloomy-also anxious or nervous. You might feel this way if you have an upcoming test or performance and feel uncertain about it.
- Okay-also fine or good. This one is not quite happy but doing alright. You might feel this way if you’re a little tired or a little annoyed about something your sibling said to you.
- Happy-also calm, content, or cheerful. You might feel this way if you got to school on time, slept well, or had fun with a friend or family member.
- Overjoyed-also ecstatic, energetic, or overzealous. You might feel this way if you’re really looking forward to something or just received exciting news and cannot think about anything else.
Explain that being aware and recognizing their feelings helps them understand whether or not they’re ready to learn. This awareness also helps them find the strategy or tool that will help them calm down, focus, and shift their mindset so they can learn.
Slide 12: Point to the white space and explain that students can share anything with their teacher here. Communicate that this could be sharing something that happened to them, letting their teacher know why they’re feeling the way they are, asking them a question, or simply sharing a story.
This part isn’t required, but it is a great way to connect with your teacher and tell them something if it feels weird or uncomfortable for you to say it in person or in front of other kids. Your teacher will get your message and can reply.
Slide 13: Share that the last part of the check-in is choosing an activity to help them relax, focus, and prepare for the rest of the day. Explain that there are a variety of activities from writing and yoga to breathing and movement.
You won’t see the same activities every day. The activities are based on your mood and energy level. There are practices to calm your mind and body down, re-energize your body, and help you move through the rest of your day.
4. Check-in Practice (5 minutes): Slide 14
- Ask students what questions they have.
- Invite them to get their device and log in to Class Catalyst for a check-in.
- Facilitate as students practice checking in:
- Troubleshoot with any students having difficulty logging on.
- Guide students through the check-in steps.
- Answer any questions.
Log in using whichever platform your school uses for Class Catalyst such as Clever, Google Classroom, or ClassLink