Introductory Lesson for Class Catalyst: Grades K-2

Materials Needed

1. Devices for each student to check in at the end of the lesson
2. Intro Lesson for Class Catalyst Slide Deck Grades K-2

Learning Targets

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

Agenda (20-25 Minutes)

1. Introduce Class Catalyst: What’s a Check-in? (2 minutes)
2. Why Are We Using This? (5-7 minutes)
3. How Does a Check-in Work? (5-10 minutes)
4. 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 need to use the Slide Deck Grades K-2 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 a program called Class Catalyst every day to think about how they feel, share with their teachers, and do a mindful activity to get ready for the day.

Option to use the following script:

This year we will be using something called Class Catalyst. This tool gives us a few minutes every day to think about how we feel, write a note to our teacher, and do a fun, mindful activity to help our bodies and minds get ready to learn.

2. Why Are We Using This? (5-7 minutes): Slides 4-6

Ask students to think about a time when they felt mad, sad, worried, or another feeling and they had to come to school.

Did you feel ready to learn? Why or why not?

If this feels too challenging for students ask them to show you a mad, sad, or worried face.

When you feel like this, is it easy or hard to learn? Why?

Invite a few volunteers to share their thoughts with the class.

Share that it is hard to focus and learn when feeling angry, upset, worried, or any other strong feeling.

Option to use the following script:

When you feel mad, sad, worried, or super excited, it is hard to pay attention to lessons and learn new things!

Explain that a daily check-in using Class Catalyst lets them think about how they feel, practice ways to calm their brain and body, and write a note to their teacher and share anything they’d like.

Option to use the following script:

Class Catalyst helps you think about how you feel and gives you tools to help you calm down and focus so you can be ready to learn and take on the day.  Practicing this every day will help you pay attention to how you feel and know what to do to feel calm and focused in your mind and body.

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.

Let’s all try it now. Match your breath to the clouds’s movement. In and out, in and out.  How does breathing help us?

Share that taking deep breaths lets their bodies and minds start to calm down and focus.

Slide 9: Explain that the first part of the check-in is to notice their energy level.

1. If you’re feeling tired and don’t have energy to move much at all, you would click on the laying down fox. It’s really hard to learn when you just want to sleep!
2. If you are feeling relaxed and calm, you would click on the sitting fox. This is a good energy level for listening and learning! Invite students to sit and chill like the sitting fox.
3. If you’re feeling pretty good and can sit or move your body, then you would click on the standing fox. This is a great energy level for learning!
4. If you can’t sit still and feel like you need to move your body, you would click on the jumping fox. It’s really hard to learn when you want to run and jump!

Share that their energy level affects how ready they are 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 10-11: 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.

1. Angry-also mad or frustrated. You might feel this way if someone teases you or you don’t understand your teacher’s directions.
2. Sad-also exhausted or disappointed. You might feel this way if you’ve been left out of an activity or lost something or someone important.
3. Gloomy-also worried or nervous. You might feel this way if you are starting something new and feel uncertain about it.
4. 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 not having your favorite cereal for breakfast.
5. Happy-also calm or cheerful. You might feel this way if you got to school on time, had a good breakfast, or had fun with a friend or family member.
6. Overjoyed-also super excited or energetic. You might feel this way if you’re looking forward to something or just received exciting news.

Explain that being aware and naming 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 get themselves ready to learn.

Slide 11:  Point to the white space and explain that students write a note to their teacher here. Communicate that this could be sharing something that happened to them at home, 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 an awesome way to tell your teacher something if you don’t want to say it in person or in front of other kids. Your teacher will get your message and can write one back to you.

Slide 12: 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.

1. You won’t see the same activities every day. The activities are based on your mood and energy level.
2. If you’re feeling energetic and can’t stop moving, your activity choices would help you calm your body down so you’re ready to learn.
3. If you’re feeling tired and sad, your activity choices would help you move your body and feel more energized so you’re ready to learn.
4. If you’re feeling happy and focused then you would just pick an activity to practice for when you need it or as a way to transition to the next part of your day.

4. Check-in Practice (5 minutes): Slide 13

1. Ask students what questions they have.
2. Invite them to get their device and log in to Class Catalyst for a check-in.
3. 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