Class Catalyst Curriculum

Introductory Lesson for Class Catalyst: Kiosk Mode

Use this lesson to introduce Class Catalyst to your students and help them understand why they use this tool.

Curriculum Materials Needed

Materials Needed

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

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.
Curriculum Agenda

Agenda (20-25 Minutes)

  1. Introduce Class Catalyst: What’s a Check-in? (2 minutes)
  2. Why Are We Using This? (5-8 minutes)
  3. How Does a Check-in Work? (5-10 minutes)
  4. Check-in Practice (5 minutes)
Curriculum Book List

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.

Curriculum Teachers Guide

Teachers’ Guide

(Note: You will need the Kiosk Mode 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 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 and practice ways to calm their brain and body. 

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: Share that first students will see a screen with all the student’s names on it. 

Explain how the check-in will take place. (This varies, but would ideally be one of the first things to do when they come into class in the morning. Share whether it will be done on the SmartBoard or taking turns on a tablet.)

Slide 8: Explain that students will take turns doing their check-in. 

When it is your turn, you will find your name and press the square (with your initials) above it. 

Slide 9: Explain that the first thing they will do is take a few deep breaths. 

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

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

Slide 10: 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! Invite students to act like the sleeping fox. 
  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! Invite students to stand with some energy like the standing fox. 
  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! Invite students to jump up like the jumping fox. 

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 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.

  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.

4. Check-in Practice (5 minutes): Slides 13-14

Slide 13: Ask students what questions they have. 

Explain that they will practice doing a Class Catalyst check-in.

Facilitate as students practice checking in:

Guide students through the check-in steps.

Answer any questions.

Slide 14: After all students have completed a check-in, do the linked activity from the slide deck or choose another mindful activity from the Weekly SEL Calendar or Video Library (located in your Teacher menu) to do as a whole class