5-1 Thought Habits

Curriculum Connection: Organizing Idea:

(Old Curriculum: R-5.1, Character Development: Exploration of life opportunities and virtues develops
R-5.2, R-5.4, R-5.6, R-5.8
resilience and personal talents and promotes lifelong learning.
Train your Brain)

Guiding Question:
How can a variety of life experiences influence resilience and perseverance?

Learning Outcome:
Students reflect and relate life experiences to perseverance and well-being.

Knowledge:
Perseverance can be supported by protective factors, such as
• parents
• families and kin
• caregivers
• guardians
• teachers
• spiritual leaders
• Knowledge Keepers
• Elders
• friends and social groups
• community
• coaches
• first responders

Understanding:
Perseverance can be supported by protective factors within the community.

Skills and Procedures:

Identify protective factors that can support perseverance.

Objective: Students will review ANTs and begin creating PETS.

Key Vocabulary: ANTS - Automatic Negative Thoughts, PETS - Positive Energizing Thoughts, self
talk, assuming/assumptions, proof

Materials: Resource: Grade 3 and 4 Train your Brain lessons.

Video How to Defeat Negative Thinking: An Animation
Teacher/Learner Some students may not change their views from ANTS to PETS after just one
Considerations: lesson and may struggle to move to the positive corners in the conclusion activity.
30 min

Lesson

Procedure Teaching and Learning Activities Time

Introduction Watch the video How to Defeat Negative Thinking: An Animation 5 min

Two corners game - using two corners in the room designated for 5 min
positive and negative thought, ask the students questions and have
them go to either corner based on their initial, or current,
thoughts/feelings.
How do you feel you will do on an upcoming test?
How do you usually feel before you fall asleep?
How would you feel if someone asked you for help with their
homework?
What do you feel when things don’t go as planned?
A best friend invites you to a big party, how do you feel?
How do you feel about yourself when you make a mistake?

Main Activities Have students reflect on their answers to the questions in the 10-15 min
introduction activity. In a journal entry, have students choose one of
the questions they were asked and answered by going to the
negative corner. Have them write about their feelings/answer to this
question (ANTS) and then write how they can turn it into a PET.

Conclusion Play the Two Corners game again, but this time have students think 5 min
about how they can turn any initial ANTS into PETS.
Ask: You are asked to volunteer to read with students in a lower
grade, how do you feel?
How do you feel you will do on a big project that is due soon?
How do you feel about yourself when you make a mistake?