Time, Energy & Reward

Activity type Interactive group activity - Personal reflection

Duration 45 minutes

Grouping Whole class for collaborative activities, then individual or pairs for reflection

Description

Students explore how everyday activities can be grouped into work, rest, and play. Through a shared classification activity and individual routine mapping, learners reflect on how they use their time across a day. The activity builds early awareness of balance, energy, and intentional time use.

Learning Outcomes

By the end of this activity, learners will:

• Identify and classify activities as work, rest, or play
• Reflect on how their time is distributed across daily life
• Recognize the importance of balance between work, rest, and play
• Begin connecting time use to energy and well-being

Materials

• Flashcards with common daily activities (e.g. brushing teeth, homework, soccer, video games, sleeping, cooking, reading)
• Blank routine handouts:
• Pencils, crayons, markers
• Nice-to-have: Extra blank cards for student-created activities, Visual Aids (See Appendix A)

Equipment

• Large poster or board space divided into WORK – REST – PLAY (See Appendix B)
• Whiteboard or wall space
• Tape or magnets for attaching cards
• Nice-to-have: Timer or visual clock

PROCEDURE

OPENING

3 minutes

PRE-ACTIVITY

5-10 minutes

1. Ask students:

• "What is work?"
• "What is rest?"
• "What is play?"

1. Collect a few responses without correcting them. Explain that some activities may fit more than one category. The Visual Aids can be used to support this step (See Appendix A)
2. Explain the three categories on the board:

• Work: things we must do
• Rest: things that help us recover
• Play: things we choose for fun

Objective In Student's Words

• "Explore out what I do for work, rest, and play, and see if I have a good balance."

ACTIVITY

30 minutes

Setup

1. Prepare the poster or board with three clear overlapping sections (See Appendix B):

• WORK
• REST
• PLAY

1. Place the activity flashcards where all students can see them.

Model

1. Choose one card (e.g. "sleeping" or "homework") and think aloud:

• "I might put this in 'REST' because it helps my body recover."

1. Place the card
2. Ask students if they agree or would place it somewhere else.

Round One: Collaborative Classification

1. Students take turns selecting a flashcard and placing it under WORK, REST, or PLAY.
2. Teacher prompts:

• "Why did you choose that category?"
• "Could this fit somewhere else?"

1. Optional variation:

• Students vote before placement
• Memory-style matching before classification

Checkpoint

1. Review the completed poster together.
2. Ask:

• "Does anything belong in more than one group?"
• "Do we all agree?"

1. Reinforce that categories can overlap.

Round Two: My Routine (20 minutes)

1. Students complete one or more routine handouts:

• Daily routine
• Weekly routine
• Yearly routine

1. They fill in activities from their own lives.
2. Discussion prompts:

• "Where do you see work in your routine?"
• "When do you rest?"
• "What play happens every day, week, or year?"

Reflection

Optional deeper discussion:

• "What happens if there is too much work?"
• "What happens if there is no rest or play?"

FOLLOW-UP

5 minutes

1. Summarize key ideas:

• Everyone needs work, rest, and play
• Balance matters
• Different people have different routines

1. Connect forward:

• These choices affect energy, health, and learning.

1. Optional home extension: Students ask a parent or caregiver what work, rest, and play looked like when they were the same age.

CLOSE

1. Collect flashcards and handouts
2. Remove or clear the poster if needed
3. Thank students for participating
4. Final wrap-up message to students: "Everyone's routine looks different, but balance matters."

NOTES

Classroom management

• Encourage respectful disagreement
• Allow students to change their minds

Extensions & Sponge Activities

• Redo the activity for weekends vs school days
• Compare routines across seasons and holidays

Differentiation

• Older students: Students can write their own cards using sticky notes.
• ELL/Accessibility: use icons and gestures
• Safety: supervise movement around the board

Activity type Interactive reflection • Graphing activity

Duration 35 minutes

Grouping Whole class discussion, then individual graphing

Description

Students explore how their energy changes throughout the day by plotting common activities on a shared class graph and a personal Energy Tracker. By visualizing energy highs and lows across time, learners build early self-awareness about effort, rest, and how energy is spent. This activity lays the foundation for later lessons on time preference, value, and intentional decision-making.

Learning Outcomes

By the end of this activity, learners will:

• Recognize that energy levels change throughout the day
• Identify activities that give or use energy
• Visualize personal daily energy patterns
• Begin reflecting on how time and energy are used

Materials

• Flashcards or image cards of daily activities (eating breakfast, brushing teeth, walking to school, homework, playing outside, watching TV, sleeping, etc.)
• Individual Energy Tracker handouts (See Appendix B)
• Crayons, pencils, markers
• Nice-to-have: Printed mini images for non-writers, Visual Aids (See Appendix A)

Equipment

• Large whiteboard or poster for class Energy Tracker graph
• Whiteboard markers
• Tape or magnets for flashcards
• Nice-to-have: Projector or visual timer

PROCEDURE

OPENING

1. Prepare a large Energy Tracker graph on the board or poster:
2. Horizontal axis: Time of Day (Sunrise → Sunset)
3. Vertical axis: Energy Level (Low → High)
4. Lay out flashcards so they are visible and easy to access.
5. Prepare individual handouts and writing materials.
6. Ensure clear space for students to approach the board safely.

PRE-ACTIVITY

3-5 minutes

1. Introduce the idea:
2. Ask the class:
3. Make it personal:
4. Use quick show-of-hands questions:

Objective In Student's Words

• "See how my energy changes during the day and what uses or gives me energy."

ACTIVITY

30 minutes

Setup

1. If possible, use visual aids to illustrate time and energy tracking (See Appendix A)
2. Return to the Energy Tracker graph previously drawn.
3. Explain that the horizontal line shows the day from sunrise to sunset.
4. Explain that the vertical line shows energy from low at the bottom to high at the top.
5. Ask students to name examples of activities they do in the morning, afternoon, and evening.

Model

1. Choose one flashcard such as eating breakfast.
2. Ask: "When do you usually do this?" and "Does this give you energy or take energy?"
3. Place the card on the graph using student input.

1. Group Graphing

15 minutes

1. Show one activity card at a time.
2. Ask: "When do you usually do this?" and "Does this give energy or take energy?"
3. Use class consensus to place the card left to right based on time of day and up or down based on energy level.
4. Repeat with 8–10 activity cards.
5. Encourage discussion and disagreement by reminding students that activities can feel different for different people.
6. Step back and review the completed graph.
7. Ask: "What do you notice?" "When does energy seem highest?" "What happens later in the day?"

2. Individual Graphing

10–15 minutes

1. Distribute Energy Tracker handouts. (See Appendix B)
2. Instruct students to think about a typical day, choose 4–6 activities they usually do, and plot them on their own graph using words or drawings.
3. Support non-writers by providing printed images to glue or tape, allowing drawing instead of writing, and pairing with a buddy if needed.

Reflection

2 minutes

1. Ask: "What time of day do you have the most energy?" "Which activity uses the most energy?" "What helps you feel more rested?" "How could you use your energy better?"
2. For older students ask: "What happens if all your energy is used in the morning?" and "How can we save energy for things that matter?"

FOLLOW-UP

3 minutes

Content review with students

1. Review that energy changes during the day, activities affect energy differently, and people have different energy patterns.
2. Connect forward by explaining that these patterns affect how we work, rest, play, and make choices.

CLOSE

5 minutes

1. Collect handouts and materials.
2. Remove or clear the class graph if needed.
3. Thank students for participating and reinforce the message that energy is limited and how we use it matters.

NOTES

Classroom management

• Use clear turn-taking rules, limit placement decisions to a few seconds, encourage listening and respectful disagreement.

Extensions & Sponge Activities

• Compare school day vs weekend energy graphs, small-group graph comparisons, physical energy demo using crouch for low energy and stand tall for high energy.
• Use the same principles to look at energy across longer time scales (weekly, seasonally, lifespan etc)

Differentiation

• Younger students: Optional partner support for younger students, drawing and image cards.
• ELL/Accessibility: visuals, modeling, partner support.
• Safety: supervise movement near the board.

Activity type Game-based exploration – Structured discussion – Experiential learning

Duration 60 minutes

Grouping Teacher-led demonstration, individual participation, whole class reflection, optional pairs or small groups

Description

Students explore the idea of fairness by participating in a sequence of short games that distribute rewards in different ways. Through direct experience, learners compare unfair systems, random systems, effort-based systems, and Proof of Work. Emotional responses are welcomed and used to support structured reflection. The activity builds a foundational understanding of fairness, reward, and equal opportunity.

Learning Outcomes

By the end of this activity, learners will:

• Experience and identify unfair, random, effort-based, and fair systems
• Understand that not all rewards are earned equally
• Recognize that fairness requires equal rules and equal opportunity
• Build vocabulary and emotional awareness around effort, reward, and fairness
• Prepare conceptually for Proof of Work

Materials

• Beads or small tokens to represent rewards (“My Stack”)
• Flashcards or images showing qualities or attributes (hair colour, clothing, birthdays, etc.)
• Drawing paper and pencils
• Dice
• Deck of playing cards
• Nice-to-have: Visual support (See Appendix A), Labels for each round (Unfair, Random, Work, Proof of Work)

Equipment

• Timer or stopwatch
• Central table or container to act as the “bank”
• Open space for movement-based games

PROCEDURE

OPENING 

1. Clear a suitably sized area for physical challenges.
2. Prepare a central “bank” with all beads.
3. Set up space for movement and ensure safety.
4. Prepare labels for each game round.
5. Lay out materials so transitions between rounds are quick.

PRE-ACTIVITY

5 minutes

1. Welcome students and set the tone with enthusiasm.
2. Explain: “Today we are going to play games, but not all of them will be fair.”
3. Introduce the idea of My Stack: students try to earn beads, but only keep beads from games the class agrees are fair.
4. Ask students: “What does fair mean to you?” “Can you think of a time when something felt unfair?” “How did it make you feel?”
5. Set expectations clearly: “We will play four short games. After each one, you will decide if it was fair.”

Objective In Student’s Words

•  “Test out which games are fair and which ones aren’t, and why.”

ACTIVITY

45 minutes

Setup

1. Explain that the goal is to grow ‘My Stack’ by earning beads.
2. Explain that after each round the class will vote on whether the game was fair.
3. Explain that beads from unfair games must be returned to the bank.
4. Explain that once a fair game is identified, it may be repeated so students can keep their rewards.

Model

1. Demonstrate how beads are earned and returned to the bank.
2. Model respectful reactions to winning, losing, and disagreement.

Round 1: Unfair

10 minutes

1. Choose one unfair method such as a drawing competition judged by teacher preference, a biased game based on arbitrary traits, or unequal distribution based on attributes like height or name order.
2. Award beads according to the chosen method.
3. Ask: “Was that fair?” “Did everyone have the same chance?” “Did effort matter?”
4. Return all beads to the bank.

Round 2: Random

10 minutes

1. Choose a random reward method such as dice rolling or card drawing.
2. Distribute beads based on luck.
3. Ask: “Was this fair?” “Did effort decide the winner?”
4. If the class agrees it was unfair, return all beads to the bank.

Round 3: Work

10 minutes

1. Present physical or mental challenges such as jumping jacks, push-ups, staring contests, or arm wrestling.
2. Award beads for completing or winning tasks.
3. Ask: “Was this fair for everyone?” “Could everyone participate equally?”
4. Return beads unless the class agrees the system was fair.

Round 4: Proof of Work

10 minutes

1. Give each student five dice.
2. Set a clear target outcome such as rolling three matching numbers.
3. Students roll repeatedly until they succeed, re-rolling each time they fail.
4. Ask: “Can anyone win this game?” “Did everyone have the same chance?” “Does this feel fairer than the others?”
5. If agreed fair, allow students to keep beads and add them to My Stack.

Optional: assign a rotating student to verify results before rewards are confirmed.

Checkpoint

1. Pause briefly after each round to collect student judgments.
2. Record which systems were rejected and which were accepted as fair.

Reflection

• Ask students how each game made them feel.
• Ask what made the final game feel different.
• Reinforce that fairness is about rules, opportunity, and verification.

FOLLOW-UP

10 minutes

1. Review the four systems experienced: unfair, random, work-based, Proof of Work.
2. Discuss why Proof of Work allowed everyone the same chance.
3. Connect the experience to real-world systems where rewards are earned.

Optional story or creative reflection: students draw or write about a time something felt unfair or a system they think is fair. 

CLOSE

5 minutes

1. Collect beads and materials.
2. Clear the activity space.
3. Thank students for engaging respectfully.
4. Final message to students: “Fair systems give everyone the same rules and the same chance.”

NOTES

Classroom management

• Acknowledge emotions openly and normalize frustration.
• Maintain calm control of bead distribution.
• Rotate roles to ensure inclusivity.

Extensions & Sponge Activities

• Retell the activity as a story or fable.
• Compare fairness in games vs fairness in real life.

Differentiation

• Younger students: fewer dice or shared rolls.
• ELL/Accessibility: visual cues, modeling, buddy system.
• Safety: supervise physical challenges and allow alternatives.

Activity type Story time – Guided discussion – Moral reasoning

Duration 30–40 minutes

Grouping Whole Class

Description

Students listen to a teacher-read story in which characters receive rewards that may or may not match their effort. At key moments, the teacher pauses the story to invite discussion and judgment. Learners reflect on fairness, effort, luck, and unequal outcomes, building moral reasoning and vocabulary that supports later lessons on work, reward, and Proof of Work. 

Learning Outcomes

By the end of this activity, learners will:

• Identify situations that feel fair or unfair
• Connect effort to reward through story events
• Practice expressing opinions and emotions respectfully
• Develop early moral reasoning using real examples

Materials

• One storybook selected by the teacher that includes effort and reward
• Drawing paper and pencils or crayons
• Nice-to-have: printed images of story characters, sticky notes to mark pause points in the story

Equipment

• Comfortable reading area (rug, chairs, circle seating)
• Nice-to-have: Visual timer to pace discussion pauses

PROCEDURE

OPENING 

1. Choose a story that clearly includes characters who work hard, characters who do not, and rewards that can be questioned (See Appendix A & B).
2. Pre-read the story and mark 3–5 clear pause points where fairness can be discussed.
3. Arrange seating so all students can see and hear clearly.
4. Prepare drawing materials for the reflection activity.

PRE-ACTIVITY

2 minutes

1. Tell students: “Today I’m going to read you a story, but we are going to stop and think while we read.”
2. Ask: “What does fair mean?”
3. Ask: “Can something feel unfair even if it follows the rules?”
4. Explain the key question for the lesson: “As we read, we will keep asking one question: Is that fair?” 

Objective In Student’s Words

•  “Listen to a story and decide if the characters get what they deserve.”

ACTIVITY

20-25 minutes

Setup

1. Show the book cover and introduce the characters briefly.
2. Tell students that you will pause during the story to think together.

Model

1. Before reading, model a fairness judgment using a simple example: “If someone works hard and gets nothing, that might feel unfair.”
2. Remind students there are no right or wrong answers, only reasons.

Carry Out

1. Begin reading the story aloud.
2. At the first pause point, stop and ask: “What just happened?”
3. Ask: “Did this character work for that reward?”
4. Ask: “Does this feel fair? Why or why not?”
5. Continue reading and repeat this process at each marked pause point.
6. Encourage students to support their answers with reasons, not just opinions.

Checkpoint

1. Halfway through the story, pause and ask: “So far, who do you think is being treated fairly?”
2. Ask: “Who is not?”
3. Ask: “Do you think this will change by the end?”

Reflection

• After finishing the story, ask: “Which part felt the most unfair?”
• Ask: “Which character worked the hardest?”
• Ask: “Did effort always lead to reward?”

FOLLOW-UP

10 minutes

1. Review the main ideas: effort, reward, fairness.
2. Ask: “What makes a reward fair?”
3. Ask: “Should everyone get the same reward, or should effort matter?”
4. Connect forward: “In future lessons, we’ll explore systems where effort is what decides rewards.”

CLOSE

1. Collect drawing materials and tidy the reading space.
2. Thank students for listening and sharing their ideas.
3. Final wrap-up message to students: “Fairness is not just about outcomes, it’s about effort and opportunity.”

NOTES

Classroom management

• Normalize emotional reactions and disagreement
• Ensure all voices are heard
• Keep pauses short and focused

Extensions & Sponge Activities

• Students draw one scene and show whether it was fair or unfair.
• Rewrite the ending to make it fairer
• Act out one scene and vote on fairness

Differentiation

• Younger students: yes/no fairness voting with thumbs
• ELL/Accessibility: visual supports and simplified questions
• Safety: seated activity, minimal movement

Activity type Storytelling - Guided discussion - Comparison activity

Duration 20 minutes

Grouping Teacher-led, whole class

Description

Students explore the concept of time preference through a familiar story, The Three Little Pigs. By listening to the story, discussing character choices, and comparing building materials, learners reflect on short-term convenience versus long-term strength. The activity helps children understand that effort and patience can lead to better outcomes later. 

Learning Outcomes

By the end of this activity, learners will:

• Recognize that choices made quickly can have consequences later
• Understand that effort and patience can lead to stronger outcomes
• Begin to grasp the idea of time preference in simple terms
• Practice comparing options and explaining their reasoning

Materials

• Storybook or printed visual version of The Three Little Pigs
• Visual aids showing houses made of straw, sticks, and bricks (See Appendix A)
• Crayons or markers
• Nice-to-have: Puppets or character cut-outs

Equipment

• Whiteboard or poster board for group discussion notes
• Markers
• Nice-to-have: Projector or screen for displaying images

PROCEDURE

OPENING 

1. Prepare the storybook and visual aids so they are easy to show while reading.
2. Set up the board or poster space for writing student ideas.
3. Place handouts and crayons where they can be distributed quickly.

PRE-ACTIVITY

3 minutes

1. Ask: “Who knows the story of The Three Little Pigs?”
2. Ask: “What do you remember about the houses they built?”
3. Explain that the class will listen to a story and think about the choices each pig made.

Objective In Student’s Words

•  “Listen to the story and decide which choices were smart and why.”

ACTIVITY

15 minutes

Setup

1. Explain that students will listen to a story, look at pictures, and talk about what was smart or not-so-smart.
2. Remind students to listen respectfully and take turns speaking.

Model

1. Before reading, give a simple example: “Sometimes the easy way feels good now, but the strong way helps later.”
2. Explain that the story will help them see the difference.

Carry Out

1. Read the Story
   1. Read The Three Little Pigs aloud using expressive voices.
   2. Show visuals for each house as it appears.
   3. Pause occasionally to ask: “What do you think will happen next?”
   4. Emphasize how quickly each house is built and how it stands up to the wolf.
2. Group Discussion
   1. Ask: “Which house was the strongest?”
   2. Ask: “Which house was built the fastest?”
   3. Ask: “Which pig spent the most time building?”
   4. Ask: “What happened when the wolf came?”
   5. Introduce choices and consequences by asking: “Was it a good idea to take the easy way?” and “Why did the brick house last?”
   6. Introduce the term time preference in simple language: “Time preference means choosing something easy now or something better later.”
3. Comparison Activity
   1. Give each student a comparison handout or display the chart on the board (See Appendix A).
   2. Review each material together: straw, sticks, bricks.
   3. Ask students to check the boxes they think fit each material.
   4. Ask: “Which house would you build?” and “Why?”

Reflection

• Ask students to explain which material lasts the longest.
• Ask students to explain which material is quickest to build.
• Listen for reasoning that connects effort to outcome.
• Ask: “Can you think of a time when waiting helped you?”

FOLLOW-UP

3-5 minutes

• Review the main idea: short-term choices can cause long-term problems.
• Apply time preference to everyday decisions such as saving treats or finishing work before playing.
• Reinforce that patience and effort can lead to better results.

CLOSE

2 minutes

1. Collect handouts and markers.
2. Clear the discussion space.
3. Thank students for participating.
4. Final message: “Working harder now can make life safer and easier later.”

NOTES

If teachers prefer, other stories can be selected for reading. The focus of this activity is to discuss the importance of how time preference can affect outcomes. 

Classroom management

• Keep storytelling interactive with predictions and gestures
• Use pauses to manage attention and engagement

Extensions & Sponge Activities

• Use pauses to manage attention and engagement
• Discuss materials used today such as plastic, wood, leather, or stone

Differentiation

• Younger students: pointing, visuals, yes/no questions
• ELL/Accessibility: repetition, images, simplified language
• Safety: seated activity, minimal movement

REFERENCES

• The Three Little Pigs (traditional folktale)
  • https://en.wikipedia.org/wiki/The_Three_Little_Pigs

Activity type Discussion - Visual demonstration - Creative craft - Simple game

Duration 60 minutes

Grouping Whole class for discussion, individual for craft, pairs or small groups for game and reflection

Description

Students explore how everyday choices affect long-term outcomes by connecting time preference to food, health, work, play, and education. Through discussion, a visual time-preference axis, creative superhero design, and a lighthearted comparison game, learners reflect on how small daily decisions build strength, focus, and future success. 

Learning Outcomes

By the end of this activity, learners will:

• Understand that long-term thinking leads to stronger outcomes
• Apply time preference to everyday decisions
• Reflect on habits related to health, food, learning, and work
• Recognize that small choices compound over time

Materials

• Superhero templates (See Appendix A)
• Time Preference (See Appendix B)
• Colouring pencils, crayons, or markers
• Beads or tokens for rewards
• Candy or small treats (optional)
• Hero Stat scoring guide (See Appendix C)

Equipment

• Whiteboard or large poster space
• Markers
• Glue and scissors (optional)
• Nice-to-have: Timer or visual countdown clock

PROCEDURE

OPENING 

1. Prepare the whiteboard with space for a time preference axis (See Appendix B).
2. Organize superhero templates, colouring tools, and game materials.
3. Prepare beads and optional treats.
4. Ensure clear space for group discussion and later game play.

PRE-ACTIVITY

10 minutes

1. Recap the previous lesson using The Three Little Pigs.
2. Ask: “Which house lasted the longest?” and “Why was it the strongest?”
3. Draw a horizontal line on the board to represent time preference.
4. Label the left side: High Time Preference - wants results now.
5. Label the right side: Low Time Preference - willing to wait for better results.Place straw, sticks, and bricks along the axis.

Objective In Student’s Words

•  “Learn how my choices today can make me stronger later.”

ACTIVITY

45 minutes

Setup

1. Explain that everyday choices are like building materials.
2. Explain that some choices are fast and fun but weak, while others take effort but last longer. 

Model

1. Give an example such as candy versus a healthy meal.
2. Place each example on the time preference axis and explain why.

Carry Out

1. Discussion: Everyday Choices

20 minutes

1. Introduce categories: food, health, work, play, education.
2. Give examples for each category such as candy versus vegetables or rushing homework versus doing it well.
3. Ask students where each choice belongs on the axis.
4. Invite students to justify their placements.

2. Design Your Superhero

25 minutes

1. Hand out superhero templates.
2. Instruct students to name their hero, colour the costume, and choose favourites in each category. Encourage creativity and imagination.
3. Review student choices and assign strength points to each hero based on time preference.

3. Superhero Battle and Reflection

15 minutes

1. Pair students or form small groups.
2. Have students compare hero stats in Top-Trumps style rounds.
3. Emphasize that the goal is learning, not winning.

Checkpoint

1. Observe whether students can explain why certain choices create stronger heroes.
2. Listen for connections between effort and long-term outcomes.

Reflection

• Ask: “Which choices made your hero strongest?”
• Ask: “Is there one choice you want to improve?”
• Invite students to name one low time preference action they could try this week.

FOLLOW-UP

10 minutes

1. Review the idea that small daily choices add up over time.
2. Reinforce that effort now often leads to better results later.
3. Connect to real life by asking students to identify one habit they can practice today.

CLOSE

5 minutes

1. Collect materials and clean up craft areas.
2. Thank students for their creativity and honesty.
3. Final message: “Strong futures are built one small choice at a time.”

NOTES

Classroom management

• Keep tone encouraging and non-judgmental
• Emphasize that habits are explored, not graded

Extensions & Sponge Activities

• Redesign the hero after one week of better choices
• Delay-of-gratification challenge using a small treat and a bonus reward for waiting

Differentiation

• Younger students: fewer choices and guided selection
• ELL/Accessibility: visuals, modeling, buddy support
• Safety: supervise scissors and movement

REFERENCES

•  The Marshmallow Test: Mastering self-control.
  • https://psycnet.apa.org/record/2014-43233-000