Storytime Drawing Distraction

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Theme: Multitasking

Materials: Drawing Page (English) // (Spanish)

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Vocabulary: Multitasking

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SAY: Multitasking means trying to do two or more things at the same time. Our brains can’t do that, so instead, they switch quickly between tasks rather than doing them both at once. For example, if you're doing your homework and also trying to watch TV, your brain switches back and forth between the two activities very quickly! 

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Materials: A suitable storybook, paper, crayons, and markers. 

Drawing topics: Playground, elephant, bedroom, iPhone, shoe, banana and apple

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Explore: 

SAY: Have you ever tried to do two things at once? Or, see a parent watch TV while answering the phone? Have you ever played a video game while doing homework!?

That is called multitasking.

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DO: Storytime Drawing Distraction

Explain to the students that they will be listening to a story while also creating a drawing on a completely different topic. Give each student the drawing page and drawing materials.

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SAY: You will draw a picture of a topic I say. (Such as ‘draw your favorite animal’ or ‘create a picture of your dream playground.’) At the same time, you will listen carefully to the story I read.

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Begin reading the story aloud to the class. After the story is finished, discuss both the story and the students' drawings.

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Reflect:  

ASK: What do you remember about the story? Could you listen, get details of the story, and draw at the same time? Were you able to concentrate on two tasks at the same time?

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Key Learning: People might feel like they are getting more and more done by doing a few things at a time, but in truth, they are just taking longer to do each task as they switch back and forth between the two tasks. Your brain can only do one thing at a time.

Thumbs up/Thumbs down

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Theme: Self-Control

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NOTE: You may have already done this activity in the pre-screening or post-screening discussion. If so, there is no need to repeat it here.

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Vocabulary: Self-control

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SAY: Self-control is the ability to control how we show our emotions and what we do when our feelings are strong. Imagine losing a game. You have strong feelings, but need to be a good sport - you are already thinking like someone learning self control! We can learn strategies for self-control; it takes time and practice, like learning a sport or how to dance ballet or play an instrument.

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Explore: 

SAY: We will do a Thumbs up/Thumbs down round. Let’s think about our choices when we go online 

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DO: Thumbs Up/Thumbs Down

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SAY: For each example I give thumbs up if the statement is true for you, thumbs down if the statement is false for you:

• Are there any devices or apps that you are restricted from using?
• Do you have a set time limit on devices?
• Do you ever click on links that you don’t know?
• Do you play video games?
• Do you know someone who gets upset when they don’t have their phone or smartwatch?
• Has anyone you don’t know tried to join a game you were playing?
• If yes, did you tell a trusted adult?
• Has anyone you don’t know messaged you in an app or a game?
• If yes, did you tell a trusted adult?
• Do you talk with family members who are far away using video chat? 
• Do you go on your device when you are in bed for sleep time?

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Reflect: 

ASK: Can you think of a time when you used self-control in school?

Now, turn and talk to your neighbor about these questions (pose them one at a time):

1. How can self-control help you when using technology?
2. Why is it important to stop and think before clicking on links or playing games for a long time?
3. How can you use self-control to balance screen time and other activities?

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Key Learning: Self-control is like a muscle; the more we use it, the stronger it will grow.

Red Light, Green Light with a Twist

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Theme: Self-Control

Materials: Red and green construction paper or cardstock (to make stop-and-go signs) or simply pieces of paper or cardstock that say “go” and “stop.” A list of simple actions (e.g., jumping, clapping, hopping on one foot).

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Vocabulary: Self-Control

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SAY: Self-control is the ability to control how we show our emotions and what we do when our feelings are strong. Imagine losing a game. You have strong feelings, but need to be a good sport - you are already thinking like someone learning self control! 

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Explore: 

ASK: Why is it important to have self-control in our daily lives?

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DO: Explain to the students that self-control means stopping and starting your actions based on instructions or cues. Self-control will help you win the game!

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Demonstration: 

• Choose a simple action, like clapping hands. Show the class how to start clapping when you show the green sign and immediately stop when you show the red sign.
• Practice this a few times.
• Students will stand in a circle or line with enough space between them to move around. Start with simple actions like jumping and hopping. 
• Show the green sign and call out an action (e.g., "Hop on one foot!"). Students start the action. 
• Show the red sign to make them stop. 
• Gradually increase the complexity by mixing different actions and speeding up the transitions between the red and green signs.

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Reflect: 

ASK: Was stopping when you saw the red sign? Easy or hard? How did you feel when you had to wait to start again?

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‍Key Learning: Self-control is like a muscle; the more we use it, the stronger it will grow.