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What’s good for the brain is good for the body! Throughout the lessons you will find brain icons with actions and facts about the brain. It is important for students to understand the importance of the brain and how it impacts our well-being.  \nart Introduction  \nP 1. (10-15 minutes)  \nStep 1: Mindful Start  \nObjective: To prepare students for learning; to review lessons on mindful breathing.  \nInvite students to take a short mindful break.  \n• Now, we’re going to try a very short exercise that will help us to be mindful.  \n• First, find a comfortable seat in your chair. Place your feet flat on the ground. Rest your hands on your lap. (Alternate: First, find a comfortable seat on the carpet. Rest your hands on your lap.)  \n• If it feels comfortable, you can close your eyes. If not, just look softly down toward your desk (or the floor).  \n• Now, just begin by noticing any sounds that are here in this room now.  \n• No need to do anything but notice what you hear.  \n• Now, see if you can focus on your breathing. Notice that you’re breathing now.  \n• Feel the air moving in and out of your nose.  \n• Next, we’re going to try taking slow breaths in and out…  \n• Now, take a slow breath in…  \n• And, then, slowly let your breath out through your mouth.  \n• Let’s try that again.  \n• Try taking two more deep breaths in through your nose and slowly breathe out through your mouth. See if you can notice your breath filling up your belly…  \n• When you are ready, you can open your eyes.  \nOptional: You may briefly debrief the mindfulness activity to get students into the habit of reflecting after a mindful moment: What did you notice? Give students the key message:  \n— By focusing our attention on our breathing, we can calm our mind and body. With a calm mind and body, we can make better choices.  \nStep 2: Experiential Learning  \nOverview: Invite students to consider something they are thankful for in their lives.  \nNote: This activity introduces the concept of gratitude experientially and anchors them to a personal touch point as the lesson moves to learning about gratitude. Use the following guiding comments to lead the activity.  \n• Today, we’re going to begin by taking a moment to think about something that we’re thankful for.  \n• On your own, take out a piece of paper and write down or draw one thing that you’re thankful for.  \n• Think about a special person you are thankful for—someone who has helped you or done something nice for you. OR you can write or draw something you’re thankful for in nature… maybe snow, a favorite tree or flower.  \n• Take a few moments to write about or draw your thankful thing.  \nStep 3: Introduce the Topic—What Is Gratitude?  \nOverview: Using the following guiding questions, lead the class in a discussion about the concept of gratitude. Invite student ideas and write them on the board.  \nNote: These questions help students access their previous knowledge about the subject.  \n• We just practiced something called gratitude. What do you think gratitude means? After collecting student thoughts, provide the following definition:  \n• The Oxford Dictionary describes gratitude as: The quality of being thankful; readiness to show appreciation for and to return kindness.  \nAlternatively, you may share this definition [from ","cbCaiu4OBxhHx0fX","https://ap.wps.com/l/cbCaiu4OBxhHx0fX","pdf",236977,17,"English","# Lesson 1: We Have Gratitude\n## Purpose and Objectives\n## Skills and Materials\n## Estimated Time\n## Part 1: Brain Bite\n## Part 1: Art Introduction\n## Step 1: Mindful Start\n## Step 2: Experiential Learning\n## Step 3: Introduce the Topic—What Is Gratitude?\n## Step 4: Share Out\n## Part 2: Sparking Gratitude","[{\"question\":\"What is the purpose of Lesson 1 “We Have Gratitude”?\",\"answer\":\"The lesson engages students in the science and practice of gratitude. It helps students investigate how gratitude impacts well-being and begin practicing gratitude.\"},{\"question\":\"How do students start the lesson in Part 1?\",\"answer\":\"Students do a mindful start by taking a short mindful break focused on noticing sounds and breathing. They then practice slow breaths in and out, followed by an optional debrief about what they noticed.\"},{\"question\":\"How does the lesson introduce and define gratitude?\",\"answer\":\"Students begin with an experiential activity by writing or drawing something they are thankful for. Then the class discusses what gratitude means, using a definition from the Oxford Dictionary and an optional kid-friendly alternative about positive emotions and appreciating what is often taken for granted.\"}]","We Have Gratitude - Kindergarten to Grade 3 - Lesson 1: We Have Gratitude | PDF",1792415033,43]