# Slides 2.6: Time and Energy as Resources Slide outline for Lesson 2.6. Twelve slides. Slide 5 is a sample audit; Sal's own works better than a fictional one if he is willing. Slide 8 carries the sleep numbers; confirm them against the current CDC page before teaching. ## Slide 1: Time and Energy as Resources - Lesson 2.6: Goals and Decisions - Unit 2: Me, My Goals, My Money - Today: where did yesterday's 24 hours go, and did your first rung get any of them? Image: a clock face divided into 24 wedges, a few wedges shaded. Notes: Hand back the scored Goal Plans at the door. Students need the first rung. ## Slide 2: Do now - Guess: how many hours did you sleep last night? - Guess: how many hours were you on a screen yesterday? Phone, games, TV, all of it - Two numbers. No counting yet Notes: Write six guesses on the board in two columns. Say: in ten minutes you will know the real numbers. Most people are wrong about both, in the same direction. ## Slide 3: Three resources - A resource is something you have a limited amount of and can spend - Money: you can earn more - Energy: you can rest and get more - Time: 24 hours a day, every day, and you cannot earn more - Where it goes is a choice, even when it does not feel like one Notes: Keep this short. The audit is the lesson. ## Slide 4: The ten categories - 1. Sleep (bed). 2. School (school). 3. Homework (pencil). 4. Screens for fun (phone). 5. Sports, clubs, practice (ball) - 6. Chores (broom). 7. Eating, when it is the main thing (plate). 8. Family and friends in person (two people). 9. Travel (bus). 10. Everything else (clock) - The total must be 24 - If it is not 24, something is hiding Image: the ten picture cues in a row. Notes: Grade 6 uses six categories: 1, 2, 3, 4, 5, 10. Students copy the list onto Part 1. ## Slide 5: A sample audit - Sleep 7, school 7, homework 1, screens 4, sports 1, chores 0, eating 1, family and friends 1, travel 1, everything else 1 - Total: 24 - Two biggest: school and sleep, then screens - Guess was: sleep 8, screens 2 Image: a pie chart of the numbers above, screens as a visible wedge. Notes: [Sal: your own numbers, if you are willing. A teacher who shows 6 hours of sleep and 3 of screens makes the lesson honest.] This slide is also the fallback for a student who cannot recall yesterday. ## Slide 6: Count yours - Yesterday. Not a normal day, not a good day. Yesterday - Whole hours. Overlap counts once, in the bigger category - Add it up. 24 or find what is hiding - Color the bar. Circle your two biggest - Write the real sleep and screen numbers next to your guesses - 8 minutes Notes: Circulate. Totals of 27 or 21 are the normal errors: overlap or the bus. Nobody grades the hours; you grade the total. ## Slide 7: The four boxes - Urgent: it has a clock on it. Something will make you deal with it soon - Important: it moves a goal or a value - Box 1: urgent and important. Box 2: important, not urgent. Box 3: urgent, not important. Box 4: neither - One finger to four fingers: 1. Homework due tomorrow. 2. Free throws for a March tryout. 3. A group chat blowing up. 4. Scrolling for an hour. 5. Studying Monday for a Friday test. 6. A friend needs a ride right now. 7. Saving $5 this week for the bike. 8. Reorganizing your apps Image: a two-by-two grid with a clock over the left column and a star beside the top row. Notes: Answers: 1, 2, 3, 4, 2, 1, 2, 4. Task 5 is the argument: box 2 on Monday, box 1 on Thursday night. That is how box 2 things become emergencies. Then students sort four of their own. ## Slide 8: Where does your first rung land? - Almost always box 2: important, not urgent - That is why it does not happen. Nothing forces it - The fix: you put it on the calendar yourself - That is what the rest of today is for Notes: Say this sentence slowly. It is the one they should remember. ## Slide 9: Sleep is a resource - Ages 6 to 12: 9 to 12 hours a night - Ages 13 to 18: 8 to 10 hours a night - Short sleep the next day: attention drops, mood drops, memory drops - The second lap: tired people spend more time on screens and less on the goal - Source: American Academy of Sleep Medicine, as published by the CDC Notes: [Sal: confirm the current CDC numbers and agree on them with the health teacher.] Leave sleep hygiene (screens before bed, caffeine) to health unless they ask you to cover it. ## Slide 10: Your sleep window - A bedtime and a wake time that give you at least the bottom of your range - Bed at ___, up at ___, that is ___ hours - Compare to last night's real number - Part 3, 5 minutes with the next slide Notes: An 11:30 to 6:30 window is 7 hours and meets neither range. Do not mark it wrong; ask what would have to move. ## Slide 11: Your week - Rule 1: the sleep window goes in first, every night - Rule 2: the first rung of your ladder goes in second, on one day at one hour - Rule 3: honesty. Name one thing from your audit you will move or cut to make room - Partner check: is the first rung actually reachable that day? - 8 minutes Image: the week grid from the handout, with a sleep bar across every night and one block on Tuesday labeled "first rung." Notes: The check is a day and an hour, and the sleep window on all seven nights. "This week sometime" is not a plan. Grade 8 schedules two rungs and marks the energy cost of each. ## Slide 12: Exit card and what comes next - My guess for sleep was ___ and the real number was ___ - My first rung is scheduled for ___ (day and hour) - One thing I am moving to make room: ___ - This sheet gets stapled to your Goal Plan. Both come back in four weeks - Next: Money Basics. Same rule: it has to add up, and what matters goes in first Notes: Three students read the first line aloud. Collect. Sort into "got it" (day and hour, sleep window in range, a named cut) and "needs more." Say the last line: in Topic 2.3 you do this same audit with dollars.