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.
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?
Teacher notes
Image: a clock face divided into 24 wedges, a few wedges shaded.
Hand back the scored Goal Plans at the door. Students need the first rung.
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
Teacher 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.
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
Teacher notes
Keep this short. The audit is the lesson.
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
Teacher notes
Image: the ten picture cues in a row.
Grade 6 uses six categories: 1, 2, 3, 4, 5, 10. Students copy the list onto Part 1.
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
Teacher notes
Image: a pie chart of the numbers above, screens as a visible wedge.
[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.
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
Teacher notes
Circulate. Totals of 27 or 21 are the normal errors: overlap or the bus. Nobody grades the hours; you grade the total.
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
Teacher notes
Image: a two-by-two grid with a clock over the left column and a star beside the top row.
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.
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
Teacher notes
Say this sentence slowly. It is the one they should remember.
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
Teacher 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.
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
Teacher 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.
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
Teacher notes
Image: the week grid from the handout, with a sleep bar across every night and one block on Tuesday labeled "first rung."
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.
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
Teacher 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.