Detectives Teacher Guide Heart & Mind Lab • Day 1
Feeling Detectives
Core Focus: Emotion Identification (Basic & Complex Feelings)
Lab ID SEL-BASE-01
Objective
Identify basic & complex feelings from facial expressions, body clues, and scenarios.
Materials
Student Mission Log (Day 1), emotion scenarios, mirrors/pencils.
Key Indicators
Emotional vocabulary depth, accuracy of physical clues, perspective-taking.
1. Warm-Up
The Emotion Lab Setup (3 mins)
SAY: "Welcome, Detectives, to the Heart and Mind Lab! This week we are exploring how our minds and emotions work. Today we are testing our emotional sensors. A feelings detective doesn't just ask how someone is feeling; they look at physical clues like eyebrows, hands, and shoulders!"
2. Instruction
Basic vs. Complex Clues (5 mins)
SAY: "Basic feelings like happy or mad are easy to spot. But complex feelings like frustration, pride, or feeling left out are trickier. Look at your mission sheet. We've got cases of people experiencing different feelings. Let's analyze their expressions and body clues together."
3. Active Task
Student Mission Log (12 mins)
Instruct students to work independently on their Mission Log. Walk around and observe their responses. Pay attention to whether they can articulate secondary/complex emotions beyond simple terms like "sad" or "mad".
Baseline Observational Checklist
Scale: 1 = Developing | 2 = Competent | 3 = Advanced
| Student Name | Basic Feelings
Qualitative Indicators (What to spot)
Level 1: Only uses generic "happy/sad/mad" labels. Struggles with body clues.Level 2: Names secondary emotions (anxious, jealous) with support. Recognizes obvious physical signs.Level 3: Automatically identifies subtle, complex feelings & reads context clues efficiently.
Observation Notes
Write down specific student vocabulary words used (e.g., "enraged", "lonely", "disappointed") and physical cues noticed.
Emotion Detective Worksheet Heart & Mind Lab • Mission Day 1
Emotion Detective Log
NAME: ___________________________
DATE: ___________________________
YOUR MISSION:
Use facial expressions, body clues, and situations to crack these emotional cases. Write your findings clearly in each file block below.
Emotion Word Bank (Use these or your own)
Frustrated Disappointed Proud Anxious Exhausted Left Out Excited
Part A: Analyze the Case Scenarios
CASE FILE #091 MEDIUM
"Leo built a block tower for 20 minutes. Just as he finished, someone tripped and knocked it all down. Leo's eyebrows are squeezed together, his hands are clenched in fists, and his chest feels hot."
Primary Emotion:
What is his body saying?
CASE FILE #092 ADVANCED
"Maya was asked to read her story aloud. Her hands are shaking, she has a tiny knot in her stomach, and she is biting her lip. She wants to do it, but her heart is beating very quickly."
Primary Emotion:
What is her body saying?
Part B: Self-Investigation
Think about a time you felt proud or frustrated . In the lab space below, list what your face, hands, and heart felt like.
My Eyes/Face
My Hands/Posture
My Heart/Inside
Detective Baseline Phase • Day 1 Complete
Officer Stamp: APPROVED
Launch Pads Teacher Guide Heart & Mind Lab • Day 2
Launch Pads
Core Focus: Executive Functioning (Task Initiation, Readiness, & Focus Stamina)
Lab ID SEL-BASE-02
Objective
Observe speed of task initiation and duration of focused sustained attention on an independent design challenge.
Setup Timer
Prepare a stopwatch. You will need to track a 1-minute "Ignition Phase" and 5-minute "Cruise Control".
Indicators
Task initiation delay (seconds), frequency of off-task behaviors, self-soothing/regulation strategies.
1. Warm-Up
The Launch Sequence (3 mins)
SAY: "Welcome back, Lab Crew! Today we are testing our executive engines. Your brain has two vital power modules: Ignition Power (starting a task right away) and Cruise Control (staying focused even when it's hard or distracting). We are launching a timed challenge today!"
2. Instruction
Preparation & Ignition (3 mins)
SAY: "On my command 'Go', you have 60 seconds of Ignition. In those 60 seconds, you must: write your name, put your pencil on the start point, and look at me with thumbs up. Do not begin the main maze until I say 'Launch!'"
3. The Task
Tracking the Focus Cruise (5 mins)
Once you say "Launch!", students begin the "Focus Grid Matrix" on their worksheets. Start a 5-minute timer. Move around quietly to record who initiates within 10 seconds of "Launch!", and note who gets distracted, looks up, or fidgets.
Executive Function Baseline Tracker
SCALE: 1 (Developing) | 2 (On Target) | 3 (Highly Regulated)
| Student Name | Prep Readiness
Qualitative Indicators (What to spot)
Level 1: Stalls initiation (>30s), looks away frequently, needs prompts.Level 2: Prepares within time, starts in 15s, has small restlessness.
Ready Set Focus Worksheet Heart & Mind Lab • Mission Day 2
Ready, Set, Focus!
NAME: ___________________________
DATE: ___________________________
Part A: Ignition Power (60s Prep)
When your teacher starts the timer, you have exactly 60 seconds to check off these items and look at your teacher. Ready, set, prepare!
Pencil Out
Name Written
Thumbs Up
Part B: Focus Grid Matrix (5-Minute Cruise Control)
Your Instructions: Look closely at the focus matrix below. Inside each grid cell, your task is to draw the matching symbol or pattern based on the key below. Stay on task until your teacher calls time. Focus only on your page.
A ▲
B ■
C ●
D ★
E ◆
Cell B-1
Cell A-4
Cell E-2
Cell C-3
Cell D-5
Cell B-2
Cell C-1
Cell E-4
Cell D-2
Cell A-5
Cell B-3
Cell C-2
Cell E-5
Cell D-4
Cell A-1
Cell B-5
Cell C-5
Cell D-1
Part C: Cruise Control Check-In
How did your focus engine feel?
Easy to stay locked-in
A little distracted but refocused
Hard to keep my engine running
What helped you refocus?
Launch Baseline Phase • Day 2 Complete
Officer Stamp: APPROVED
Bridge Builders Teacher Guide Heart & Mind Lab • Day 3
Bridge Builders
Core Focus: Social & Peer Interaction (Sharing, Turn-taking, & Collaborative Planning)
Lab ID SEL-BASE-03
Objective
Observe peer-to-peer interactive skills, sharing behaviors, verbal coordination, and consensus building during team planning.
Group Setup
Assign students into pairs or trios. Each group will share ONE "Team Blueprint Worksheet" and must collaborate on its design.
Key Indicators
Active turn-taking, respectful disagreement resolution, equitable space sharing, and active encouragement.
1. Warm-Up
The Collaborative Beam (3 mins)
SAY: "Welcome back, Engineers! Today we are entering the Social Design Phase. Real scientists don't build big bridges alone—they work in high-sync teams! Today, you are partnering up to create a unified bridge blueprint. To succeed, you must share the drawing grid, listen to your partner's ideas, and merge your visions."
2. Instruction
Rules of the Shared Draft (3 mins)
SAY: "Here are your lab constraints: You share ONE sheet. Student A draws the support columns, and Student B draws the bridge deck and crossings. You must talk and agree on every single part BEFORE your pencil touches the paper. We're testing how smoothly your team's gears turn together."
3. Group Task
Observing Team Dynamics (14 mins)
Circulate among the pairs. Avoid intervening unless safety is compromised. Note how they negotiate who starts, how they partition the design, and how they react when their partner makes a mistake or suggests an alternative.
Social Interaction Baseline Tracker
SCALE: 1 (Developing) | 2 (On Target) | 3 (Advanced Collaborator)
| Student Name | Active Sharing
Qualitative Indicators (What to spot)
Level 1: Grabs paper, demands their way, refuses partner's ideas, or completely disengages.
Team Blueprint Worksheet Heart & Mind Lab • Mission Day 3
Team Bridge Blueprint
PARTNER A: ________________________
PARTNER B: ________________________
Engineering Constraints
You are building a bridge blueprint on a shared piece of paper. To pass testing, you must follow the roles:
Partner A Role: Support Beams
You are responsible for drawing the vertical piers, ground anchors, and bottom supports.
Partner B Role: Main Roadway
You are responsible for drawing the horizontal roadway, trusses, cables, and traffic lanes.
Collaborative Bridge Grid
CONSTRUCT TOGETHER
Draw inside this grid using your assigned pencil or colors
LEFT BANK
RIGHT BANK
Team Sync-Up Reflection
How did your team work?
We took turns drawing smoothly.
We had a few arguments, but figured it out.
It was hard to share the grid space today.
Partner Appreciations
Write one nice thing you noticed about how your teammate worked with you:
Social Baseline Phase • Day 3 Complete
Officer Stamp: APPROVED
Gear Shifters Teacher Guide Heart & Mind Lab • Day 4
Gear Shifters
Core Focus: Executive Functioning (Transitions, Cognitive Flexibility, & Adaptability)
Lab ID SEL-BASE-04
Objective
Observe student adaptability, emotional regulation, and re-initiation speed when forced to stop mid-task and switch focus.
Transition Signal
Prepare a bell, chime, or distinct hand-clap. You will trigger a transition shift every 2.5 minutes.
Key Indicators
Stopping immediately, absence of frustration/vocal distress, rapid start on new task, and neat desk organization.
1. Warm-Up
The Gearbox Metaphor (3 mins)
SAY: "Welcome back, Lab Crew! Today we are testing our cognitive gearboxes. Have you ever tried to ride a bike up a hill in a high gear? It's really hard. Our brains need to shift gears quickly when our plans change. Today, you are doing a rapid 'micro-task' challenge. The catch? You will NOT have time to finish each box. Let's see how smoothly you can shift!"
2. Instruction
Rules of the Quick Shift (3 mins)
SAY: "Your worksheet has four distinct lab quadrants. When you hear this chime [play chime], you must instantly freeze, put your pencil on your head, say 'Gear Shift!', and move to the next quadrant. Even if you're halfway through a drawing, you must leave it and shift immediately."
3. Challenge Task
Pacing the Shifter Rounds (10 mins)
Start students on Box 1. Set a timer for 2.5 minutes. When it rings, signal transition. Observe their immediate emotional response. Repeat for Box 2, 3, and 4. Record scores during the shifts and while they work on the new boxes.
Transition Baseline Tracker
SCALE: 1 (Developing) | 2 (On Target) | 3 (Highly Adaptive)
| Student Name | Immediate Stop
Qualitative Indicators (What to spot)
Level 1: Complains loudly when stopped, refuses to move on, or shows distress. Stalls.
Quick Shift Lab Worksheet Heart & Mind Lab • Mission Day 4
Quick Gear Shifters
NAME: ___________________________
DATE: ___________________________
THE GEAR SHIFT RULE:
Work on each box below as fast and carefully as you can. When the signal rings, you must STOP immediately , put your pencil on your head, and switch boxes!
Box 1: Shape Repeater ROUND 1
Draw the repeating sequence across the grid cells below: Circle, Triangle, Square, Diamond...
○
△
□
◇
Box 2: Symmetry Lab ROUND 2
Mirror the drawing on the right side of the dotted line to make a complete symmetrical robot face.
Box 3: Code Breaker ROUND 3
Translate symbols to crack the secret word using the key: ★=S, ●=E, ▲=L, ■=G, ◆=O.
★ ● ▲ ● ■ ◆
Box 4: Focus Path ROUND 4
Trace your way through the maze starting from the left circle to the right target.
START ○ FINISH ◎
Adaptability Check-In
How did it feel when the "Shift Gears" chime rang?
It can be tough to stop working before you're fully done. Circle the emoji/gauge that matches how your mind coped:
😤
FRUSTRATED
😐
CALM
😎
FLEXIBLE
Transition Baseline Phase • Day 4 Complete
Officer Stamp: APPROVED
Lab Finale Teacher Guide Heart & Mind Lab • Day 5
Lab Finale
Core Focus: Metacognition, Self-Assessment, & Baseline Profile Consolidation
Lab ID SEL-BASE-05
Objective
Review and consolidate student baseline profiles across all 3 key SEL domains; facilitate metacognitive student self-assessment.
Data Check
Retrieve Teacher Guides from Days 1-4. You will compile scores into the Weekly Synthesis Tracker below.
Key Indicators
Self-reflection accuracy, willingness to identify challenge areas, alignment of self-scores with teacher baseline scores.
1. Warm-Up
Mission Debrief (3 mins)
SAY: "Attention Lab Crew! You have successfully navigated all 4 system tests of the Heart and Mind Lab! We identified tricky emotions, tested our task ignition, built bridges together, and shifted cognitive gears instantly. Today is our grand mission debrief. Real scientists analyze their own data to set goals for their next big projects."
2. Guided Reflection
The Self-Assessment (4 mins)
SAY: "On your finale sheet, you'll see your 'Inner Radar' chart. I want you to honestly evaluate where your engine felt strongest, and where it experienced friction. No one is perfect at everything—identifying where we stretch is how we grow!"
3. Goal Setting
Writing a Science Plan (13 mins)
Have students independently fill out the "Lab Finale Log". Encourage them to write concrete growth plans (e.g., "I will ask for a break when I'm frustrated" or "I will count to 3 to shift gears smoothly").
Weekly Baseline Consolidation Tracker
Enter consolidated 1-3 scores from Days 1-4
| Student Name | Emotion ID
SEL Baseline Synthesis Goals
Review these indicators to formulate individual SEL Intervention Plans:
Mostly 1s: Prioritize daily emotional check-ins, heavy scaffolding, visual timers.
My Self Reflection Worksheet Heart & Mind Lab • Mission Day 5
My Self-Reflection Log
NAME: ___________________________
DATE: ___________________________
Part A: My Inner Radar (Power Meters)
Think honestly about your work in the Lab this week. Shade in how many segments of each power meter represent your skills. Let's trace your focus and engine!
1. Emotion Detective
Identifying complex feelings in others & myself using physical clues.
Level 1
Level 2
Level 3
2. Focus Ignition
Getting ready right away and keeping my focus cruise control locked-on.
Level 1
Level 2
Level 3
3. Bridge Builder
Sharing space, active turn-taking, and listening to partners' ideas.
Level 1
Level 2
Level 3
4. Gear Shifter
Stopping instantly and transitioning to new tasks with a calm mind.
Level 1
Level 2
Level 3
Part B: Lab Investigation Summary
My ultimate SEL Superpower this week was:
Underline one: Detecting Emotions | Focusing Fast | Sharing with Teammates | Shifting Gears
An area of my cognitive toolbox where I want to practice more is:
Part C: My Growth Plan Blueprint
Draw or write your action goal here (For example, how you will practice focus or teamwork)
Lab Graduation Phase • Day 5 Complete
Officer Stamp: GRADUATED
