LESSON 1 OF 4
Introduction
Can a nickname turn into a real science word?
Everything else on this page is optional.
Student objectivesWhat students will be able to do▼
- I can explain how scientist Karl Pribram came up with the term executive functions.
- I can state how many skills are in the family of executive functions.
- I can identify the three moments in the morning story when executive functions were at work.
Discussion guidePrint the questions for students to answerPrint guide▼
Student discussion guide
Each question prints with space for students to write. Print one per student before you press play.
Standards-aligned assessmentFind standards by grade and subject that align with this lesson▼
CCSS.ELA-Literacy.RL.3.3Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events.In the morning story, the character spots the puzzle from last night while grabbing their backpack. What does the character do, and how does that choice help the morning?A) The character adds a few pieces, so the morning runs late.B) The character leaves the puzzle for later, so they make it to the bus on time.C) The character brings the puzzle to school, so they can finish it at recess.D) The character asks Dad to finish the puzzle, so it will be done after school.
CCSS.ELA-Literacy.RI.3.4Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.Read this sentence: “An executive is a leader who makes important decisions, often in business or government.” In this text, what is the meaning of the word “executive?”A) A leader in charge of making major choices and putting plans into actionB) A rule or law created by a group of people to keep a city safeC) A specialized machine used to clean and wash household clothingD) A worker who follows instructions given by other team members.
CCSS.ELA-Literacy.RI.3.3Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.The lesson goes back in time to find out where the term executive functions came from. Which event happened first?A) Karl Pribram gave the frontal lobe the nickname “the executive.”B) Scientists defined executive functions as a family of three skills.C) Many scientists studied the frontal lobe and learned more about executive functions.D) Scientists learned that executive functions help you stay focused and plan ahead.
CCSS.ELA-Literacy.L.3.5.BIdentify real-life connections between words and their use (e.g., describe people who are friendly or helpful).Which real-life situation best shows an object’s function?A) A light switch that turns on a lamp when you flip it upward.B) An umbrella that tears open and lets rainwater pour directly through it.C) A chair that is too small to sit in.D) A pencil with a broken tip.
CCSS.MATH.CONTENT.3.MD.A.1Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.The morning story starts at 7:00, and the bus comes in 30 minutes. What time does the bus come?A) 7:03B) 7:15C) 7:30D) 8:00
CCSS.ELA-Literacy.RL.4.3Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g., a character’s thoughts, words, or actions).Read this part of the morning story: “You head to the kitchen for your daily bowl of cereal, but there’s no milk left! Hm.. is there anything else you can eat instead?” What is the character thinking in this moment?A) The character is trying to figure out what else to eat.B) The character wants to go back to bed.C) The character is planning what to wear for gym.D) The character is thinking about the puzzle.
CCSS.ELA-Literacy.RI.4.4Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 4 topic or subject area.What is the meaning of the term “frontal lobe” as used in the lesson?A) A group of letters added to the beginning of a root word to change it.B) The set of physical muscles used to run fast during a soccer game.C) The part of the brain behind the forehead that acts like a leader or executive.D) A government branch responsible for creating and passing new national laws.
CCSS.ELA-Literacy.RI.4.3Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.According to the lesson, what did Karl Pribram explain in his paper, “Executive Functions of the Frontal Lobe”?A) How the frontal lobe takes in information from around and inside you, makes sense of it, and uses it to guide what you do nextB) How to become the CEO of a companyC) How the brain grows from when you are a baby until you are an adultD) How the muscles in your legs help you run
CCSS.ELA-Literacy.L.4.5.aExplain the meaning of simple similes and metaphorsThe lesson states: “Think of an executive like the captain of a ship. They decide which direction to go and help everyone work together to get there.” What does comparing an executive to the captain of a ship mean?A) An executive travels on water to get to work.B) An executive makes decisions and leads a group toward a goal.C) An executive works in government to make rules about boats.D) An executive relies on a team of workers to drive a ship.
CCSS.ELA-Literacy.RI.5.4Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.Read this sentence from the lesson: “Today, we define executive functions as a family of three skills. These skills help you stay focused, plan ahead, solve problems, set goals, and have flexible thinking.” Based on this sentence, what are executive functions?A) A group of brain skills that help you focus, plan, and solve problemsB) The rules that a president has to followC) The jobs that workers do at a companyD) A routine for exercising every day
CCSS.ELA-Literacy.RI.5.3Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.How is Karl Pribram’s work connected to what scientists know about executive functions today?A) Pribram was the first to put the words together, and later scientists studied the frontal lobe and learned more about executive functions.B) Pribram showed that the frontal lobe has nothing to do with executive functions.C) Scientists today have never read Pribram’s paper.D) Pribram named all three skills, and no one has studied them since.
CCSS.ELA-Literacy.L.5.5.aInterpret figurative language, including similes and metaphors, in context.The lesson says, “Think of an executive like the captain of a ship. They decide which direction to go and help everyone work together to get there.” Using this comparison, who would be the captain of a classroom?A) The teacher, because they decide what the class works on and help everyone work togetherB) The newest student, because they are learning the classroom rulesC) The class pet, because everyone takes care of itD) The student who sits closest to the door, because they leave first
CCSS.ELA-Literacy.RL.6.3Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution.How does the character respond to each of the three moments in the morning story?A) The character picks a different breakfast, adds a sweatshirt, and leaves the puzzle for later.B) The character skips breakfast, wears shorts, and finishes the puzzle.C) The character asks Dad for milk, forgets about gym, and brings the puzzle to school.D) The character eats cereal, adds a raincoat, and does the puzzle after the bus leaves.
CCSS.ELA-Literacy.RI.6.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meaningKarl Pribram gave the frontal lobe the nickname “the executive.” Based on the lesson, what does this nickname suggest about the frontal lobe?A) Like a leader, it takes in information, makes sense of it, and guides what you do next.B) It makes the laws for the government.C) It is the oldest part of the brain.D) It only works while you are at school.
CCSS.ELA-Literacy.RI.6.7Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.In the video, the narrator says executive functions are “a family of three skills,” and a diagram on the screen shows executive functions in the middle with three circles around it. What do the three circles show?A) Working memory, inhibitory control, and cognitive flexibilityB) Staying focused, planning ahead, and solving problemsC) The frontal lobe, the CEO, and the presidentD) No milk, the chilly morning, and the puzzle
CCSS.ELA-Literacy.L.6.6Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.Which sentence uses the term “executive function” correctly?A) The company hired a new executive function to lead the team.B) The executive function is the room where important meetings happen.C) The messy cubbies made the teacher think her students could use some practice with executive function.D) He turned on the executive function to charge his phone faster.
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Extension activities3 optional games and activities▼
GAME
Silent Line Up Challenge
Students have to line up in a specific order without talking.
PRE & POST LEARNING VISUAL
Colored Pencil Mindmap
Students map what they know about executive function after their first lesson, then return to the same page at the end to show how their thinking changed.
Silent Line Up Challenge
Description
Students have to line up in a specific order without talking. They have to be creative in how they sort themselves, with gestures, body movements, and nonverbal communication.
Ideas: Easy
- Number of siblings, fewest to most
- Height, shortest to tallest
- Birthday order, January to December
Ideas: Medium
- Birthday order, by month and date
- First letter of first name, A to Z
- Number of letters in name, least to greatest
Ideas: Hard
- Favorite color, in rainbow order (ROYGBIV)
- Favorite season, spring to winter (S S F W)
Steps
- Tell the class a specific prompt. (start easy so they get the hang of it)
- Students silently work together to figure out everyone’s spot in line.
- When they think they’ve got it, everyone gives a thumbs up or faces forward in the line.
Timing (optional)
Set a time limit between 3-8 minutes, or time how long it takes and compare across days and challenges.
Colored Pencil Mindmap
Students need
- A piece of paper, a notebook, or the printout provided
- Two different colored pencils
Steps
- After Lesson 1, students write down everything they know or understand about executive function in one color. Have them fill in that color on the key.
- At the end of the unit, students go back into the same paper with a second color to cross things out, add new information, and draw connections between ideas.
- Once everyone has finished their before and after, you can have students discuss some questions below.
Discussion questions
- What is one question you still have about executive function?
- Looking at your paper, if you could explain executive function to someone in only five words, which five would you choose?
Look, Listen & Draw
Description
This game is great practice for all three executive functions, and it later becomes a great way to discuss where students used each one.
Materials
- The reference image for each round
- Paper and a pencil
- A privacy folder or clipboard for each pair
Roles
- Partner A (Viewer): studies the image in the hall, then describes it to their partner. This person never sees the drawing while it is being made.
- Partner B (Drawer): stays at a desk and draws only from what they hear. This person never sees the reference image.
Steps
- Have students get in partners. I would try to strategically set up partners so the artists of the class are distributed evenly.
- Separate the partners so that one person has a piece of paper and pencil and is sitting at a desk spread out around the room.
- The other partner is standing by the door near you.
- Show that partner an image. They have 30 seconds to study the image and think about how they will describe it to their partner in as much detail as possible.
- They enter back in the room and find their partner. They either sit back-to-back, but I find using a privacy folder or clipboard works better.
- Partner A has to describe the image in as much detail as possible. They are not allowed to see the drawing.
- Partner B has to draw the image exactly as it is explained.
- After a set amount of time, everyone can go hang their drawing on the board with their names on the back.
- Hang the original drawing with the other drawings.
- Students can vote who has the closest drawing.
BACK TO UNITExecutive Function
NEXT LESSON · COMING SOONThe Three Skills