Cora's Life Skills Adventure: 22 Quests for Growing Up!

Section 1: Financial Literacy and Scam Awareness (5 Blocks)

Block 1: Needs vs. Wants & The Magic of Budgeting (108 mins)

Learning Goal: Understand the difference between needs and wants; create a simple budget.

Activities:

• Warm-up (10 mins): Riddle Time! "I have cities, but no houses. I have mountains, but no trees. I have water, but no fish. What am I?" (A map - leading to planning finances). Then, discuss: What's something you REALLY need every day? What's something you just really LIKE to have?
• Needs vs. Wants Safari (30 mins): Using magazines or printed pictures, Cora goes on a 'safari' to find items. She sorts them into two piles: 'Survival Needs' (food, water, shelter, basic clothes) and 'Fun Wants' (toys, fancy gadgets, extra treats). Discuss why some items are tricky (e.g., a phone – need for communication vs. want for the latest model). Create a large T-chart on paper.
• Budget Brainstorm (20 mins): What is a budget? Explain it as a 'spending plan' or 'money map'. Discuss why it's helpful. Use an analogy: A budget is like a recipe for your money – you need the right ingredients (income) for the right amounts (expenses and savings) to make something good (achieving goals!).
• My Awesome Allowance Budget (35 mins): Scenario: Cora gets a $15 weekly 'pretend' allowance. She wants to save for a new book ($12, will take a few weeks), buy a small craft kit this week ($5), and donate $1 to an animal shelter. Guide her to create a simple budget on paper: Income: $15. Expenses: Craft Kit $5, Donation $1. Savings: $9 (towards book). Use play money to make it tangible.
• Wrap-up (13 mins): What felt easy or tricky about making the budget? How can a budget help you get what Syou need AND want (eventually)?

Block 2: Saving Superpowers & Setting Spending Goals (108 mins)

Learning Goal: Understand the importance of saving; set short-term and long-term financial goals.

Activities:

• Warm-up (10 mins): Story: Read a short story or fable about saving (e.g., The Ant and the Grasshopper, adapted). Discuss the message.
• The Three Jars System (30 mins): Introduce the 'Save, Spend, Share' jar system. Decorate three jars. Discuss what kinds of things Cora might save for (a bigger toy, a day out), spend on (small immediate treats), and share (donations, gifts). How would she divide her allowance among these?
• Goal Setting Galaxy (30 mins): Brainstorm things Cora might want to buy or achieve in the next month (short-term) and in the next six months to a year (long-term). For one short-term and one long-term goal, write down: What is the goal? Why do I want it? How much does it cost (estimate)? How can I save for it? Create a 'Goal Galaxy' poster with these written on star cutouts.
• Delayed Gratification Game (25 mins): The Marshmallow Test (simplified and fun version): Offer Cora a small treat now (e.g., one sticker) or a slightly better treat if she waits 5-10 minutes while doing a simple, distracting task (e.g., drawing a picture). Discuss how waiting (saving) can lead to bigger rewards.
• Wrap-up (13 mins): How does setting a goal make saving easier? What's one small step Cora can take this week towards one of her savings goals?

Block 3: Spotting Scams & Sneaky Sales! (108 mins)

Learning Goal: Identify common scams and coercive sales tactics targeting young people.

Activities:

• Warm-up (10 mins): "Too Good to Be True?" Discuss scenarios: "You won a free video game! Just click here and enter your parents' credit card for shipping!" Why might this be suspicious?
• Scam Detectives (35 mins): Look at examples of 'fake' ads (can be created or found – e.g., promising impossible results from a toy, online pop-ups). Discuss red flags: pressure to act FAST, asking for personal information, offers that seem unbelievable, unprofessional look. Create a 'Scam Alert Checklist'.
• Coercive Sales Tactics Role-Play (30 mins): Scenario 1: A salesperson tries to pressure Cora into buying a more expensive toy than she planned. Scenario 2: An online ad creates a false sense of urgency ('Only 2 left! Buy NOW!'). Practice saying "No, thank you," "I need to think about it," or "I need to ask my parents." Discuss how it feels to be pressured.
• Online Safety Smarts (20 mins): Brief discussion on not sharing personal information online, not clicking on suspicious links, and always telling a trusted adult if something feels weird or scammy online.
• Wrap-up (13 mins): What's the most important thing to remember if something feels like a scam? (Trust your gut, tell an adult).

Block 4: Banks, Interest, and Your Money Growing! (108 mins)

Learning Goal: Basic understanding of what banks do and how interest works (both earning and paying).

Activities:

• Warm-up (10 mins): Where do grown-ups keep their money safe if not in a piggy bank at home? Introduce the idea of banks.
• What's a Bank? (25 mins): Simple explanation: Banks keep money safe, help people pay for things (debit cards, checks - briefly mention), and lend money. Maybe a virtual tour of a bank website (kid-friendly section if available) or draw a map of what services a bank offers.
• The Magic of Interest (Earn It!) (30 mins): Activity: 'Growing Money'. Start with 10 play money dollars in a 'bank' (a box). Explain that the bank pays a little extra (interest) for keeping money there. After a 'year' (a few minutes), add 1 play dollar as interest. Discuss how savings can grow over time. Keep it very simple: interest is like a 'thank you' or 'rent' for using your money.
• Borrowing and Interest (Pay It) (25 mins): Scenario: Cora wants to buy a $20 toy but only has $15. She 'borrows' $5 from the 'Family Bank'. Explain that when you borrow, you usually pay back a little extra (interest). If she borrows $5, she might have to pay back $6. Discuss why banks charge interest on loans (it's how they make money and covers risk).
• Wrap-up (18 mins): What are two things a bank helps people do? Is interest better when you are saving or when you are borrowing? Why?

Block 5: Advocating for Yourself (Money Matters) (108 mins)

Learning Goal: Build confidence in asking questions and speaking up in money-related situations.

Activities:

• Warm-up (10 mins): Discuss a time Cora had a question about something she bought or wanted to buy. Was it easy or hard to ask?
• Polite Power Phrases (25 mins): Brainstorm phrases to use: "Excuse me, can you help me understand this price?" "I think there might be a mistake on my receipt." "Could you explain what this charge is for?" "This isn't what I expected, can I return it?" Practice saying them clearly and politely.
• Role-Play Scenarios (40 mins): Act out different situations:
  • Returning a toy that broke after one day (with a pretend receipt).
  • Questioning a 'bill' at a pretend restaurant that seems too high.
  • Asking for change if given the wrong amount.
  • Asking a 'cashier' to double-check the price of an item.
  Focus on clear communication and staying calm.
• My Money Rights (20 mins): Discuss basic consumer rights (simplified): the right to safety, to be informed, to choose, to be heard. How do these apply when spending money?
• Wrap-up (13 mins): Why is it important to be able to speak up for yourself about money? What's one new phrase Cora feels comfortable using?

Section 2: Social Skills and Relationships (4 Blocks)

Block 6: The Friendship Formula & Awesome Communication (108 mins)

Learning Goal: Identify qualities of a healthy friendship; practice positive communication skills.

Activities:

• Warm-up (10 mins): What makes someone a good friend? Brainstorm a list of qualities (e.g., kind, listens, shares, trustworthy, fun).
• Friendship Recipe (30 mins): Create a 'Recipe for a Good Friend' on a large piece of paper. Ingredients might be '2 cups of kindness,' '1 spoonful of listening,' 'a pinch of silliness,' etc. Cora can draw or write the ingredients.
• "I" Statements Superpower (30 mins): Explain how "I statements" (I feel... when you... because... I would like...) can help express feelings without blaming. Practice turning 'You' statements (e.g., "You always take my toys!") into "I statements" ("I feel frustrated when you take my toy without asking because I was playing with it. I would like you to ask first."). Role-play short scenarios.
• Compliment Circle (25 mins): Practice giving and receiving compliments. If it's just Cora and the teacher, they can compliment each other, or Cora can think of compliments for family members/friends and write them down to share later. Discuss how genuine compliments make others feel.
• Wrap-up (13 mins): What's one quality of a good friend Cora values most? How can using an "I statement" help in a disagreement?

Block 7: Teamwork Makes the Dream Work (and Compromise Café!) (108 mins)

Learning Goal: Understand the benefits of teamwork; practice compromising to solve problems.

Activities:

• Warm-up (10 mins): Discuss a time Cora worked with someone to do something. What went well? What was tricky?
• Team Tower Challenge (30 mins): Using limited materials (e.g., straws and tape, or building blocks), work together (Cora and teacher, or Cora can direct the teacher as a 'helper') to build the tallest possible tower in a set time. Discuss the importance of sharing ideas and helping each other.
• What is Compromise? (20 mins): Explain compromise as a way for everyone to get a little of what they want when there's a disagreement. It's about finding a 'middle ground'.
• Compromise Café Role-Play (35 mins): Set up a 'Compromise Café'. Scenarios:
  • Cora and a friend both want to play different games. How can they compromise? (e.g., play one for a bit, then the other; find a game they both like).
  • Two people want the last cookie. How can they compromise? (e.g., share it).
  Act out finding solutions.
• Wrap-up (13 mins): Why is teamwork sometimes better than working alone? When is compromise a good idea?

Block 8: Active Listening Ears & Understanding Others (108 mins)

Learning Goal: Practice active listening skills; develop empathy by trying to understand others' perspectives.

Activities:

• Warm-up (10 mins): Play a quick game of 'Simon Says' to emphasize the importance of listening carefully.
• Active Listening Skills (25 mins): Discuss what active listening looks like: eye contact (if comfortable), nodding, not interrupting, asking questions. Practice: Teacher tells a short, simple story (2-3 sentences). Cora tries to repeat it back in her own words. Teacher then does the same for Cora.
• Empathy Shoes (30 mins): Read a short story or present a scenario where a character feels a strong emotion (sadness, anger, excitement). Discuss: How do you think that character is feeling? Why might they feel that way? What could you say or do to show you understand? If Cora has an old pair of shoes, she can symbolically 'step into them' when considering another's perspective.
• Feelings Charades (30 mins): Write different emotions on slips of paper (happy, sad, angry, surprised, scared, confused). Take turns acting out the emotion while the other person guesses. After guessing correctly, discuss a time they might have felt that way.
• Wrap-up (13 mins): How does it feel when someone really listens to you? Why is it important to try and understand how others are feeling?

Block 9: Our Home Team: Roles, Routines & Responsibilities (108 mins)

Learning Goal: Understand that families work as a team with different roles and responsibilities; appreciate the importance of routines.

Activities:

• Warm-up (10 mins): Discuss different 'teams' Cora knows (sports teams, school groups). What makes them work well? Introduce the idea of family as a team.
• Who Does What at Home? (30 mins): Create a chart or mind map of different jobs and responsibilities in Cora's home (e.g., cooking, cleaning, pet care, earning money, schoolwork). Discuss who currently does them. Are they shared fairly? What are Cora's current responsibilities? Are there any new ones she could take on that are age-appropriate?
• The Power of Routine (30 mins): Discuss daily/weekly routines (e.g., morning routine, bedtime routine, homework time, weekend chores). Why are routines helpful? (They help us know what to expect, save time, reduce stress). Cora can design her ideal (but realistic) morning or after-school routine on paper, making it colorful and fun.
• "If I Were in Charge for a Day..." (25 mins): Creative writing/drawing activity. If Cora were in charge of all household responsibilities for one day, what would it be like? What would be the hardest parts? The most fun parts? What would she learn?
• Wrap-up (13 mins): How does helping out at home make the 'home team' stronger? What's one part of her routine Cora likes, and one part she finds challenging?

Section 3: Home and Daily Living (5 Blocks)

Block 10: Clean Machine & Laundry Legend (108 mins)

Learning Goal: Learn basic cleaning tasks and principles; understand laundry sorting and folding.

Activities:

• Warm-up (10 mins): Why is it important to keep our spaces clean? (Health, comfort, finding things).
• DIY Green Cleaners (25 mins): Make a simple, safe, all-purpose cleaner (e.g., vinegar and water in a spray bottle, or baking soda paste for scrubbing). Discuss why using natural cleaners can be good for health and the environment. Test it on a safe surface.
• Cleaning Challenge (30 mins): Pick a small, manageable cleaning task (e.g., wiping down a table, cleaning a sink with supervision and the DIY cleaner, dusting a shelf). Go through the steps. Make it a game: 'Beat the Clock' (safely!).
• Laundry Detective (25 mins): Sort a small pile of clean laundry into lights, darks, and delicates (explain why). Practice folding different items (t-shirts, pants, socks – sock-matching race!).
• Wrap-up (18 mins): What's one cleaning task Cora feels more confident about now? Why is sorting laundry important?

Block 11: Basic Fix-It Fun & Home Helper (108 mins)

Learning Goal: Learn to perform very simple home repairs with supervision; understand basic tool safety.

Activities:

• Warm-up (10 mins): Discuss things around the house that sometimes break or need fixing (e.g., loose button, wobbly toy, dripping tap - some are for grown-ups!).
• Button Up! (30 mins): Learn how to sew a button onto a scrap piece of fabric (with a large-eye needle and direct supervision). Practice threading the needle and making simple stitches.
• Tool Time Intro (30 mins): Introduce a few VERY basic tools (e.g., Phillips head screwdriver, flat head screwdriver). Discuss safety rules: always ask a grown-up, use the right tool for the job, keep fingers away from sharp parts. Practice (with supervision) tightening a loose screw on a toy or a pre-prepared board with screws.
• Creative Repair Challenge (25 mins): Give Cora a 'broken' item (e.g., a book with a torn page, a cardboard box toy that's come apart). Challenge her to think how she could repair it using available craft supplies (tape, glue, string).
• Wrap-up (13 mins): What's one new repair skill Cora learned? What's the most important tool safety rule?

Block 12: Meal Planning Marvels & Shopping Smart (108 mins)

Learning Goal: Plan a simple meal or a day's worth of meals; create a shopping list based on a plan and budget.

Activities:

• Warm-up (10 mins): "If you could eat anything for dinner tonight, what would it be?" Discuss what goes into making that meal happen (ingredients, planning).
• My Perfect Day of Meals (30 mins): Cora plans a balanced breakfast, lunch, and dinner for one day. Encourage her to include different food groups (fruits, vegetables, grains, protein). She can draw the meals or write them down.
• Recipe Detective (25 mins): Choose one simple recipe for a dish Cora likes (e.g., fruit salad, tacos, pancakes). Read through the recipe together and identify all the ingredients needed.
• Shopping List Superstar (30 mins): Based on the recipe (or her 'perfect day of meals' plan), create a shopping list. Discuss organizing the list by store sections (produce, dairy, etc.). Optional: Give her a pretend budget and have her estimate costs or 'shop' from grocery flyers/online store pages to see if her plan fits the budget.
• Wrap-up (13 mins): How does planning meals help? What's one thing to remember when making a shopping list?

Block 13: Kitchen Cadet: Basic Cooking & Food Safety First (108 mins)

Learning Goal: Practice basic cooking skills with a simple recipe; learn fundamental food safety rules.

Activities:

• Warm-up (10 mins): Name 3 things you should always do before you start cooking. (Wash hands, read recipe, gather ingredients).
• Food Safety Superheroes (25 mins): Discuss key food safety rules:
  • Wash hands thoroughly and often.
  • Keep raw meats separate from other foods (cross-contamination).
  • Cook foods to the right temperature (simple explanation).
  • Chill leftovers promptly.
  Create a Food Safety Superheroes poster with these rules.
• Let's Cook! (50 mins): Choose a very simple, no-bake or minimal-cook recipe (e.g., fruit salad, sandwiches, yogurt parfaits, or with help, scrambled eggs or pancakes). Cora takes the lead in measuring, mixing, assembling, under close supervision. Emphasize following recipe steps and safety.
• Clean-Up Crew (10 mins): Part of cooking is cleaning up! Work together to wash dishes, wipe counters.
• Wrap-up (13 mins): What was Cora's favorite part of cooking? What's one food safety rule she'll always remember? Enjoy the food made!

Block 14: Food Storage Savvy & Tipping/Dining Like a Pro (108 mins)

Learning Goal: Learn basic food storage and preservation tips; understand appropriate tipping and dining etiquette.

Activities:

• Warm-up (10 mins): Why can't we leave food out on the counter for days? (Spoilage, germs).
• Food Storage Detective (25 mins): Discuss where different foods are stored (refrigerator, freezer, pantry) and why. Introduce FIFO (First In, First Out) concept for using older foods first. Practice labeling a container with item name and date. Simple preservation: e.g., freezing some berries, or making quick fridge pickles (cucumber slices in vinegar/sugar/water).
• Table Manners Mission (30 mins): Discuss basic dining etiquette (e.g., napkin in lap, chew with mouth closed, say please/thank you, don't reach across people). Set up a pretend table setting and practice. Make it fun, not overly strict.
• Tipping Tutorial (25 mins): Explain what tipping is (a way to thank servers for good service) and when it's customary (restaurants with table service). Practice calculating a simple tip (e.g., 15-20% - can use a calculator or do simple math like 10% + half of 10%). Role-play being at a restaurant and figuring out the tip on a pretend bill.
• Wrap-up (18 mins): What's one new thing Cora learned about storing food? Why is good dining etiquette useful?

Section 4: Purpose, Identity, and Resilience (4 Blocks)

Block 15: Curiosity Quest: Follow Your Spark! (108 mins)

Learning Goal: Encourage exploration of interests without fear of failure; develop a 'wonder wall'.

Activities:

• Warm-up (10 mins): What's something Cora has always wondered about? (e.g., How do airplanes fly? Why is the sky blue?).
• My Wonder Wall (30 mins): Start a 'Wonder Wall' or 'Curiosity Corner' on a piece of poster board or a section of a whiteboard. Cora can write down questions, things she's curious about, or topics she'd like to learn more about. This can be an ongoing project.
• Mini-Research Adventure (40 mins): Pick one question from the Wonder Wall. Spend time together looking for the answer using age-appropriate books or supervised internet research. Focus on the joy of discovery, not just getting the 'right' answer.
• Failure is Feedback (15 mins): Discuss how trying something new means you might not get it right the first time, and that's okay! Share a simple story (personal or fictional) about someone who 'failed' but learned something important. Emphasize that mistakes are learning opportunities.
• Wrap-up (13 mins): What's one new thing Cora added to her Wonder Wall today? How can 'not knowing' be exciting?

Block 16: What Lights You Up? Exploring Passions (108 mins)

Learning Goal: Help Cora identify personal interests and talents; encourage exploration of these passions.

Activities:

• Warm-up (10 mins): What activities make Cora feel really happy, excited, or absorbed (lose track of time)?
• All About Me Island (35 mins): Cora draws an island representing herself. Different parts of the island can represent her favorite activities, talents, things she's good at, or things she enjoys learning (e.g., Drawing Beach, Book Mountain, Animal Forest, Music River).
• Passion Project Brainstorm (30 mins): Based on her 'All About Me Island,' brainstorm small ways Cora could explore one or two of these passions further. Examples: If she likes drawing, try a new art style from a tutorial. If she likes animals, research a specific animal and create a presentation. If she likes building, set a building challenge.
• Show Your Spark! (20 mins): Option 1: Cora can give a mini 'Show and Tell' about one of her passions. Option 2: Start a small, simple activity related to one passion (e.g., begin a drawing, write the first paragraph of a story, plan the first step of a building project).
• Wrap-up (13 mins): What's one passion Cora would like to spend more time on this week? How does it feel to do something you love?

Block 17: Helping Hands, Healthy Boundaries (108 mins)

Learning Goal: Explore ways to help others; understand the importance of setting personal boundaries.

Activities:

• Warm-up (10 mins): Discuss a time someone helped Cora. How did it make her feel? A time Cora helped someone else?
• Ways to Be a Helper (30 mins): Brainstorm different ways to help others: at home (helping with chores without being asked), with friends (listening, sharing), in the community (volunteering ideas - simplified for her age, like making cards for a nursing home, participating in a clean-up). Focus on small, achievable acts of kindness.
• What Are Boundaries? (25 mins): Explain personal boundaries as invisible lines that keep us feeling safe and comfortable (like a pretend 'bubble' of personal space, or rules about how we want to be treated). Discuss how it's okay to say 'no' if something makes you uncomfortable, or if you don't have time/energy to help.
• Practicing Polite "No's" (30 mins): Role-play scenarios where Cora needs to set a boundary or say no politely. Examples:
  • A friend wants to borrow a favorite toy Cora isn't ready to share. ("I'm not ready to share that right now, but we can play with this other toy.")
  • Someone asks her to do something she doesn't feel comfortable doing. ("No, thank you, I don't want to do that.")
  • She's busy and can't help someone right away. ("I can't right now, but maybe later?")
• Wrap-up (13 mins): How can helping others make you feel good? Why is it important to have boundaries?

Block 18: Values Compass & Bouncing Back Big! (Resilience Tools) (108 mins)

Learning Goal: Identify personal values; learn coping strategies and develop a resilient mindset.

Activities:

• Warm-up (10 mins): What does it mean for something to be 'important' to you? (e.g., honesty, kindness, family). Introduce these as values.
• My Values Compass (30 mins): Discuss a list of values (kindness, honesty, fairness, courage, creativity, learning, family, friendship). Cora picks 3-5 that feel most important to her right now. She can write them on a paper compass to remind her of what guides her. Discuss how values help us make decisions, especially when things are tough.
• Resilience Toolkit - Coping Strategies (35 mins): When you feel overwhelmed, sad, or angry, what can help? Brainstorm and list 'Coping Tools':
  • Deep breathing exercises (e.g., box breathing, dragon breath)
  • Talking to a trusted adult (parent, teacher)
  • Moving your body (dance, run, stretch, take a walk)
  • Mindfulness moment (focus on one sense, like listening to sounds around you)
  • Journaling or drawing feelings
  • Positive self-talk ("I can handle this," "It's okay to feel this way")
  • Taking a short break from the situation
  • Hugging a comfort item (stuffed animal, blanket)
  Cora can pick 2-3 to practice or make a visual reminder for her 'toolkit'.
• Bounce-Back Mindset (20 mins): Discuss how to 'bounce back' from mistakes or disappointments. This means having a growth mindset. Examples:
  • "Mistakes are learning opportunities, not failures."
  • "I can try a different way."
  • "This is hard, but I am strong and can keep going."
  • "It's okay if I don't get it perfect the first time."
  • "I can ask for help if I need it."
  Share a story of someone who showed resilience.
• Wrap-up (13 mins): How can knowing your values help when you're overwhelmed? What's one coping tool or bounce-back phrase Cora can use this week?

Section 5: Planning, Time, and Task Management (4 Blocks)

Block 19: Routine Rockstar: Crafting Your Day (108 mins)

Learning Goal: Understand the benefits of routines; create or adjust a simple daily/weekly schedule.

Activities:

• Warm-up (10 mins): "What's the first thing you do when you wake up? What's the last thing before bed?" Discuss these mini-routines.
• Why Routines Rock (25 mins): Discuss benefits: help us feel organized, make sure important things get done, reduce stress because we know what to expect, can make more time for fun stuff!
• My Ideal Day/Week Schedule (40 mins): On a large paper or using a template, Cora designs a visual schedule for a typical weekday or weekend. Include blocks for schoolwork, meals, chores, free time/play, hobbies, bedtime. Encourage her to make it colorful and add drawings. This is about her *ideal* but realistic flow.
• Flexible Fun (20 mins): Discuss that routines are helpful, but sometimes things change (unexpected visitor, feeling unwell). It's important to be flexible! How can she adjust her routine if something unexpected happens?
• Wrap-up (13 mins): What's one part of Cora's new schedule she's excited about? How can having a routine help her have *more* fun?

Block 20: Priority Power & Making Good (Not Always Easy) Choices (108 mins)

Learning Goal: Learn to prioritize tasks; practice making thoughtful decisions.

Activities:

• Warm-up (10 mins): If Cora has 3 fun things she wants to do but only time for one, how does she pick?
• Urgent vs. Important (Simplified Eisenhower Matrix) (30 mins): Introduce two categories: 'Do Now!' (urgent and important, like homework due today) and 'Plan For It' (important but not urgent, like working on a big project). Give Cora a list of tasks (e.g., finish math homework, play video games, clean room, read a book, help with dinner). Have her sort them into these two categories (or just 'Most Important' vs 'Can Wait').
• Pros & Cons Power-Up (30 mins): Practice making a decision using a pros and cons list. Scenario: Cora is invited to a friend's house, but she also has a commitment to practice piano. List the pros (good things) and cons (not-so-good things) of each choice to help her decide. Emphasize that good decisions aren't always the easiest ones.
• Real-Life Decisions (25 mins): Discuss small, everyday decisions Cora makes (what to wear, what to eat for a snack, what game to play). How do her choices affect her day or others? Connect this to the idea that making good choices is a skill that grows with practice.
• Wrap-up (13 mins): How can deciding what's 'most important' help manage time? What's one thing Cora learned about making choices today?

Block 21: Big Goals, Small Steps: Project Power-Up! (108 mins)

Learning Goal: Learn to break down large tasks or projects into smaller, manageable steps.

Activities:

• Warm-up (10 mins): Think of something big Cora has achieved (learned to ride a bike, finished a big art project). Did it happen all at once, or in smaller stages?
• Mountain to Molehills (30 mins): Explain that big tasks can feel like climbing a huge mountain. It's easier if you break it into smaller hills (steps). Choose a hypothetical 'big project' relevant to Cora (e.g., planning a pretend birthday party for a toy, building a detailed LEGO creation, writing a short story, learning a new song on an instrument).
• Step-by-Step Plan (40 mins): For the chosen project, brainstorm all the small steps needed to complete it, from start to finish. Write each step on a separate sticky note or index card. Then, arrange the steps in logical order. This creates a visual project plan.
• First Step Focus (15 mins): Once the steps are mapped out, identify the very first, easiest step. Discuss how just starting that one small step can make the whole project feel less daunting.
• Wrap-up (13 mins): How does breaking a big task into small steps make it feel easier? What's the first step of a project Cora might want to try this with?

Block 22: Goal Setting Galaxy & Review Your Skills! (108 mins)

Learning Goal: Practice setting a simple SMART goal; review and celebrate the life skills learned.

Activities:

• Warm-up (10 mins): Quick review: What were the main topics covered in our Life Skills Adventure? (Financial, Social, Home, Purpose/Resilience, Planning).
• SMART Goals (Simplified) (30 mins): Introduce a simple way to set goals:
  • Specific: What exactly do you want to do?
  • Measurable: How will you know you did it? (e.g., save $5, read 1 book)
  • Achievable: Is it something you can actually do?
  • Relevant: Is it important to you?
  • Time-bound: By when? (e.g., by next week, by end of month)
  Cora chooses one small, personal goal (academic, hobby, or life skill related) and tries to make it SMART.
• Life Skills Showcase (40 mins): Cora can choose one or two skills she's learned that she's proud of or enjoyed the most. She can demonstrate it, talk about it, or show something she created related to it (e.g., her budget sheet, a drawing of her 'All About Me Island', her practiced 'I statement').
• Celebration & Future Adventures (15 mins): Acknowledge all the hard work and learning! Discuss how these skills will be useful. Maybe create a 'Life Skills Champion' certificate for Cora. What life skill is she excited to keep practicing or learn more about next?
• Wrap-up (13 mins): What is Cora most proud of learning in this whole Life Skills Adventure? What's one goal she has for using these skills in the future?

Concluding Thoughts & Celebration:

Fantastic journey, Cora! You've equipped yourself with so many amazing tools for navigating the world. Remember that learning these skills is an ongoing adventure. Keep practicing, stay curious, and know that you are capable of amazing things. Hooray for being a Life Skills Champion!