while the morning people are wide-eyed. If your class is scheduled late in the day,
then you might find the night people coming to life while the morning people are
fading.
4. Allow them to discuss the advantages and disadvantages of being a morning versus a
night person when it comes to school.
5. Tell them they are going to take a brief survey to find out what their natural tendency
is when it comes to being a morning or night person. Distribute the “Where Do You
Clock In?” Handout.
6. After students have completed the quiz, allow them to score and interpret them using
the “Different Strokes for Different Folks” handout.
1. Have a Think-Pair-Share discussion and report out, answering the following
questions:
v The greatest thing about being a(n) ____________________ (owl, lark,
afternoon or evening person) is …
v The worst thing about being a(n) ____________________ (owl, lark,
afternoon or evening person) is …
v I plan to ___________________________________________________ to
make the most of my peak energy time.
MODULE 3:
ASSESSMENT:
I Can Be Different
7. Poll the class to see how many morning and night people there are. Are there any
afternoon and evening people as well? Ask the students what they think about their
results and strategy suggestions. Can they think of other ways to make the most of
their peak times?
If time permits:
2. Create a brochure to assist students who are larks or owls. Include the following
information:
v A definition of a “Lark”
v A definition of an “Owl”
v A few traits that would help a person decide into which category he/she
belongs
v Challenges Larks/Owls would have at school
v Strategies for being successful in school for larks/owls
FAMILY INVOLVEMENT:
Have the students share their brochures with their family members. Discuss who in their
family are larks and owls and the benefits/challenges they face as a result of being so.
Students are to record the details of the discussion in a journal entry.
PROTEAM DREAMQUEST CURRICULUM
3-19