Lesson Plan
Impulse-Control Game Plan
Students will learn to pause and think before acting by playing a stop-go-think game, navigating an impulse-control obstacle course, and reflecting on their choices using a worksheet and scorecard.
Developing self-management helps students make better decisions, reduces classroom disruptions, and builds lifelong impulse-control skills for personal and academic success.
Audience
4th Grade Class
Time
30 minutes
Approach
Interactive games and guided reflection
Prep
Prepare Materials
10 minutes
- Print enough copies of the Pause and Plan Worksheet and Self-Control Scorecard for each student
- Set up the stations and markers for the Impulse Obstacle Course in the gym or classroom
- Queue the Stop-Go Think Slides on the projector or interactive board
- Review the details in the Impulse-Control Game Plan to familiarize yourself with rules and scenario prompts
Step 1
Introduction & Modeling
5 minutes
- Gather students in a circle and introduce the concept of impulse control: stopping to think before acting
- Show a quick scenario (e.g., grabbing a toy someone else is using) and model the Stop-Go-Think steps on the Stop-Go Think Slides
- Discuss why pausing helps us make better decisions and keep others safe
Step 2
Stop-Go-Think Game
10 minutes
- Students form a large circle around you
- Use the Stop-Go Think Slides: show green (go) for a quick action (e.g., jump), red (stop) to freeze, then yellow (think) to call out a better choice in a given scenario
- Rotate leadership: invite volunteers to display slides and lead the group through each signal
- Provide scenario prompts (e.g., wanting to shout out answer without raising hand) and have students practice thinking of self-managed responses
Step 3
Impulse Obstacle Course
10 minutes
- Split students into small teams and send each team through the Impulse Obstacle Course
- At each station, students must pause, think of the safe or respectful action, then move on (e.g., stepping stones station: think before jumping; balance beam: plan steps before crossing)
- Encourage teammates to observe and remind each other to stop, think, and choose wisely
Step 4
Reflection & Assessment
5 minutes
- Distribute the Pause and Plan Worksheet and have students record one impulsive situation and the better response they practiced
- Use the Self-Control Scorecard for students to self-assess how well they applied stop, think, and act strategies
- Collect reflections and briefly discuss as a class the benefits of impulse control
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Slide Deck
Stop-Go-Think
Pause. Plan. Choose.
A fun way to stop impulsive actions and make smart decisions!
Introduce the Stop-Go-Think strategy: a simple way to pause, plan, and choose the best action when you feel the urge to act quickly.
Stop (Red)
🛑 RED = STOP
• Freeze in place
• Take a deep breath
• Notice how you feel
Explain that 'Stop' means to halt immediately, take a deep breath, and pay attention to your feelings.
Think (Yellow)
⚠️ YELLOW = THINK
• Ask yourself:
– What could happen next?
– What’s the best choice?
• Plan your next move
Guide students to think through options — what’s safe, respectful, or kind?
Go (Green)
✅ GREEN = GO
• Do your chosen action
• Notice how it helps you and others
• Feel proud of your smart choice
Encourage students to act on their plan when they feel ready.
Practice Scenarios
On RED ➔ Freeze
On YELLOW ➔ Shout a better choice
On GREEN ➔ Act it out
- You finish lunch early and spot classmates playing a game. You want in without asking.
- A friend drops papers in the hallway, and you’re in a hurry.
- You really want the toy your classmate is using.
Read each scenario aloud. Use the slides to signal RED (freeze), YELLOW (think of a better choice), and GREEN (act it out).
Your Turn to Lead
Who wants to be the Stop-Go-Think Leader?
• Show RED, YELLOW, GREEN slides
• Read or invent scenarios
• Coach classmates to stop, think, and go!
Invite volunteers to take control of the deck and lead the class through signals and scenarios.
Game
Impulse Obstacle Course
At each station, teams must STOP and THINK before they move on. Students practice self-management by pausing, planning, and choosing the safest, kindest action.
Setup & Materials
- Cones, stepping stones (foam pads), balance beam (flat plank), hula hoops, small balloons, beanbags, stopwatch, station cards.
- Divide class into teams of 3–4.
- Place stations in a line or circle, each with a clear station card.
Rules
- One team goes at a time.
- At Station Start, student reads card aloud and says “Stop! Think! Go!” before acting.
- Teammates cheer, remind each other, and check off the self-management step on their team sheet.
- Once action is complete, team moves to next station.
- Time each team; fastest team that pauses and plans at every station wins bragging rights!
Station Cards (Examples)
- Stepping Stones
– Prompt: “You want to hop quickly across the stones and you might slip.”
• Stop: Freeze on first stone.
• Think: Which foot goes next to keep balance?
• Go: Step safely to the next stone. - Balance Beam
– Prompt: “You could rush and fall.”
• Stop: Stand at beam start.
• Think: What will help keep you steady? (arms out, slow steps)
• Go: Walk across carefully. - Hula Hoop Toss
– Prompt: “You want to throw as far as possible and might hit someone.”
• Stop: Hold your arm back.
• Think: Where’s a clear landing spot?
• Go: Toss gently to that spot. - Cone Zigzag
– Prompt: “You see a straight path and feel like plowing through cones.”
• Stop: Pause at first cone.
• Think: What route avoids them?
• Go: Weave carefully around each cone. - Balloon Pop Challenge
– Prompt: “You’re excited and want to jump on the balloon immediately.”
• Stop: Hold balloon steady.
• Think: What’s the safest way to pop it?
• Go: Sit on it or squeeze gently if allowed.
Reflection
After all teams finish, gather students and ask:
- How did stopping help you do each task better?
- Which station was hardest to pause at?
- How can you use this Stop-Think-Go skill in class or at home?
Celebrate teams that took time to plan before acting and award the “Impulse Masters” sticker on their Self-Control Scorecard!
Worksheet
Pause and Plan Worksheet
Name: _______________________ Date: _______________
- Describe a time you acted on impulse in class. What happened?
- How were you feeling or what were you thinking before you acted?
- Which Stop-Go-Think step did you skip? (Circle one): Stop Think Go
- What is a better response you could choose next time? Write what you would do instead.
- How will this new response help you and others?
- Self-Assessment: On your Self-Control Scorecard, circle or color the face that shows how well you paused, thought, and acted today:😃 🙂 😐 😟 😠
Rubric
Self-Control Scorecard
Circle the face that best describes how you used Stop-Think-Go today. Then refer to the table to see what each face means for each step.
| Step | 😃 Excellent (5) | 🙂 Good (4) | 😐 Fair (3) | 😟 Needs Improvement (2) | 😠 Poor (1) |
|---|---|---|---|---|---|
| Stop – Pausing | Paused and took a breath every time. | Paused most times before acting. | Paused sometimes but rushed. | Rarely paused; often jumped right in. | Didn’t pause before acting. |
| Think – Planning | Thought through safe & kind choices. | Thought first most times. | Thought sometimes but not fully. | Rarely thought before acting. | Didn’t think before acting. |
| Go – Acting | Acted in the safest, kindest way. | Acted well most times. | Acted okay sometimes. | Made some poor or unsafe choices. | Made unsafe or unkind choices. |
Overall Self-Control (Circle One): 😃 🙂 😐 😟 😠
Teacher Comments: __________________________________________
Date: __________________