Lesson Plan
Control Lab Overview
Students will measure and analyze their reaction times through hands-on trials to practice impulse control by collecting data, calculating averages, and reflecting on self-management strategies.
This lesson strengthens self-management by linking improvements in reaction time to impulse control, fostering focus, patience, and data-driven reflection—key skills for academic and personal success.
Audience
6th Grade Class
Time
60 minutes
Approach
Hands-on experiments with data analysis
Prep
Review Materials
10 minutes
- Familiarize yourself with the lesson flow in Control Lab Overview
- Review instructions and visuals in Experiment Steps Slide Deck
- Preview procedures in Reaction Time Tests Activity
- Check data collection tables in Lab Report Guide Project
- Study analysis model in Data Analysis Example Answer Key
Step 1
Introduction
5 minutes
- Explain impulse control and its link to reaction time
- Share lesson objectives: measure, analyze, reflect
- Display key steps from Experiment Steps Slide Deck
Step 2
Setup Experiment
10 minutes
- Distribute Reaction Time Tests Activity to student pairs
- Demonstrate proper use of rulers or reaction timers
- Emphasize safe, focused, patient behavior during trials
Step 3
Conduct Experiments
20 minutes
- Students perform 3–5 reaction time trials each
- Partner A drops ruler or triggers timer, Partner B responds
- Record each response time on data sheet
Step 4
Record Data
5 minutes
- Ensure all trial times are entered into the Lab Report Guide Project
- Check for completeness and legibility
Step 5
Analyze Data
10 minutes
- Model data analysis using Data Analysis Example Answer Key
- Students calculate average reaction time and note fastest/slowest trials
- Identify patterns or inconsistencies
Step 6
Reflection & Discussion
10 minutes
- Facilitate group discussion on how practice affected reaction times
- Connect improvements to impulse control and self-management
- Have students share strategies to maintain focus and delay impulses
use Lenny to create lessons.
No credit card needed
Slide Deck
Impulse Control Lab: Experiment Steps
In this lab, you’ll work in pairs to measure reaction times, record data, and reflect on impulse control strategies.
Welcome everyone! Today we’ll walk through the experiment steps for our Impulse Control Lab. Emphasize that measuring reaction time helps us practice self‐management and impulse control.
Materials Needed
• Reaction Time Tests Activity sheet
• Ruler or digital reaction timer
• Pencil or pen
• Lab Report Guide (data sheet)
• Partner
Ask students to gather materials now. Point out the Reaction Time Tests Activity sheet and rulers or timers at their desks.
Step 1: Pair Up & Assign Roles
- Form pairs with a classmate.
- Decide who will be the Dropper (Partner A) and the Catcher (Partner B).
- You’ll swap roles after 3 trials.
Explain that each pair will choose roles: “Dropper” and “Catcher.” Roles will swap halfway through trials so everyone practices both.
Step 2: Focus & Prepare
• Take three deep breaths to center yourself.
• Keep your eyes on the ruler or timer.
• Remind yourself: “Patience leads to accurate results.”
Highlight SEL connection: impulse control means waiting calmly for the ruler to drop rather than anticipating too early. Demonstrate one deep inhale/exhale together.
Step 3: Conduct Trials
- Partner A holds ruler vertically at the zero mark.
- Partner B places thumb and forefinger around the ruler at the 30 cm mark.
- Partner A drops without warning; Partner B catches as quickly as possible.
- Record the caught measurement as your reaction time.
- Repeat 3–5 times, then switch roles.
Model one trial on the document camera. Emphasize steady hands and clear “Go” signal. Then let pairs begin.
Step 4: Record Your Data
• Enter each trial’s measurement into your Lab Report Guide.
• Check that times are clear and in the correct units (cm or ms).
• Verify you have at least 3 entries per role.
Circulate as students record. Remind them: neat, legible entries make analysis easier and show self-management.
Remember: Impulse Control Matters
• How did waiting patiently affect your results?
• What strategy helped you focus?
• Jot down one tip you’ll use next time.
Encourage students to pause for a moment of reflection: how did controlling their urge to react too soon help their accuracy?
Next Steps: Data Analysis
Up next, we will:
- Calculate average reaction times
- Identify fastest and slowest trials
- Discuss how these numbers relate to impulse control
Preview the next activity: calculating averages and looking for patterns. Remind them this builds data‐driven reflection.
Activity
Reaction Time Tests
Instructions for Students
- Form a pair with a classmate.
- Decide who will be the Dropper (Partner A) and who will be the Catcher (Partner B).
- Partner A holds the ruler so the zero‐mark is at the top between Partner B’s thumb and forefinger at the 30 cm mark.
- Partner B focuses on the ruler, takes three deep breaths, and reminds themselves: “Patience leads to accurate results.”
- Partner A drops the ruler without warning. Partner B catches it as quickly as possible.
- Record the caught measurement (in cm) in the table below.
- Repeat 5 times, then swap roles and complete 5 more trials.
- After finishing, use your data in the Lab Report Guide Project to calculate averages and analyze patterns.
Data Recording Table
| Trial No. | Role (Dropper/Catcher) | Distance Caught (cm) | Impulse Control Notes (e.g., strategy used) |
|---|---|---|---|
| 1 | |||
| 2 | |||
| 3 | |||
| 4 | |||
| 5 | |||
| 6 | |||
| 7 | |||
| 8 | |||
| 9 | |||
| 10 |
Reflection Prompts
- How did focusing on impulse control (waiting patiently) affect your catching accuracy?
- Which role (Dropper or Catcher) felt more challenging for impulse control, and why?
- What strategy or self-management tip helped you maintain focus during the trials?
- When you anticipated too early, what happened to your results? How will you adjust next time?
- Any other observations about how controlling your impulses relates to accurate measurements?
Project Guide
Lab Report Guide
Use this guide to organize your data, perform calculations, and reflect on how impulse control influenced your results. Refer back to your Reaction Time Tests Activity and check your work against the Data Analysis Example Answer Key.
1. Data Entry
Record all your trial measurements from the Reaction Time Tests below.
| Trial No. | Role (Dropper/Catcher) | Distance Caught (cm) |
|---|---|---|
| 1 | ||
| 2 | ||
| 3 | ||
| 4 | ||
| 5 | ||
| 6 | ||
| 7 | ||
| 8 | ||
| 9 | ||
| 10 |
2. Calculations
a. Average Reaction Distance
- Add up all your Distance Caught values.
- Divide by the number of trials (10).
Average Distance = (Sum of Distances) ÷ 10
Answer: __________________ cm
b. Fastest and Slowest Trials
- Fastest reaction = smallest distance caught.
- Slowest reaction = largest distance caught.
Fastest Trial No.: _____ Distance: _____ cm
Slowest Trial No.: _____ Distance: _____ cm
3. Data Analysis Questions
- Did your average distance improve between the first 5 trials and the last 5 trials? Explain with numbers.
- Which role (Dropper or Catcher) did you find more challenging for impulse control? Why?
- Identify any patterns or inconsistencies in your data. What might have caused them?
4. Reflection on Impulse Control
Answer the following to connect your data to self-management skills:
- How did focusing on impulse control (waiting calmly) affect your reaction accuracy?
- What strategy did you use to stay patient and focused during the trials?
- Next time you practice this lab, what will you do differently to improve your impulse control?
Be prepared to share your findings and strategies in our class discussion!
Answer Key
Data Analysis Example Answer Key
This example demonstrates how to work through the calculations and reflections for the Impulse Control Lab. Teachers can use these sample responses to guide grading, and students can compare their results to this model.
1. Sample Data Entry
| Trial No. | Role | Distance Caught (cm) |
|---|---|---|
| 1 | Catcher | 14 |
| 2 | Catcher | 12 |
| 3 | Catcher | 16 |
| 4 | Catcher | 11 |
| 5 | Catcher | 13 |
| 6 | Dropper | 15 |
| 7 | Dropper | 14 |
| 8 | Dropper | 13 |
| 9 | Dropper | 12 |
| 10 | Dropper | 10 |
Teacher’s Note: Ensure students have recorded all 10 trials with clear roles and values.
2. Calculations
a. Average Reaction Distance
- Sum all distances: 14 + 12 + 16 + 11 + 13 + 15 + 14 + 13 + 12 + 10 = 130 cm
- Divide by number of trials (10): 130 ÷ 10 = 13.0 cm
Answer: 13.0 cm
b. Fastest and Slowest Trials
- Fastest reaction: smallest distance = 10 cm (Trial 10)
- Slowest reaction: largest distance = 16 cm (Trial 3)
Fastest Trial No.: 10 Distance: 10 cm
Slowest Trial No.: 3 Distance: 16 cm
Teacher’s Note: Emphasize that “fastest” for this lab corresponds to the smallest catch distance.
3. Data Analysis Questions
- Did your average distance improve between the first 5 trials and the last 5 trials?Comparison: The average decreased from 13.2 cm to 12.8 cm, showing a slight improvement (smaller distance = faster reaction).
Conclusion: Yes, the average improved by 0.4 cm.- First 5 trials sum: 14 + 12 + 16 + 11 + 13 = 66 cm
- First-half average: 66 ÷ 5 = 13.2 cm
- Last 5 trials sum: 15 + 14 + 13 + 12 + 10 = 64 cm
- Second-half average: 64 ÷ 5 = 12.8 cm
- Which role (Dropper or Catcher) did you find more challenging for impulse control? Why?Sample Response: Catcher was more challenging because I tended to anticipate the drop and moved too early, resulting in larger distances (e.g., Trial 3 at 16 cm). As the Dropper, I could focus on steady release without pressure, whereas catching required resisting the urge to flinch.
- Identify any patterns or inconsistencies in your data. What might have caused them?
- Pattern: Steady improvement over the last five trials (15 → 10 cm) suggests practice helped.
- Inconsistency: Trial 3 (16 cm) was an outlier—likely due to early anticipation or distraction.
- Possible Causes: Inconsistent breathing, over-eagerness, or not fully focusing on the zero mark.
Teacher’s Note: Look for students referencing specific trial numbers and realistic causes.
4. Reflection on Impulse Control
- How did focusing on impulse control (waiting calmly) affect your reaction accuracy?
Model Answer: By waiting calmly and taking deep breaths before each drop, my reaction distances decreased (faster catches). For example, after consciously pausing, Trial 4 improved from 16 cm to 11 cm. - What strategy did you use to stay patient and focused during the trials?
Model Answer: I counted “1-2-3” silently before each drop and repeated the phrase “Patience leads to accuracy.” This reminded me to resist reacting too early. - Next time you practice this lab, what will you do differently to improve your impulse control?
Model Answer: I will close my eyes briefly to focus on sound or feel the ruler before opening them to catch, reducing the visual anticipation. I will also pause for two full seconds after breathing before signaling “Go.”
Teacher’s Note: Encourage students to propose concrete, actionable strategies and link them to observed data improvements.
Use this example to guide your feedback: look for accurate calculations, clear identification of fastest/slowest trials, numbered references to data, and thoughtful reflections tied to impulse control strategies.