Lesson Plan
My Brain's Remote Control
Students will identify common impulse control challenges, analyze the 'Stop, Think, Go!' strategy, and apply it to personal scenarios to foster self-regulation and thoughtful decision-making.
Developing impulse control helps 5th graders navigate social situations, manage academic tasks, and make responsible decisions, leading to increased self-awareness and positive outcomes.
Audience
5th Grade
Time
30 minutes
Approach
Interactive discussion, engaging video, and a hands-on activity tailored for individual application.
Materials
Smartboard or Projector, My Brain's Remote Control Slide Deck, Teacher Script: My Brain's Remote Control, Impulse Control Scenarios Activity, Individual reflection sheets or journals, and Pencils or pens
Prep
Preparation
10 minutes
- Review the My Brain's Remote Control Slide Deck and practice the Teacher Script: My Brain's Remote Control to familiarize yourself with the content and flow.
* Prepare your projector or Smartboard to display the slide deck and play the video.
* Print or prepare the scenarios for the Impulse Control Scenarios Activity or have individual reflection sheets/journals ready.
* Ensure pencils or pens are available for students.
* Set up a clear, quiet space for individual reflection and focused participation. Consider how to best support individual students in a Tier 3 setting.
Step 1
Warm-Up: Instant Gratification vs. Future Gains
5 minutes
- Begin by asking students to think about a time they chose something immediate that wasn't the best long-term choice (e.g.,
Step 2
Introducing Impulse Control (Slide Deck & Video)
10 minutes
- Introduce the concept of
Step 3
Stop, Think, Go! Strategy - Deeper Dive
5 minutes
- Explain and model the
Step 4
Impulse Control Scenarios & Personal Application
8 minutes
- Distribute the Impulse Control Scenarios Activity or individual reflection sheets.
* Explain that students will work through scenarios and apply the
Step 5
Cool Down: Personal Remote Control Plan
2 minutes
- Ask students to reflect on one specific situation where they will use their
Slide Deck
My Brain's Remote Control: Taking Charge!
How does your brain help you make thoughtful choices, not just quick ones?
Welcome students. Begin by discussing how our brains are powerful tools, and how controlling our immediate urges can lead to better outcomes. Ask them to consider situations where a quick reaction might not be the best one.
What is Impulse Control?
It's your brain's superpower to PAUSE and THINK before you ACT!
It helps you make smart, intentional choices, not just automatic ones.
Think of it as having a remote control for your reactions!
Explain impulse control as the ability to pause, think, and consider consequences before acting. Emphasize that it's a skill we develop over time and is crucial for personal success and positive relationships. Provide examples relevant to 5th graders like blurting out answers, reacting quickly to peer conflict, or procrastinating on homework.
What can we learn about waiting for what we want?
Introduce the video as a classic experiment demonstrating delayed gratification, a key aspect of impulse control. Explain that while the video features younger children, the concept of waiting for a better reward applies to challenges 5th graders face daily. Play the video: The Marshmallow Test - Stanford University. After the video, lead a discussion on why some kids waited and what strategies they might have used.
Our Strategy: Stop, Think, Go!
🛑 Stop!
Take a breath. Calm your body.
🤔 Think!
What are my options?
What are the pros and cons of each?
What might happen next?
✅ Go!
Choose the best, most thoughtful action!
Introduce the 'Stop, Think, Go!' strategy as a practical tool. For STOP, discuss taking a moment to breathe and calm down. For THINK, encourage considering multiple options and potential consequences. For GO, emphasize choosing the most responsible and positive action. Practice with a few abstract examples.
Putting It Into Practice: Your Remote Control!
Let's use our 'Stop, Think, Go!' strategy for real-life challenges!
Transition to the activity, highlighting that applying this strategy to real-life scenarios helps build the 'impulse control muscle.' Emphasize that practice makes it easier to use their brain's remote control in challenging situations.
Script
Teacher Script: My Brain's Remote Control
Warm-Up: Instant Gratification vs. Future Gains (5 minutes)
"Good morning, everyone. Today, we're going to talk about something really important for how we make choices, both in school and in our lives. I want you to think for a moment: Has there ever been a time when you really wanted to do something right away, but you knew it might not be the best choice in the long run? Maybe it was playing video games instead of finishing homework, or saying something quick in an argument instead of pausing to think?"
"What did you do in that moment? What was challenging about it? Share a brief example, thinking about the difference between what you felt like doing and what you knew you probably should do." (Allow a few students to share, guiding them to describe the internal conflict and their eventual action/reaction. Connect their experiences to the idea of immediate desires versus thoughtful decisions.)
Introducing Impulse Control (Slide Deck & Video) (10 minutes)
"Those are excellent examples of moments when our 'impulse control' comes into play. Impulse control is our brain's amazing ability to pause, think, and choose our actions wisely, instead of just reacting quickly without thinking through the consequences."
"It's like our brain has its own remote control, and we can choose to press 'pause' before we press 'play' on an action. This helps us make thoughtful decisions, manage our emotions, and build stronger relationships."
"We're going to watch a short, famous video that shows some young children dealing with a big test of their impulse control. While they're younger, the challenge they face is something we all experience. Pay attention to what they do and what strategies you think they might be using to try and wait."
(Play The Marshmallow Test - Stanford University video from the My Brain's Remote Control Slide Deck - Slide 3)
"Wow! Did you notice how hard some of those kids worked to resist the temptation? What strategies did you observe them using? (e.g., looking away, covering their eyes, singing, talking to themselves). This video shows us that resisting an impulse, even for a short time, can lead to a bigger, better reward. It's a powerful demonstration of impulse control!"
The "Stop, Think, Go!" Strategy - Deeper Dive (5 minutes)
"So, how can we activate our own brain's remote control when we feel those strong impulses? We have a fantastic strategy called 'Stop, Think, Go!' that can help us in many situations."
(Display My Brain's Remote Control Slide Deck - Slide 4)
"First, when you feel that urge to act quickly, you 🛑 Stop! (Hold up a hand, take a deep breath). This isn't just about stopping your body, but stopping your mind from racing. Take a moment to calm down, maybe count to five, or just feel your feet on the floor."
"Next, you 🤔 Think! (Tap your head or point to your temple). This is the crucial part. Ask yourself: 'What are my different options here? What are the possible consequences of each choice, both good and bad? How might my choice affect others? Is this a reaction or a thoughtful decision?'"
"Finally, you ✅ Go! (Give a thumbs up). Make the best, most responsible choice based on your thinking. This means acting intentionally, not just reacting."
"Let's quickly practice the actions together: Everyone, show me: 🛑 Stop! 🤔 Think! ✅ Go!" (Repeat a few times with the class, encouraging them to internalize the meaning of each step.)
Impulse Control Scenarios & Personal Application (8 minutes)
"Excellent! Now it's time to apply our 'Stop, Think, Go!' strategy to some situations that you might actually face as 5th graders. Since this is for individual support (Tier 3), I want you to really think about your own responses and how you would use this strategy."
(Distribute the Impulse Control Scenarios Activity or individual reflection sheets/journals. Emphasize that students should be writing down or drawing their personal responses for each step.)
"I'm going to read some scenarios. For each one, I want you to carefully follow the 'Stop, Think, Go!' steps on your paper. First, 🛑 Stop! and write down or draw what that moment feels like. Then, 🤔 Think! about your options and consequences. Finally, ✅ Go! and write down what you would choose to do and why it's a good choice."
(Read each scenario from the activity. Provide sufficient time for individual students to write their responses for each step of each scenario. Circulate to provide one-on-one support and guidance as students work. Encourage them to be specific about their thoughts and feelings.)
Activity
Impulse Control Scenarios: Your Personal Stop, Think, Go!
Instructions: Read each story carefully. Remember our "Stop, Think, Go!" superpower! Think deeply about what you would do in each situation and write down your thoughts for each step.
Scenario 1: The Frustrating Group Project
You are working on a group project, and one of your teammates isn't doing their share of the work. You feel really annoyed and want to tell them off in front of everyone, or just complain loudly to the teacher.
🛑 Stop!
What does this moment feel like? What is your immediate reaction?
🤔 Think!
What are your different options? What are the possible consequences of each option (both good and bad)? How might your choices affect your team or your grade?
✅ Go!
What is the best, most thoughtful action you would choose? Explain why it's a good choice.
Scenario 2: Social Media Temptation
You're on your tablet doing homework, and a notification for your favorite social media app pops up. You know you should finish your math problems, but you really want to check what your friends are posting right now.
🛑 Stop!
What does this moment feel like? What is your immediate desire?
🤔 Think!
What are your options? What will happen if you check social media now? What will happen if you finish your homework first? How might each choice make you feel later?
✅ Go!
What is the best, most thoughtful action you would choose? Explain why it's a good choice.
Scenario 3: Accidental Collision at Recess
During recess, another student accidentally bumps into you really hard, making you drop your lunchbox and spill everything. You feel a surge of anger and want to yell at them or push them back.
🛑 Stop!
What does this moment feel like? What is your immediate emotional reaction?
🤔 Think!
What are your different options right now? What are the potential consequences if you yell or push? What might be a more constructive way to handle this situation?
✅ Go!
What is the best, most thoughtful action you would choose? Explain why it's a good choice.
Cool Down
Cool Down: Remote Control Reflection
Think about our lesson today. When might you use your brain's remote control, the "Stop, Think, Go!" strategy, today or tomorrow?
Tell me or draw a picture of a time you will use it!