Script: Stop, Think, Go! Learning to Control Our Impulses

Warm Up: Freeze Dance! (5 minutes)

(Teacher should lead Warm Up: Freeze Dance! before starting the main lesson script.)

"Great job freezing, everyone! That was super fun, and guess what? Freezing your body is a little bit like what we're going to talk about today. Sometimes, our brains and bodies want to do things really, really fast, without even thinking. Has that ever happened to you?"

"Today, we're going to learn a special secret to help us make really smart choices, even when we feel like doing something super fast! It's called 'Stop, Think, Go!'"

Introduction: What is Impulse Control? (10 minutes)

(Display Stop, Think, Go! Slide Deck - Slide 1: "Stop, Think, Go!")

"Look at our first slide! Our lesson today is called 'Stop, Think, Go! Learning to Control Our Impulses.' Doesn't that sound exciting?"

(Display Stop, Think, Go! Slide Deck - Slide 2: "What Is An Impulse?")

"What is an impulse? Well, an impulse is a sudden feeling or idea to do something quickly, without really thinking first. Like when you see a super cool toy and you just want to grab it right away! Or when you know an answer and you just want to shout it out! Has anyone ever felt an impulse like that?"

"It's okay to have impulses! Everyone does. But sometimes, doing things without thinking can make a mess, or make a friend sad, or even be a little bit unsafe. So, we have a special plan!"

Introduce the Strategy: Stop, Think, Go! (15 minutes)

(Display Stop, Think, Go! Slide Deck - Slide 3: "First, STOP!")

"Our first step, when we feel an impulse, is to STOP! Can everyone show me their best 'stop' pose? Freeze like a statue! Good! When we stop, we give our brains a chance to catch up with our bodies. We can even take a big, slow breath." (Demonstrate a deep breath.) "One big breath in... and out. That helps our bodies calm down."

(Display Stop, Think, Go! Slide Deck - Slide 4: "Next, THINK!")

"After you STOP, what do you do next? You THINK! Put on your thinking caps! (Pat head.) When we think, we ask ourselves some important questions: Is this a good idea? Is it kind? Is it safe? What might happen if I do this?"

"Let's say you want to grab that toy. If you STOP and THINK, you might ask, 'Is it kind to grab?' Or 'Will my friend be sad if I take their toy without asking?'"

(Display Stop, Think, Go! Slide Deck - Slide 5: "Then, GO!")

"And after you STOP and THINK, then you GO! You choose your best idea. You do the smart thing! So, instead of grabbing the toy, maybe you GO and ask, 'May I please play with that toy when you're done?' That's a super smart and kind choice!"

Practice & Story Time (10 minutes)

(Display Stop, Think, Go! Slide Deck - Slide 6: "Stop, Think, Go! Review")

"Let's remember our three steps together: STOP! THINK! GO! Excellent!"

"Now, I have a special story for you. It's called Reading: The Little Bear Who Couldn't Wait. As I read, I want you to listen for times when the little bear felt an impulse, and think about how our 'Stop, Think, Go!' might have helped him."

(Read Reading: The Little Bear Who Couldn't Wait. After reading, use the Discussion Prompts.)

Activity: Impulse Island Adventure (15 minutes)

(Teacher should lead Activity: Impulse Island Adventure.)

"Wow, you all did such a great job thinking about Little Bear! Now, let's go on our own adventure to 'Impulse Island'! This island has lots of fun things, but sometimes we need to remember to STOP, THINK, GO! before we grab, run, or shout."

Worksheet: My Smart Choices (10 minutes)

(Distribute Worksheet: My Smart Choices.)

"You're all becoming so good at 'Stop, Think, Go!' Now, I want you to draw or write about a time you used this strategy, or a time you could have used it to make a smart choice. You can draw yourself, or a friend, or even an animal!"

"I will walk around and see all your amazing smart choices!"

Game: Red Light, Green Light, Yellow Light (5 minutes)

(Teacher should lead Game: Red Light, Green Light, Yellow Light.)

"Time for another fun game! We're going to play 'Red Light, Green Light,' but with a special new color: Yellow Light! Remember what our yellow light means? It means THINK!"

Cool Down: Reflection Circle (5 minutes)

(Teacher should lead Cool Down: Reflection Circle.)

"Let's gather in our reflection circle. You've all worked so hard today learning about 'Stop, Think, Go!' Can one person share one thing they learned today about controlling their impulses or making smart choices?"

"Wonderful! Remember, practicing 'Stop, Think, Go!' helps you be a great friend, make smart choices, and feel proud of yourself every day!"

Warm Up: Freeze Dance!

Objective: Students will practice stopping their bodies quickly on command, preparing them for the 'Stop' step of impulse control.

Materials: Music player, engaging music

Instructions:

1. Explain the Game: Tell students you're going to play "Freeze Dance!" Explain that when the music plays, they can dance and move their bodies.
2. The Freeze Command: When the music stops, they must freeze in place like a statue! No wiggling, no giggling.
3. Play: Start the music and let students dance. Pause the music at random intervals. Observe who can freeze the fastest.
4. Repeat: Continue for 3-5 minutes, praising students for their quick stops and good listening.

Connect to Learning: "That was fantastic freezing, everyone! Today, we're going to learn about a special way to make smart choices, and it all starts with stopping, just like you did in our dance!"

The Little Bear Who Couldn't Wait

Once upon a time, in a cozy forest, lived a tiny bear cub named Barnaby. Barnaby loved to play and explore, but he had a little secret: he really, really didn't like to wait. If he wanted something, he wanted it now!

One sunny morning, Mama Bear was baking delicious honey cakes. The smell wafted through their den, making Barnaby's tummy rumble. "Oh, honey cakes!" he squealed, his eyes wide. "Can I have one, Mama?"

Mama Bear smiled. "Soon, my little cub. They need to cool down a bit so you don't burn your tongue. Just a few more minutes."

But Barnaby didn't want to wait. The smell was too good! He kept peeking at the cakes, thinking, Just one little lick won't hurt, right? His paw reached out, quicker than a blink, and he snatched a warm cake. "Ouch!" he cried, dropping it on the floor. It was too hot, and it crumbled into many pieces.

Later that day, Barnaby was playing with his best friend, Squeaky the squirrel. Squeaky had built a magnificent tower of acorns. "Wow!" Barnaby exclaimed. "Can I knock it down?"

Squeaky chattered, "Not yet, Barnaby! I just finished it. Let me show you how it spins first."

But Barnaby didn't want to wait. He thought, It would be so much fun to just push it over! Without thinking, he ran forward and bumped into the tower. Acorns scattered everywhere, and Squeaky looked very sad.

Barnaby felt a little sad too. He hadn't meant to make Squeaky sad. He just acted too fast.

That evening, Mama Bear saw Barnaby looking glum. "What's wrong, sweetie?" she asked.

Barnaby told her about the hot cake and Squeaky's tower. "I just can't wait, Mama! My paws just go!"

Mama Bear gave him a big hug. "I know that feeling, Barnaby. It sounds like you're having impulses. But there's a special way to help your paws and your brain work together. It's called Stop, Think, Go!"

"When you feel that quick urge to do something, first, STOP! Take a deep breath. Then, THINK! Ask yourself, 'Is this a good idea? Is it kind? Is it safe? What might happen?' And only after you've thought, then GO! Make your best choice."

The next day, Barnaby and Squeaky were playing. Squeaky found a shiny berry. "Look, Barnaby! It's so pretty!"

Barnaby felt an impulse to snatch it and taste it, but then he remembered. STOP! He froze. He took a deep breath. THINK! Is it safe to eat a berry if I don't know what it is? Probably not. Is it kind to take Squeaky's berry? No. Then, GO! He said, "Wow, Squeaky! It is pretty. Let's show Mama Bear, she knows about all the berries."

Mama Bear told them it was a safe berry to look at, but not to eat. Barnaby felt very proud that he had stopped, thought, and made a safe choice. And Squeaky was happy too!

From that day on, Barnaby tried his best to Stop, Think, Go! before acting. It wasn't always easy, but he learned that taking a moment to think made him much happier and a much better friend.

Discussion Prompts: The Little Bear Who Couldn't Wait

After reading Reading: The Little Bear Who Couldn't Wait, use these prompts to guide a class discussion:

1. What did Barnaby the bear want to do when he saw the honey cakes? Did he wait?
   
   
   
   

2. What happened when Barnaby grabbed the hot honey cake without waiting?
   
   
   
   

3. What did Barnaby do when Squeaky built his acorn tower? How did Squeaky feel?
   
   
   
   

4. What was Mama Bear's special trick to help Barnaby?
   
   
   
   

5. How did Barnaby use "Stop, Think, Go!" with the shiny berry? Was that a good choice?
   
   
   
   

6. Can you think of a time when you felt like Barnaby, and wanted to do something super fast without thinking? What happened?
   
   
   
   

7. How can "Stop, Think, Go!" help you be a good friend and make smart choices?
   
   
   
   

Activity: Impulse Island Adventure

Objective: Students will apply the "Stop, Think, Go!" strategy in various simulated scenarios.

Materials:

• Pictures or real objects representing tempting items (e.g., a bright toy, a yummy-looking but pretend cookie, a picture of a friend's art project)
• Small signs or cards with "STOP!", "THINK!", and "GO!" written on them
• Optional: A designated "Impulse Island" area (e.g., a mat, a taped-off section of the floor)

Instructions:

1. Set the Scene: Explain to students that they are going on an adventure to "Impulse Island," a place where there are many fun and exciting things, but they need to remember their "Stop, Think, Go!" strategy to make good choices.
2. Introduce the Steps: Review the "Stop, Think, Go!" steps, perhaps by holding up the signs/cards and having students say the words and do a corresponding action (e.g., freeze for STOP, tap head for THINK, step forward for GO).
3. Scenario Walkthrough: Present one scenario at a time. For each scenario:
   • Show a picture or object (e.g., "You see a friend's art project on the table, and you really want to touch it!").
   • Ask: "What's the first thing we do when we feel that quick urge?" (Guide them to say "STOP!" and freeze).
   • Ask: "Now that we've stopped, what do we do next?" (Guide them to say "THINK!" and ask the questions: "Is it kind to touch my friend's art without asking? Will it break? What should I do instead?").
   • Ask: "What's our final step, after we've thought?" (Guide them to say "GO!" and suggest a good action, like asking the friend or looking with their eyes only).
4. Role-Playing (Optional): For some scenarios, have a few students role-play the situation, demonstrating the steps.
5. Vary Scenarios: Use a variety of scenarios relevant to pre-primary students:
   • Seeing a classmate's snack you want to take.
   • Wanting to run inside the classroom.
   • Feeling angry and wanting to hit something.
   • Wanting to shout out an answer instead of raising a hand.
   • Seeing a puddle and wanting to splash.
6. Positive Reinforcement: Praise students for demonstrating the "Stop, Think, Go!" steps. Emphasize that it takes practice to make smart choices.

Example Scenarios:

• Scenario 1: "You see a shiny toy car on the floor. No one is playing with it, and you really want to pick it up and zoom it around!"
• Scenario 2: "Your friend is building a tall block tower. You want to make it fall down, but they're not done yet!"
• Scenario 3: "It's time for snack, and you see a cookie on a friend's plate. You really want that cookie!"
• Scenario 4: "You're playing outside, and you see a big, muddy puddle. You really, really want to jump in it!"

Extension: Encourage students to share their own "Impulse Island" scenarios and practice the strategy together.

My Smart Choices Worksheet

Name: ________________________

Today, we learned about "Stop, Think, Go!" to help us make smart choices.

Think about a time you felt a quick impulse to do something. Or think about a time when you could have used "Stop, Think, Go!" to make a really good choice!

Draw a picture of what happened, or write a few words about your smart choice!

My Impulse / My Smart Choice:

What did I STOP, THINK, and GO? (Optional writing or drawing)

Game: Red Light, Green Light, Yellow Light

Objective: Students will practice stopping and pausing (thinking) before moving, reinforcing the core components of impulse control.

Materials: None needed, just an open space.

Instructions:

1. Explain the Rules: Tell students that this is like the classic "Red Light, Green Light" game, but with a special addition: "Yellow Light"!
   • Green Light: Everyone can run or move around. (This is like GO!)
   • Red Light: Everyone must freeze like a statue! (This is like STOP!)
   • Yellow Light: This is our new rule! When I say "Yellow Light," everyone must freeze and put their finger on their head to show they are THINKING! They can only move when I say "Green Light" again.
2. Demonstrate: Briefly demonstrate each command with the students.
3. Play the Game: The teacher stands with their back to the students, facing away. The students stand a distance away. The teacher calls out "Green Light!" and students move forward. The teacher quickly turns around and calls out "Red Light!" or "Yellow Light!"
   • If "Red Light," students freeze. Anyone who moves is out or goes back to the start.
   • If "Yellow Light," students freeze and put a finger on their head (thinking pose). Anyone who moves or doesn't show they are thinking is out or goes back to the start.
4. Repeat: Continue playing, varying the commands and the time between commands. The last student to reach the teacher wins and can be the next caller (with teacher support if needed).

Connect to Learning: "That was fantastic! Our Yellow Light helped us remember to THINK before we GO, just like our Stop, Think, Go! strategy for making smart choices!"

Cool Down: Reflection Circle

Objective: Students will reflect on their learning about impulse control and share a key takeaway.

Materials: None (optional: a soft ball or talking stick)

Instructions:

1. Gather in a Circle: Have students gather in a circle, either sitting on the floor or in chairs.
2. Explain the Purpose: Explain that this is a time to think about what they learned today and share one important idea.
3. Prompt for Sharing: Ask students: "Today we learned about 'Stop, Think, Go!' and making smart choices. Can you share one thing you learned or one way you can use 'Stop, Think, Go!' in your day?"
4. Facilitate Sharing: Go around the circle, allowing each student who wishes to share. If using a talking stick/ball, pass it to indicate whose turn it is. Encourage active listening from others.
5. Summarize: Briefly summarize some of the key ideas shared by the students.

Example Shares:

• "I learned to stop before I grab something."
• "I can think if it's kind."
• "I can take a big breath when I feel mad."
• "Red Light, Green Light, Yellow Light helped me remember to think!"

Wrap Up: "You all did an amazing job today learning and thinking about impulse control! Remember to use your 'Stop, Think, Go!' super power to make great choices every day!"

Answer Key: Impulse Check-Up

This answer key provides the correct responses and reasoning for the Quiz: Impulse Check-Up.

Question 1: What should you do first when you feel a quick urge to do something?

• Correct Answer: C. Stop!
• Reasoning: The first step in the "Stop, Think, Go!" strategy is to pause and stop your immediate reaction.

Question 2: When you think, what kind of questions should you ask yourself?

• Correct Answer: B. Is this a good idea? Is it kind? Is it safe?
• Reasoning: The "Think" step involves considering the consequences and ethical implications of an action before proceeding.

Question 3: After you Stop and Think, what is the last step?

• Correct Answer: A. Go! Make a smart choice!
• Reasoning: The final step is to act on the thoughtful decision made after stopping and thinking.

Question 4: Draw or write one thing you learned today about controlling your impulses.

• Expected Response: Student answers will vary, but should reflect an understanding of pausing, thinking, or making a good choice before acting on an impulse. Examples might include drawing themselves stopping before grabbing a toy, or writing about taking a deep breath.
• Teacher Guidance: Look for evidence that the student grasped the core concept of slowing down before acting.

Question 5: Tell us one time you can use "Stop, Think, Go!" today or tomorrow.

• Expected Response: Student answers will vary and should describe a relevant scenario where impulse control could be applied. Examples might include sharing a toy, waiting for a turn, or not shouting out an answer.
• Teacher Guidance: Assess if the student can identify a real-life situation where they can apply the learned strategy.

Project: My Impulse Control Poster

Objective: Students will create a visual representation of the "Stop, Think, Go!" strategy to reinforce their understanding of impulse control.

Materials:

• Large paper or cardstock for each student
• Crayons, markers, colored pencils
• Optional: Stickers, glitter, construction paper scraps for collage

Instructions:

1. Introduce the Project: Explain to students that they will become "Impulse Control Artists" and create their very own poster to help everyone remember the "Stop, Think, Go!" plan.
2. Poster Sections: Guide students to divide their paper into three sections (or provide pre-divided paper).
   • Section 1: STOP! - In this section, students will draw a picture of themselves or a character (like Barnaby the bear) stopping. They can draw a stop sign, a freezing action, or a deep breath. They should also write the word "STOP!" (Teacher can write it for them to trace or copy).
   • Section 2: THINK! - In this section, students will draw a picture of themselves or a character thinking. They can draw a thought bubble with question marks, or someone asking themselves, "Is it kind? Is it safe? Is it a good idea?" They should also write the word "THINK!"
   • Section 3: GO! - In this section, students will draw a picture of themselves or a character making a smart choice. This could be sharing a toy, waiting patiently, raising a hand, or helping a friend. They should also write the word "GO!"
3. Creative Freedom: Encourage creativity in their drawings and use of colors. Remind them that these posters will help them and others remember to make smart choices.
4. Display: Once completed, collect the posters and display them in the classroom as a visual reminder of impulse control.

Guiding Questions During Work Time:

• "What does your body look like when you STOP?"
• "What questions are in your brain when you THINK?"
• "What is a smart choice you can GO and do?"

Assessment: Use the Rubric: Impulse Control Poster to assess student understanding and effort.

Rubric: Impulse Control Poster

This rubric will be used to assess your "My Impulse Control Poster" project, helping us see how well you understand and can show the "Stop, Think, Go!" strategy.