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Why Do I Do That?

Lesson Plan

The Brain's Brake Pedal

Students will understand the basic neuroscience behind impulsive actions and learn practical strategies for pausing and thinking before reacting in various situations.

Developing impulse control is a foundational life skill. Understanding the 'why' behind impulsive behaviors empowers students to take control of their reactions, leading to better decision-making, stronger relationships, and improved self-regulation.

Audience

7th Grade Class

Time

50 minutes

Approach

Interactive discussion, visual aids, scenario analysis, and personal reflection.

Materials

Your Brain's Superpower Slides (#your-brains-superpower-slides), Impulse Control Scenario Cards (#impulse-control-scenario-cards), My Brain's Blueprint Worksheet (#my-brains-blueprint-worksheet), Markers or pens, and Whiteboard or projector

Prep

Preparation

15 minutes

Step 1

Warm-Up: Instant Reactions (5 minutes)

5 minutes

  1. Begin by asking students to quickly share the first thing that comes to mind for a few prompts (e.g., "If someone cuts in line..."; "When you get a surprise test...").
    2. Facilitate a brief discussion: 'What was that feeling like? Did you think about your answer, or did it just come out?'

Step 2

Introduction to the Brain's Brake Pedal (10 minutes)

10 minutes

  1. Introduce the concept of impulse control using Your Brain's Superpower Slides (Slides 1-3).
    2. Explain the roles of the amygdala (fast reactor) and prefrontal cortex (the 'brain's brake pedal').
    3. Discuss how these parts of our brain work together (or sometimes against each other).

Step 3

The Science of 'Stop and Think' (15 minutes)

15 minutes

  1. Continue with Your Brain's Superpower Slides (Slides 4-6) to introduce specific 'Stop and Think' strategies (e.g., counting to ten, deep breaths, asking 'What if?').
    2. Lead a short class discussion on times they've successfully used a 'brake pedal' in their own lives.

Step 4

Activity: Scenario Showdown (15 minutes)

15 minutes

  1. Divide students into small groups.
    2. Distribute Impulse Control Scenario Cards to each group.
    3. Instruct groups to discuss each scenario and brainstorm different ways to apply 'Stop and Think' strategies.
    4. Have groups share one or two scenarios and their strategies with the class.

Step 5

Reflection: My Brain's Blueprint (5 minutes)

5 minutes

  1. Distribute the My Brain's Blueprint Worksheet.
    2. Ask students to complete the worksheet, reflecting on their personal impulse control challenges and choosing strategies they will try.
    3. Briefly discuss student takeaways as time allows.
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Slide Deck

Your Brain's Superpower: Stop and Think!

Ever do something super fast and then think, 'Oops, maybe I shouldn't have done that?' Today, we're going to learn why that happens and how to take control!

Welcome students and introduce the exciting topic of their brain's secret power: impulse control! Ask them if they ever reacted quickly and wished they hadn't.

Meet Your Amygdala: The Quick Responder

This tiny part of your brain reacts super fast!

  • Job: Spot danger, respond to strong emotions (like fear or anger).
  • Nickname: The 'Emotional Alarm' or 'Quick Reaction Zone'.
  • Sometimes acts before you can think!

Explain the amygdala's role as the 'fast reactor' or 'alarm system.' Use an analogy like a tiny guard dog that barks when it senses danger, real or perceived.

Say Hello to Your Prefrontal Cortex: The Brain's Brake Pedal

This is your thinking and planning center!

  • Job: Make decisions, think about consequences, control impulses.
  • Nickname: The 'Wise Planner' or 'Control Tower'.
  • Helps you pause and think before you act.

Introduce the prefrontal cortex as the 'brain's brake pedal' or the 'wise decision-maker.' Explain that it's still developing in teenagers.

Teamwork Makes the Dream Work!

Your amygdala and prefrontal cortex need to work together.

  • Amygdala: 'Warning! Something's happening!'
  • Prefrontal Cortex: 'Hold on, let's think this through first.'

We want to give our 'Brake Pedal' a chance to work!

Emphasize that both parts are important. The goal isn't to get rid of the amygdala, but to let the prefrontal cortex take over when needed.

Strategy 1: Take a Breath, Count to Ten

When you feel that quick reaction bubbling up:

  • Deep breaths: In through your nose, out through your mouth.
  • Count slowly: To 5, to 10, or even 20.

This gives your Prefrontal Cortex time to catch up!

Introduce the first 'Stop and Think' strategy. Give students a moment to try it or share when they might use it.

Strategy 2: Ask 'What If?'

Before you blurt something out or do something quickly, ask yourself:

  • 'What if I say/do this? What will happen next?'
  • 'How might this affect me or others?'
  • 'Is there a different way I could respond?'

Think about the possible outcomes!

Introduce the second strategy. Discuss how pausing to ask questions can change their perspective on a situation.

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Activity

Impulse Control Scenario Cards

Instructions: In your small groups, read each scenario card. Discuss what impulsive reaction someone might have in this situation, and then brainstorm at least two different "Stop and Think" strategies they could use instead. How would those strategies change the outcome?

Scenario Card 1: The Accidental Spill

You are sitting at lunch, and a classmate accidentally bumps your arm, knocking your drink all over your new shirt. You feel a surge of anger and want to yell at them immediately.












Scenario Card 2: The Unfair Grade

You get back a test that you studied really hard for, but you see a low grade. You immediately think the teacher graded it unfairly and want to stomp up to their desk to complain.












Scenario Card 3: Social Media Drama

You see a post on social media that a friend made, and it seems like they are talking negatively about you. Your first thought is to post an angry reply or confront them online right away.












Scenario Card 4: The Tempting Treat

Your parents told you not to eat any more cookies before dinner, but you see the cookie jar sitting on the counter, and no one else is home. You really want just one more.












Scenario Card 5: The Interrupting Friend

You are trying to tell an important story to a group of friends, but one friend keeps interrupting you and finishing your sentences. You feel frustrated and want to snap at them.












Scenario Card 6: The Game Over Reaction

You are playing a video game online with friends, and you lose a crucial match because of a teammate's mistake. You feel furious and want to immediately send a mean message in the chat.












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Worksheet

My Brain's Blueprint: Building Better Impulse Control

Name: ____________________________

Date: ____________________________

Part 1: My Impulse Zones

Think about times when you tend to act impulsively. What situations or feelings usually trigger your 'Quick Reaction Zone' (amygdala)?

  1. When do I usually feel a strong urge to react without thinking? (e.g., when I'm angry, scared, excited, playing games, with certain friends)






  2. What does that impulsive reaction often look like? (e.g., yelling, hitting, saying something mean, making a quick decision I regret, eating too much)






Part 2: Activating My Brain's Brake Pedal

We learned about some 'Stop and Think' strategies today. Which of these strategies do you think would be most helpful for you in the situations you listed above?

  1. Strategy I will try: (e.g., Deep Breaths, Counting, Asking "What If?", Walking Away, Thinking of Consequences)






  2. Why did I choose this strategy? How do I think it will help me?






  3. Think of a specific situation where you will try to use this strategy this week. Describe the situation and how you plan to use your chosen strategy.











Part 3: My Future Self

Imagine you successfully use your 'Brain's Brake Pedal' this week. What might be different? How would you feel, or what positive outcomes might happen?












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Why Do I Do That? • Lenny Learning