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Why Do I Do That Before I Think?

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Lesson Plan

Brain Power Basics

Students will be able to identify the parts of the brain involved in impulsive reactions and understand that impulse control is a learned skill, not an inherent trait, by analyzing scenarios and tracking their own impulses.

Understanding the biological basis of impulses helps students normalize their experiences and recognize that developing impulse control is a valuable skill for navigating social situations, making good decisions, and achieving personal goals.

Audience

6th Grade Students

Time

25

Approach

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

Materials

My Brain On Impulse Slides, Think Before You Leap Scenario Cards, and Impulse Tracker Log

Prep

Preparation Steps

15 minutes

Step 1

Introduction & Warm-Up: What's An Impulse?

10 minutes

  1. Begin with a quick discussion: "Has anyone ever done something without thinking and then wished they hadn't? What happened?" (2 minutes)
  2. Introduce the lesson's big question: "Why Do I Do That Before I Think?" (1 minute)
  3. Project My Brain On Impulse Slides (Slide 1-2) to introduce the concept of impulses and the brain's role. (7 minutes)

Step 2

Exploring the Brain: The Impulse Center

15 minutes

  1. Continue with My Brain On Impulse Slides (Slide 3-5) to explain the basic brain parts involved in impulse control (e.g., amygdala for emotions, prefrontal cortex for thinking). Use simple analogies. (10 minutes)
  2. Facilitate a brief Q&A to check for understanding. (5 minutes)

Step 3

Activity: Think Before You Leap

15 minutes

  1. Divide students into small groups (3-4 students per group). (1 minute)
  2. Distribute Think Before You Leap Scenario Cards to each group. (1 minute)
  3. Explain the activity: Each group will read a scenario and discuss how they might react impulsively and then how they could respond more thoughtfully, considering the brain's role. (2 minutes)
  4. Circulate among groups, providing guidance and prompting deeper discussion. (10 minutes)
  5. Bring the class back together for a quick share-out of one or two scenarios. (1 minute)

Step 4

Reflection & Cool Down: Tracking Our Impulses

10 minutes

  1. Distribute the Impulse Tracker Log. (1 minute)
  2. Explain how students can use the log to track their impulses and reflections over the next few days. Emphasize that this is for personal growth, not grading. (4 minutes)
  3. Conclude with a reminder that managing impulses is a skill that takes practice, and understanding why we have them is the first step. (5 minutes)
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Slide Deck

Why Do I Do That Before I Think?

Ever blurt out an answer?
Grab the last cookie?
React quickly without planning?

That's an impulse!

Welcome students and introduce the topic. Ask them to think about a time they acted without thinking. Keep it light and non-judgmental.

What's an Impulse, Anyway?

An impulse is a sudden urge or desire to do something.
It's often a quick reaction without much thought.

Think of it like your brain's 'fast lane'!

Explain that impulses are natural, but we can learn to manage them. Emphasize that everyone has impulses.

Meet Your Brain Team!

Your brain is like a super-smart control center.
Different parts have different jobs.

Two key players for impulses are:

  • Amygdala: The "Emotion Alarm!"
  • Prefrontal Cortex: The "Thoughtful Planner"

Introduce the idea of different brain parts having different jobs. Keep it simple and use relatable examples.

The Amygdala: Emotion Alarm!

The Amygdala is a small part of your brain that acts like an alarm system.

It reacts quickly to emotions: danger, excitement, anger, fear.
When the alarm goes off, it tells your body to act FAST!

Sometimes, it acts before you've had time to really think.

Focus on the amygdala's role in quick, emotional reactions. Use the 'alarm' analogy to make it memorable.

The Prefrontal Cortex: Thoughtful Planner

The Prefrontal Cortex is the front part of your brain.

It helps you:

  • Think things through
  • Make plans
  • Understand consequences
  • Control your impulses!

It's your brain's "slow lane" – for careful decisions.

Explain the prefrontal cortex as the 'thinking' part that can override the amygdala. Emphasize that this part develops over time.

Brain Battle or Brain Balance?

When an impulse hits:

  1. Amygdala (Emotion Alarm!) wants to react now!
  2. Prefrontal Cortex (Thoughtful Planner) tries to step in and say, "Hold on, let's think about this!"

Learning to listen to your "Thoughtful Planner" is what impulse control is all about!

Summarize the interaction between the two parts. Reinforce that controlling impulses is a skill.

Practice Time: Think Before You Leap!

We're going to practice using our "Thoughtful Planner"!

In groups, you'll get Think Before You Leap Scenario Cards.

Discuss:

  • What would an impulsive reaction look like?
  • What would a thoughtful reaction look like?
  • How does understanding our brain help us choose?

Transition to the activity. Explain that practicing with scenarios helps strengthen the 'thoughtful planner'.

Your Impulse Tracker Log

Take home an Impulse Tracker Log.

Use it to:

  • Notice your impulses.
  • Think about why you reacted a certain way.
  • Plan for next time.

This is about becoming a super-brain manager!

Introduce the Impulse Tracker Log as a tool for self-awareness and continued practice.

You've Got Brain Power!

Impulses are normal.
Controlling them is a skill.

You have the power to understand your brain and make thoughtful choices!

Keep practicing, and your "Thoughtful Planner" will get stronger and stronger!

End with an empowering message about growth mindset and skill development.

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Activity

Think Before You Leap: Scenario Cards

Instructions: In your groups, read each scenario. Discuss two things for each:

  1. The Impulsive Reaction: What might someone do or say without really thinking, driven by their 'Emotion Alarm' (amygdala)?
  2. The Thoughtful Reaction: What would a more planned or controlled response look like, guided by their 'Thoughtful Planner' (prefrontal cortex)?

Scenario 1: The Frustrating Game

You are playing a video game with your friends. You are about to win, but then your friend accidentally bumps the controller, and you lose. You feel a surge of anger.

Impulsive Reaction:






Thoughtful Reaction:






Scenario 2: The Awesome Idea!

Your teacher asks the class for ideas for a new class project. You have a super exciting idea and can't wait to share it!

Impulsive Reaction:






Thoughtful Reaction:






Scenario 3: The Rumor Mill

You overhear a group of classmates talking about a rumor about your best friend. You know it's not true, and it makes you really upset.

Impulsive Reaction:






Thoughtful Reaction:






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Worksheet

Impulse Tracker Log

Name: _________________________ Date: _____________

Instructions: For the next few days, try to notice when you have an impulse, whether you act on it or not. Use this log to track your experiences and reflect on them. This is for your personal learning!

Impulse #1

When did the impulse happen? (e.g., during class, with friends, at home)



What was the impulse? (e.g., to blurt out an answer, to interrupt, to get angry)



What triggered it? (What happened right before you felt the impulse?)



Did you act on the impulse? Why or why not?






Looking back, what was the "Emotion Alarm" (amygdala) telling you?



What would your "Thoughtful Planner" (prefrontal cortex) have suggested?






What could you do differently next time?






Impulse #2

When did the impulse happen?



What was the impulse?



What triggered it?



Did you act on the impulse? Why or why not?






Looking back, what was the "Emotion Alarm" (amygdala) telling you?



What would your "Thoughtful Planner" (prefrontal cortex) have suggested?






What could you do differently next time?






Impulse #3

When did the impulse happen?



What was the impulse?



What triggered it?



Did you act on the impulse? Why or why not?






Looking back, what was the "Emotion Alarm" (amygdala) telling you?



What would your "Thoughtful Planner" (prefrontal cortex) have suggested?






What could you do differently next time?






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