| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Health and social care |
| What topic | Self regulation and self control |
| What length (min) | 30 |
| What age group | Year or Grade 3 |
| Class size | 20 |
| What curriculum | |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Health and Social Care
Self-Regulation and Self-Control
Year 3 (Grades 3)
30 Minutes
20 Students
The lesson aligns with the national curriculum standards for promoting emotional and social development.
| Step Number | Step Title | Length (min) | Details |
|---|---|---|---|
| 1 | Introduction to Self-Control | 5 | Introduce the concepts of self-regulation and self-control. Engage students in a brief discussion about what they think these terms mean. Use examples. |
| 2 | Importance of Self-Regulation | 5 | Discuss why self-regulation is important in various situations (e.g., at school, at home). Utilize the whiteboard to outline key points. |
| 3 | Trigger Identification | 5 | Facilitate a group activity where students identify personal triggers for needing self-control and share ideas in pairs. |
| 4 | Card Distribution | 5 | Hand out printable self-regulation cards to each student. Explain how to fill them out based on their triggers discussed earlier. |
| 5 | Completing the Cards | 5 | Allow students time to complete their self-regulation cards in class with colored pens/pencils, encouraging creativity. |
| 6 | Collection/Checking | 5 | Randomly collect or check the completed cards to ensure understanding without requiring presentations. Provide informal feedback as necessary. |
Assign students to write a paragraph at home about a situation where they successfully used self-regulation. They will turn this in but will not present it in class.
"Good morning, everyone! Today, we’re going to start an exciting lesson about something very important—self-regulation and self-control. Can anyone tell me what they think self-regulation means? Raise your hand if you have an idea.
[Pause for a few responses]
"Great ideas! Self-regulation is all about managing our emotions and behaviors to reach our goals. And self-control is a part of that. For example, if you’re really wanting to eat a cookie before dinner, but you decide to wait until after, that’s self-control!
"Now, let’s think about why this is important. When do we need to use self-regulation in our everyday lives? Let’s share some examples."
[Facilitate a brief discussion]
"Alright, everyone, let’s dig a little deeper. Why is self-regulation so important? Think about some situations you face every day at school or at home.
"For example, in the classroom, if we feel frustrated because we don’t understand something, self-regulation can help us take deep breaths and ask for help instead of getting upset.
“I’m going to write some key points on the board. Can anyone help me list situations where self-regulation is important?”
[Write down key points as students share]
"Now that we understand what self-regulation is and why it's important, let’s identify some personal triggers for needing self-control. What kinds of situations make it hard for you to control your emotions or actions?
"I want you to turn to a partner and talk about some situations that challenge your self-control. Share your thoughts for a few minutes, and then we’ll share some ideas with the whole class."
[Allow time for partner discussions]
"Fantastic sharing, everyone! Now, I have something special for each of you—self-regulation cards!
"These cards will help you think about your triggers and how you can respond. I’m going to hand one out to each of you.
"Once you get your card, I'll explain how to fill it out. You’ll write down a scenario that challenges your self-control, then think about ways you can manage those feelings."
[Hand out the cards]
"Now it’s time to get creative! I want you to use your colored pens and pencils to fill out your self-regulation cards. Remember to include your personal triggers and how you'll handle them.
"Take your time. You have five minutes to work on this. Feel free to draw or add examples that speak to you! If you need help, raise your hand, and I will come to assist."
[Monitor students while they work]
"Okay, time’s up! I’d like you to pass your self-regulation cards to the front. I’ll randomly collect them and take a look.
"Don’t worry; I’m not going to put anyone on the spot—this is just to make sure everyone understands. If I notice something unclear, I’ll give you some feedback. Remember, learning how to self-regulate is a skill, and it takes practice!"
[Collect cards and review them for understanding]
| Question | Answer |
|---|---|
| What does self-regulation mean? | |
| Can you provide an example of self-control in your daily life? | |
| Why is self-regulation important in the classroom? | |
| What situations make it hard for you to control your emotions or actions? | |
| What are some personal triggers that challenge your self-control? | |
| How can taking deep breaths help with self-regulation? | |
| What are some strategies you can use to manage your feelings when faced with a trigger? | |
| Why is it important to identify your personal triggers? | |
| How can self-regulation cards help you? | |
| What creative elements did you include in your self-regulation card? |