Course:  Behavior Car




Learning Outcomes


In “Scooters!” students will gain an understanding of the four components of total behavior- physiology, emotions, thinking, and actions.  Children will be familiar with these components of the Behavior Car and be able to evaluate their own behaviors and the behaviors of others.





Exit Slips, Journal Entries, pencil and paper tasks, (attached)





Connection to Last Lesson


Needs are what motivate your behaviors.



Flexible Grouping


Large and small groupings.




Activating Strategies: Preparing for Learning


Through the “Scooter” activity students will  be able to tell how the scooter needs to work in order for it to go straight and without stalling.  (See attachment 1)




Acquiring Strategies: Integrating and Processing Learning


Students will complete the “Teaching the Behavior Car” pencil and paper task, by Linda K. Enck.  (See attachment 2)



Applying Strategies: Consolidating Learning


Students will complete the “Radio Station WDHP” activity and will provide examples for feeling wheel, body talk, thinking, and action or doing wheel.  (See attachment 3)




Learning Resources


See resources listed above

Larson, Larry,  The Behavior Car: Who’s Driving Yours?, (Chelsom Consulting: Saskatoon) 1996.

Assorted Authors, Tell Me What You Need, (Chelsom Consulting: Saskatoon) 1998




Toy cars, scooters, hula-hoops, ropes, chairs;  Books including relevant thems include, “On My Honor,” by Marion Dane Bauer; and “Alexander’s Horrible, No Good Day,” by Judith Biorst.




Different Ways of Learning:


Role Play, pencil and paper tasks, visual/spatial, empathy practices




Home Connections:


Car presentation to a parent meeting.  Have each part of the behavior car explained to the parents by a student.   (See pages 41-42 from Behavior Car attahment 2)