Activity Overview
In order to get students to think about consequences first when faced with a decision, they are going to have to practice the process of making decisions. The reward system is developed in their brain, but not the consequences aspect among teenagers. Instant gratification rules their perspective. This decision making chart will help them put things into perspective.
Have students brainstorm some of their own decisions they made recently or ones they will face soon. In this activity, students will fill in the template and break down their own decisions and how they made the choice.
Step One: List the choices
Step Two: Weigh out the consequences
Step Three: Look for resources, if possible
Step Four: Choose a solution
Step Five: Reflect on the decision
A follow-up activity to this can be to have a "think-pair-share" exercise. Allowing students to reflect on their peers' decision-making will help to build a "consequence first" thinking environment, and they may also be able to take inspiration from each other.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard showing a decision-making model of a real or imagined decision.
- Click "Start Assignment".
- Type a possible decision in the center title box.
- List the first step of the decision making model in the top title box and the following steps in the rest of the title boxes.
- Create a visual example of each step using a combination of appropriate scenes, characters, and items.
- Briefly describe what is taking place in each cell in the description boxes.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Step 1 Choices | The cell used exemplary school appropriate scenes, characters, and text to depict the possible choices. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible choices. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict choices. The description shows an unclear understanding of content. |
| Step 2 Consequences | The cell used exemplary school appropriate scenes, characters, and text to depict the possible consequences of step 1. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible consequences of step 1. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the possible consequences of step 1. The description shows an unclear understanding of content. |
| Step 3 Resources | The cell used exemplary school appropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The description shows an unclear understanding of content. |
| Step 4 Solution | The cell used exemplary school appropriate scenes, characters, and text to depict the decision made from step 1. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and test to depict the decision made from step 1. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the decision made from step 1. The description shows an unclear understanding of content. |
| Step 5 Reflection | The cell used exemplary school appropriate scenes, characters, and text to depict the refection of the outcome from step 4. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the refection of the outcome from step 4. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the refection of the outcome from step 4. The description shows an unclear understanding of content. |
| Grammar | There are few to no grammar or spelling mistakes. The text clearly indicates student understanding of the decision making model. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
Activity Overview
In order to get students to think about consequences first when faced with a decision, they are going to have to practice the process of making decisions. The reward system is developed in their brain, but not the consequences aspect among teenagers. Instant gratification rules their perspective. This decision making chart will help them put things into perspective.
Have students brainstorm some of their own decisions they made recently or ones they will face soon. In this activity, students will fill in the template and break down their own decisions and how they made the choice.
Step One: List the choices
Step Two: Weigh out the consequences
Step Three: Look for resources, if possible
Step Four: Choose a solution
Step Five: Reflect on the decision
A follow-up activity to this can be to have a "think-pair-share" exercise. Allowing students to reflect on their peers' decision-making will help to build a "consequence first" thinking environment, and they may also be able to take inspiration from each other.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a storyboard showing a decision-making model of a real or imagined decision.
- Click "Start Assignment".
- Type a possible decision in the center title box.
- List the first step of the decision making model in the top title box and the following steps in the rest of the title boxes.
- Create a visual example of each step using a combination of appropriate scenes, characters, and items.
- Briefly describe what is taking place in each cell in the description boxes.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Step 1 Choices | The cell used exemplary school appropriate scenes, characters, and text to depict the possible choices. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible choices. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict choices. The description shows an unclear understanding of content. |
| Step 2 Consequences | The cell used exemplary school appropriate scenes, characters, and text to depict the possible consequences of step 1. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible consequences of step 1. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the possible consequences of step 1. The description shows an unclear understanding of content. |
| Step 3 Resources | The cell used exemplary school appropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the possible resources for the main character to reach out for help. The description shows an unclear understanding of content. |
| Step 4 Solution | The cell used exemplary school appropriate scenes, characters, and text to depict the decision made from step 1. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and test to depict the decision made from step 1. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the decision made from step 1. The description shows an unclear understanding of content. |
| Step 5 Reflection | The cell used exemplary school appropriate scenes, characters, and text to depict the refection of the outcome from step 4. The title indicates the step while the description accurately explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict the refection of the outcome from step 4. The title indicates the step while the description inaccurately explains the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict the refection of the outcome from step 4. The description shows an unclear understanding of content. |
| Grammar | There are few to no grammar or spelling mistakes. The text clearly indicates student understanding of the decision making model. | There are some grammar or spelling mistakes, but understanding of content is clear. | There are too many grammar or spelling mistakes creating an unclear understanding of content. |
How Tos about Illustrating the Decision Making Process
How to Facilitate Meaningful Class Discussions About Student Decisions
Encourage students to share their decision-making experiences in a supportive environment. Fostering open dialogue helps students reflect on various outcomes and learn from each other’s perspectives.
Set clear discussion guidelines
Establish ground rules for respect, listening, and confidentiality so students feel safe sharing their thoughts. Clear expectations promote honest and productive conversations.
Prompt students with open-ended questions
Use thought-provoking prompts like “What made you choose that option?” or “How might things have turned out differently?” Open questions encourage deeper thinking and engagement.
Model reflective thinking
Share a personal example of a decision you made, highlighting the process and consequences. Modeling demonstrates vulnerability and sets the tone for meaningful sharing.
Encourage peer feedback constructively
Guide students to offer supportive feedback by focusing on what they noticed or learned, rather than judging choices. Positive feedback builds trust and enhances learning.
Frequently Asked Questions about Illustrating the Decision Making Process
What is a simple decision making process for students?
A simple decision making process for students involves listing choices, weighing consequences, looking for resources, choosing a solution, and reflecting on the outcome. This step-by-step approach helps students consider the impact of their choices before acting.
How can I teach decision making skills to middle or high school students?
To teach decision making skills to grades 6-12, use activities like decision making charts, brainstorming real-life decisions, and think-pair-share exercises. Guide students to break down decisions, weigh consequences, and reflect on outcomes for deeper learning.
What are the steps in the decision making model for classrooms?
The classroom decision making model includes: 1) List choices, 2) Weigh consequences, 3) Identify resources, 4) Choose a solution, and 5) Reflect on the decision. Visual aids and templates can make these steps clearer for students.
Why is it important for students to consider consequences before making decisions?
Considering consequences helps students develop critical thinking and self-control. It encourages them to move beyond instant gratification, fostering better social-emotional skills and more thoughtful decision making in daily life.
What is a think-pair-share activity for decision making lessons?
A think-pair-share activity involves students reflecting individually on a decision, discussing with a partner, and then sharing insights with the class. This method builds a consequence-first mindset and encourages peer learning.
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