Activity Overview
Your students make decisions every day, and hopefully they all made the decision to come to class today. This may have been a “no decision” for them; a few different people are making sure they are in school everyday. There are two other types of decisions: snap decisions and reasonable decisions. Whether or not they raise their hand in class is a “snap decision”. They must decide quickly before someone else raises their hand. This decision is usually made without contemplation of consequences or outcomes. Doing their homework after school or during lunch is a “reasonable decision”. This is because they weigh their options and choose the best possible outcome. Should I do my homework at school while I eat so I can watch a movie later, or do it at night after dinner at home?
In this activity, students will create a storyboard that shows the three types of decisions. Creating visualizations will help students make connections to the content and retain the information. If you ask them to depict decisions they either made today or in the last few days, the activity will reinforce another learning goal. The fact that they make decisions every day may ease the pressure and give them confidence in making those more consequential decisions, such as applying for colleges or refusing to fall into peer pressure.
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 real-life examples of the three types of decisions.
- Click "Start Assignment".
- Identify the type of decision in the title boxes.
- Create a picture of a recent decision you have made in the cell using a combination of appropriate scenes, characters, and items.
- Describe the meaning of the term and how it is applied in the cell.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| No Decision | The cell used exemplary school appropriate scenes, characters, and text to depict a 'no decision' scenario. The student was able to effectively show someone making the decision for the main character. The description defines the term correctly and explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict a 'no decision' scenario. The student was able to show someone making the decision for the main character. The description defines the term correctly, but fails to explain the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict type of decision. The description shows an unclear understanding of content. |
| Snap Decision | The cell used exemplary school appropriate scenes, characters, and text to depict a 'snap decision' scenario. The student was able to effectively show the main character deciding something without contemplating the outcome. The description defines the term correctly and explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict a 'snap decision' scenario. The student was able to show the main character deciding something without contemplating the outcome. The description defines the term correctly, but fails to explain the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict type of decision. The description shows an unclear understanding of content. |
| Reasonable Decision | The cell used exemplary school appropriate scenes, characters, and text to depict a 'reasonable decision' scenario. The student was able to effectively show someone making the decision after looking into the possible outcomes and choosing the best one. The description defines the term correctly and explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict a 'reasonable decision' scenario. The student was able to show someone making the decision after looking into the possible outcomes and choosing the best one. The description defines the term correctly, but fails to explain the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict type of decision. 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 different types of decisions. | 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
Your students make decisions every day, and hopefully they all made the decision to come to class today. This may have been a “no decision” for them; a few different people are making sure they are in school everyday. There are two other types of decisions: snap decisions and reasonable decisions. Whether or not they raise their hand in class is a “snap decision”. They must decide quickly before someone else raises their hand. This decision is usually made without contemplation of consequences or outcomes. Doing their homework after school or during lunch is a “reasonable decision”. This is because they weigh their options and choose the best possible outcome. Should I do my homework at school while I eat so I can watch a movie later, or do it at night after dinner at home?
In this activity, students will create a storyboard that shows the three types of decisions. Creating visualizations will help students make connections to the content and retain the information. If you ask them to depict decisions they either made today or in the last few days, the activity will reinforce another learning goal. The fact that they make decisions every day may ease the pressure and give them confidence in making those more consequential decisions, such as applying for colleges or refusing to fall into peer pressure.
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 real-life examples of the three types of decisions.
- Click "Start Assignment".
- Identify the type of decision in the title boxes.
- Create a picture of a recent decision you have made in the cell using a combination of appropriate scenes, characters, and items.
- Describe the meaning of the term and how it is applied in the cell.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| No Decision | The cell used exemplary school appropriate scenes, characters, and text to depict a 'no decision' scenario. The student was able to effectively show someone making the decision for the main character. The description defines the term correctly and explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict a 'no decision' scenario. The student was able to show someone making the decision for the main character. The description defines the term correctly, but fails to explain the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict type of decision. The description shows an unclear understanding of content. |
| Snap Decision | The cell used exemplary school appropriate scenes, characters, and text to depict a 'snap decision' scenario. The student was able to effectively show the main character deciding something without contemplating the outcome. The description defines the term correctly and explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict a 'snap decision' scenario. The student was able to show the main character deciding something without contemplating the outcome. The description defines the term correctly, but fails to explain the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict type of decision. The description shows an unclear understanding of content. |
| Reasonable Decision | The cell used exemplary school appropriate scenes, characters, and text to depict a 'reasonable decision' scenario. The student was able to effectively show someone making the decision after looking into the possible outcomes and choosing the best one. The description defines the term correctly and explains the scenario depicted. | The cell used adequate school appropriate scenes, characters, and text to depict a 'reasonable decision' scenario. The student was able to show someone making the decision after looking into the possible outcomes and choosing the best one. The description defines the term correctly, but fails to explain the scenario depicted. | The cell used inappropriate scenes, characters, and text to depict type of decision. 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 different types of decisions. | 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 Decisions, Decisions, Decisions...
Guide students to reflect on past decisions before starting the activity
Encourage students to think back on recent choices they've made—big or small. This primes their minds for the storyboard and helps them relate the lesson to real life.
Model how to distinguish between snap and reasonable decisions
Demonstrate with classroom examples—like calling on a student (snap) versus planning a field trip (reasonable). Clarifying these differences ensures every student understands the concepts clearly.
Prompt students to use details and emotions in their storyboards
Encourage students to show not just what happened, but how they felt and why they chose that option. Adding personal touches makes their learning more meaningful and memorable.
Facilitate a class discussion to share and compare decision types
Invite students to present their storyboards and discuss which decisions were easy or challenging. Collaborative reflection builds confidence and teaches empathy for different perspectives.
Connect decision-making to real-world scenarios students may face
Discuss how these skills apply to situations like peer pressure, time management, or future planning. Making connections helps students see the value of thoughtful decision-making in their everyday lives.
Frequently Asked Questions about Decisions, Decisions, Decisions...
What are the three types of decisions students make?
Students commonly make three types of decisions: no decisions (automatic or decided by others), snap decisions (made quickly without much thought), and reasonable decisions (considered and weighed for the best outcome). Understanding these helps students become more aware of their choices.
How can I teach decision-making skills using storyboards?
Storyboards are a visual way to help students understand and reflect on decision-making. Have students create scenes showing each decision type—no decision, snap decision, and reasonable decision—using pictures and short descriptions. This activity builds connections and reinforces learning.
What is a snap decision versus a reasonable decision?
A snap decision is made quickly, often without thinking about the consequences (like raising a hand in class). A reasonable decision is thought out, where options are considered for the best result (like planning when to do homework).
Why is it important for students to reflect on everyday decisions?
Reflecting on everyday decisions helps students realize that decision-making is a regular part of life, which can ease anxiety and build confidence for handling bigger choices in the future, such as resisting peer pressure or preparing for college.
What are some real-life examples of snap, reasonable, and no decisions for middle or high school students?
Examples include: No decision—attending school because it’s required; Snap decision—choosing to answer a question quickly in class; Reasonable decision—planning when to do homework for the best outcome.
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