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. |
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