1. Topic-
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| Choices and the consequences of decision-making |
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2. Content-
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Breaking down the decision-making process and understanding how
it effects everyday experiences and relates to specific events in
history.
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3. Goals: Aims/Outcomes-
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| Students will be able to breakdown the decision-making process from
start to finish:(situation presented, available options, outside influences,
making a choice and the outcome and/or consequence that decision leads
to). |
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4. Objectives-
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1. Students will identify a variety of decisions they must make
on a daily basis
2. Students will diagram a decision from start to finish
3. Students will identify variables that impact their decisions
4. Students will be able to realize how their choices lead to positive
and negative consequences |
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5. Materials and Aids-
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1. Diagram illustrating the decision-making process
2. Notebook for journaling |
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6. Procedures/Methods-
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A. Introduction-
1. When the students enter the classroom I will tell them that they
have 15 minutes of work time because I have to deal with an "unexpected
situation".
2. I will occupy myself at my desk and secretly take notes of the
behaviors I am observing.
3. Patiently give them the full 15 minutes without interfering or
redirecting the kids who are off-task.
4. Once the 15 minutes have passed, tell the students you are ready
to begin and that they need to take out a sheet of paper for an oral
pop quiz on the pages listed on the board.
5. Give the 5 question quiz, grade it as a class and have the students
hand it in. |
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B. Development-
| After the quiz is handed in, ask the students how they are. Expect
mixed reactions: some will be happy because they used the time wisely
and read which resulted in a positive quiz score. Others will be upset
or angry because they chose to socialize and not use the time productively.
After they share their thoughts, tell them it's all part of the topic
being covered that day: Choices and Consequences. |
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C. Practice-
1.Ask the students for examples of choices they all face on a daily
basis (ex: doing homework, following rules, being organized, telling
the truth).
2.After the kids give examples, show them how their recent decisions/choices
developed into outcomes (studied, didn't study). Break down what just
occurred at the beginning of class and show how different choices
led to different outcomes. |
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D. Independent Practice-
1. Students will complete a 3 day journal with 3 entries per day.
They need to describe the situation, available options, outside influences,
the actual choice, and the outcome or consequence of that choice.
2. The students need to post date the journal so it starts the day
before this lesson is taught. The reason for this is to have the kids
reflect on their actions and see what they share prior to bringing
their attention to this process.
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E. Accommodations (Differentiated Instruction)-
1. Students who need the lesson simplified will complete 2 entries
a day and will have the opportunity to brainstorm with the teacher
to pick specific scenarios from the day.
2. Students who are in an accelerated program will need to interview
2 adults and ask them about their daily decisions. In turn, the accelerated
students will diagram what the adult told them and make a mock diagram
of what could have happened if the adult made a different choice.
This is in addition to the assignment given to the rest of the class. |
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F. Checking for understanding-
1. Students will share their completed journals, the situations
they were faced with and how their decisions and actions impacted
them (stress the need for honest responses without judging their decisions).
2. Students will select one of their journal entries to elaborate
on. When doing so, they will have to explain and diagram what would
have happened if they made the opposite choice and what possible consequences
that decision would lead to. |
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G. Closure-
1. After students have done the "opposite" exercise, discuss what
impact this has on their decision making in the future
2. Discuss how consequences play a role in behavior and actions.
3. Talk about the importance of previous experience and how we learn
from mistakes and success. |
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7. Evaluation-
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| After students have completed their journals and shared their personal
experiences ask them to reflect on the last couple of days and how
their choices are impacting their everyday life. Talk about strategies
they can use on a daily basis to help them navigate 7th grade and
beyond. |
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8. Teacher Reflection-
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| This lesson can be used along with several areas of the Social Studies
curriculum. I will initially use it during our unit on Colonial America
and Early English Settlements. Students will apply their understanding
of the "decision making process" by looking at the decisions early
settlers made and how we learn from history. I will specifically use
this when we study Jamestown. We will take it a step further and also
discuss "what if" those same early settlers made different choices
and what impact that would have on where our country is today. |
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