Lesson Plan
Lab Manual
Students will apply a 4-step decision-making model to evaluate the short- and long-term consequences of a provided dilemma.
Understanding how to make thoughtful decisions and anticipate consequences is a crucial life skill. This lesson equips students with a practical framework to navigate complex situations responsibly.
Audience
7th & 8th Grade
Time
30 minutes
Approach
Through a guided simulation, students will practice a decision-making model.
Materials
Whiteboard or Projector, Markers or Pens, Experimenting with Choices, Lab Instructor Script, Decision Flowchart, and Scenario Cards (provided by teacher)
Prep
Prepare Materials
15 minutes
- Review the Lab Manual and Experimenting with Choices thoroughly.
* Print copies of the Decision Flowchart for each student.
* Prepare 3-4 diverse scenario cards relevant to middle school students (e.g., peer pressure, academic honesty, social media choices).
* Ensure whiteboard or projector is ready for the slide deck presentation.
* Review the Lab Instructor Script to familiarize yourself with the talking points and timing.
Step 1
Warm-Up: Lab Goggles Metaphor
5 minutes
- Begin by asking students: "When a scientist goes into a lab, what's one piece of equipment they always wear? Why?" (Lab goggles).
* Introduce the idea that just as goggles help scientists see clearly and protect them, we need a special way to "see" our choices clearly and understand their potential impact.
* Transition to introducing the "Choices & Consequences Lab" and its purpose. Refer to Experimenting with Choices (Slide 1-2).
Step 2
Introducing the 4-Step Decision-Making Model
10 minutes
- Present the 4-step decision-making model: Stop, Think, Decide, Reflect. Use the Experimenting with Choices (Slides 3-6) to explain each step in detail.
* Stop: Pause and identify the dilemma.
* Think: Consider options and potential short-term and long-term consequences for each.
* Decide: Choose the best option based on values and desired outcomes.
* Reflect: Review the decision and its actual outcomes.
* Model an example scenario briefly as a class to ensure understanding.
Step 3
Group Application: Scenario Cards & Flowchart
10 minutes
- Divide students into small groups (3-4 students per group).
* Distribute one scenario card and one Decision Flowchart to each group.
* Instruct groups to apply the 4-step model to their given scenario, filling out the flowchart as they work.
* Circulate to provide support and guidance, prompting groups to think critically about both short-term and long-term consequences.
Step 4
Share & Discuss
3 minutes
- Bring the class back together.
* Ask a few groups to briefly share their scenario, their decision, and especially the short-term vs. long-term consequences they identified.
* Emphasize how seemingly small choices can have significant long-term impacts.
Step 5
Cool-Down: Personal Reflection
2 minutes
- Distribute a blank index card or ask students to use a sheet of paper.
* Prompt students to reflect on a recent, relatively minor choice they made and briefly consider its short-term and potential long-term consequences.
* Collect these as an exit ticket. Refer to Experimenting with Choices (Slide 7).
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Slide Deck
Experimenting with Choices: Your Decision Lab
Ever wonder why scientists wear lab goggles?
They help us see clearly and protect us from unexpected reactions!
Today, we'll put on our 'thinking goggles' to examine how our choices create different outcomes. Get ready to experiment with decisions!
Welcome students and immediately draw them into the 'lab' metaphor. Ask the opening question about lab goggles. Connect the idea of protection and clear vision to making good choices. Introduce the lesson's title and objective.
Why Do We Need a Decision Lab?
Every single day, you make choices. Some are small, like what to eat for lunch. Others are bigger, like how to react to a friend's challenge.
Our decisions, big or small, have consequences – the results or effects of our actions.
This 'Decision Lab' will equip you with a powerful tool to make smarter choices and understand their impact!
Elaborate on the 'why' behind this lesson. Emphasize that every day, students make choices, and understanding how those choices lead to consequences is empowering. This lab will give them tools.
Step 1: STOP!
Before you do anything, PAUSE.
- What is the problem or dilemma you're facing?
- What's the real situation?
- Don't just react! Take a moment to understand what's going on.
Introduce the first step of the model. Emphasize pausing and clearly defining the situation before reacting impulsively. Ask students to think of a time they reacted without stopping.
Step 2: THINK!
Consider your options and their consequences.
- What are all the possible things you could do?
- For each option, what are the short-term consequences? (What happens right away?)
- What are the long-term consequences? (What might happen in the future, next week, next month, or even next year?)
- Think about who else might be affected.
Explain the second step. Guide students to brainstorm multiple options and then critically think about the ripple effects, differentiating between immediate and future consequences. Provide a simple example if needed.
Step 3: DECIDE!
Choose the option you believe is best.
- After carefully thinking about all the possibilities and their consequences, make your choice.
- Pick the option that aligns with your values and leads to the most positive outcomes – both for yourself and others involved.
Present the third step. Encourage students to weigh their options based on their values and what they believe is the 'best' outcome, not just the easiest. This isn't about perfection, but thoughtful selection.
Step 4: REFLECT!
After your decision, think about what happened.
- What was the actual outcome of your choice?
- Were the consequences what you expected?
- What did you learn from this experience?
- How might this help you with future decisions?
Explain the final step. Highlight the importance of learning from experiences. Even if a decision doesn't turn out perfectly, reflection helps improve future decision-making.
Your Choices, Your Consequences
The 4-step decision-making model is a powerful tool to help you navigate life's many dilemmas.
Remember: Every choice has consequences. Learning to anticipate them helps you take responsibility and shape your future.
What small choice did you make recently? What were its short-term and long-term consequences?
Conclude the lesson by bringing it back to personal relevance. This slide sets up the cool-down activity, prompting students to connect the model to their own lives.
Script
Lab Instructor Script: Choices & Consequences Lab
Warm-Up: Lab Goggles Metaphor (5 minutes)
Teacher: "Good morning/afternoon, aspiring decision-makers! Welcome to the Choices & Consequences Lab. Before we dive into our experiment, I have a quick question for you: When a scientist goes into a lab, what's one piece of equipment they almost always wear? And more importantly, why do they wear it?"
(Pause for student responses, guiding them toward 'lab goggles' and reasons like 'to see clearly,' 'to protect their eyes,' 'to prevent accidents.')
Teacher: "Exactly! Lab goggles help scientists see things clearly, protect them from unexpected splatters or reactions, and ensure they can safely conduct their experiments. Well, today, we're going to put on our own special kind of 'goggles' – thinking goggles – to help us examine our choices clearly and understand their potential impacts. Just like a scientist, we need a way to carefully 'see' our decisions and predict what might happen when we make them."
"This is our Choices & Consequences Lab! Our goal today is to learn a powerful 4-step model that will help you evaluate the short-term and long-term consequences of any dilemma you face. By the end of this lab, you'll be a pro at 'experimenting with choices' thoughtfully!"
(Transition to Experimenting with Choices - Slide 1-2)
Introducing the 4-Step Decision-Making Model (10 minutes)
Teacher: "Alright, lab assistants, let's get into the core of our experiment: the 4-step decision-making model. Think of this as your new lab procedure for making great choices. Each step is crucial, just like in any scientific experiment."
(Display Experimenting with Choices - Slide 3: STOP!)
Teacher: "Step one is STOP! Before you do anything, PAUSE. This sounds simple, but it's often the hardest part, right? When you're faced with a tough choice or a heated moment, your first instinct might be to just react. But a good decision-maker takes a moment to stop. Ask yourself: 'What is the actual problem or dilemma I'm facing? What's the real situation here?' Don't just react; take a moment to understand what's truly going on."
(Display Experimenting with Choices - Slide 4: THINK!)
Teacher: "Once you've stopped and identified the dilemma, it's time to THINK! This is where you put on those thinking goggles. You'll consider all your options and their consequences. What are all the possible things you could do? And for each of those options, you need to ask: 'What are the short-term consequences? What happens right away?' And then, 'What are the long-term consequences? What might happen in the future – next week, next month, or even next year?' It’s also important to think about who else might be affected by your choice, not just you."
(Display Experimenting with Choices - Slide 5: DECIDE!)
Teacher: "After all that careful thinking, it's time to DECIDE! This is where you choose the option you truly believe is best. Based on everything you've thought about – the options, the short-term and long-term consequences, who else is affected – pick the path that aligns with your values and leads to the most positive outcomes for everyone involved. It might not always be the easiest choice, but it should be the most thoughtful one."
(Display Experimenting with Choices - Slide 6: REFLECT!)
Teacher: "Finally, we have REFLECT! The experiment isn't over just because you've made a decision. After your choice, take time to think about what happened. What was the actual outcome? Were the consequences what you expected? What did you learn from this experience? Reflection helps us grow and improve our decision-making skills for the future."
"Let's do a very quick example together. Imagine you have a big test tomorrow, and your friends invite you to play video games for several hours tonight. What would be the STOP, THINK, DECIDE, REFLECT for that?"
(Briefly guide students through this example, ensuring they grasp each step before moving on.)
Group Application: Scenario Cards & Flowchart (10 minutes)
Teacher: "Excellent! Now it's your turn to become lead scientists in your own decision-making lab. I'm going to divide you into small groups. Each group will receive a scenario card with a dilemma and a Decision Flowchart. Your task is to work together, apply the 4-step model to your scenario, and fill out the flowchart completely."
"Remember to discuss each step: STOP to identify the core problem, THINK about all the options and both short-term and long-term consequences, DECIDE on the best path, and be ready to REFLECT. I'll be circulating to assist and answer any questions."
(Divide students, distribute scenario cards and Decision Flowchart. Circulate, listen to discussions, and prompt deeper thinking, especially regarding long-term consequences.)
Share & Discuss (3 minutes)
Teacher: "Alright, lab teams, let's bring it back together. Can I get a couple of groups to share their scenario, the decision they made, and especially highlight some of the short-term versus long-term consequences they identified? What did you discover?"
(Call on 2-3 groups to share. Facilitate a brief discussion, emphasizing how even small choices can have significant ripple effects over time.)
Cool-Down: Personal Reflection (2 minutes)
(Display Experimenting with Choices - Slide 7)
Teacher: "Fantastic work today, everyone. As we wrap up our Choices & Consequences Lab, I want you to take one last moment for personal reflection. On an index card or a piece of paper, I want you to briefly think about a recent, relatively minor choice you made. It could be anything! Now, quickly jot down what its short-term consequence was, and then consider what its potential long-term consequence might be."
"This isn't about judging your choices, but about practicing that crucial 'Reflect' step. This will serve as your exit ticket for today."
(Collect cards as students leave or transition to the next activity.)
Teacher: "Thank you, scientists! Keep those thinking goggles on!"
Worksheet
Decision Flowchart: Navigating Choices
Name: _________________________ Group: ______________
Scenario Card: (Attach your scenario card here or write it below)
Step 1: STOP!
What is the dilemma or problem you are facing in this scenario?
Step 2: THINK!
What are your possible options? (List at least 2-3)
For each option, consider the consequences:
Option 1: _____________________________________________________
- Short-Term Consequences (What happens right away? Who is affected?)
- Long-Term Consequences (What might happen in the future? Who is affected?)
Option 2: _____________________________________________________
- Short-Term Consequences (What happens right away? Who is affected?)
- Long-Term Consequences (What might happen in the future? Who is affected?)
Option 3 (if applicable): ___________________________________________
- Short-Term Consequences (What happens right away? Who is affected?)
- Long-Term Consequences (What might happen in the future? Who is affected?)
Step 3: DECIDE!
Which option will you choose, and why do you think it is the best choice for this scenario?
Step 4: REFLECT!
If you were to make this decision, what do you predict would be the ultimate outcome? What might you learn from this experience?