Teacher's Script: Risky Business: Assess Your Choices!

Warm-Up: Risky Business! (5 minutes)

Teacher: "Good morning, everyone! Today, we're going to talk about something really important that we all do every single day, often without even realizing it. I want you to think about a time recently when you did something a little bit 'risky.' Maybe it was climbing a tree, trying a new food, or speaking up in class. On your Risky Business Warm-Up sheet, quickly write down that 'risky' thing you did and how you decided whether or not to do it."

(Give students a couple of minutes to write.)

Teacher: "Okay, who's brave enough to share one of their 'risky' moments? What was it, and how did you decide?" (Call on a few students. Encourage them to explain their thinking.)

Teacher: "Great examples! It sounds like you're already thinking about the good and bad things that can happen. That's exactly what we're going to explore today."

Introduction to Risk Evaluation (10 minutes)

(Display Risk Evaluation Slide Deck - Slide 1: Risky Business: Assess Your Choices!)

Teacher: "Our lesson today is called 'Risky Business: Assess Your Choices!' Every day, we make choices. Some choices seem small, like what to wear. Others feel bigger, like deciding to try out for a school play, or riding your bike without a helmet. All these choices involve something we call 'risk.'"

(Display Risk Evaluation Slide Deck - Slide 2: What is a Risk?)

Teacher: "So, what is a risk? Take a look at the slide. A risk is simply a situation involving exposure to danger. It's about the possibility of something happening, good or bad! Think about crossing the street. Is there a risk involved? What is it?" (Pause for answers. Elicit responses like 'getting hit by a car.')

(Display Risk Evaluation Slide Deck - Slide 3: Key Words for Risk)

Teacher: "To become super risk evaluators, we need to know a few key words. Let's look at them:

• Risk: We just talked about this. It's the chance of something happening.
• Likelihood: This means how likely is it to happen? Is it very likely, somewhat likely, or not very likely at all? If you flip a coin, what's the likelihood of it landing on heads?" (Elicit '50/50' or 'half a chance.')
• Impact: If that risky thing does happen, how big would the problem be? Would it be a tiny inconvenience, a medium problem, or a huge, really bad problem? If you trip over your shoelace, what's the impact? Probably a scrape, right? If you fall from a tall tree, what's the impact? Much bigger!"
• Mitigation: This is a fancy word for, 'What can we do to make it safer?' or 'How can we stop the bad thing from happening, or at least make it less bad?' What's a way we can mitigate the risk of getting hit by a car when crossing the street?" (Elicit 'look both ways,' 'use a crosswalk.')

(Display Risk Evaluation Slide Deck - Slide 4: Why Do We Evaluate Risks?)

Teacher: "Why do you think it's so important to think about risks and these words? Why bother?" (Elicit responses like 'to stay safe,' 'to make good choices.')

Teacher: "Exactly! We evaluate risks to make smart choices! Every day, you make decisions that involve risks. Learning to evaluate them helps you stay safe and achieve your goals. It helps you think ahead about consequences."

Reading & Discussion: Real-Life Risks (15 minutes)

(Display Risk Evaluation Slide Deck - Slide 5: Real-Life Risks Reading)

Teacher: "Now, let's look at some real-life situations. I'm going to hand out a Real-Life Risks Reading. I want you to read it carefully. As you read, think about the different types of risks mentioned and what makes each situation 'risky.' You can read it quietly to yourselves or, if you prefer, with a partner."

(Distribute Real-Life Risks Reading. Give students about 7-8 minutes to read.)

(Display Risk Evaluation Slide Deck - Slide 6: What If? Discussing Risks)

Teacher: "Okay, now that you've read about different scenarios, let's have a class discussion using these What If? Discussion Prompts. I want to hear your thoughts. Remember, there often isn't one single 'right' answer, but we're practicing thinking through these situations."

(Lead a discussion using prompts like:)

• "What is a common risk you or your friends take that might seem small but could have a big impact?"
• "Have you ever taken a risk that turned out really well? What happened?"
• "Have you ever taken a risk that didn't turn out so well? What did you learn?"
• "What's the difference between a 'good' risk and a 'bad' risk?"

Teacher: "Fantastic discussion! It's clear you're all starting to think like risk evaluators. Remember, not all risks are bad! Sometimes taking a calculated risk, where you've thought it through, can lead to amazing new experiences and learning."

Activity: Risk Scenarios & Worksheet (15 minutes)

(Display Risk Evaluation Slide Deck - Slide 7: Risk Scenario Activity)

Teacher: "Now it's your turn to put your risk evaluation skills to the test! I'm going to divide you into small groups. Each group will receive some Risk Scenario Activity Cards and a Risk Assessment Worksheet."

Teacher: "In your groups, choose one scenario card. As a group, you will discuss and answer the questions on the worksheet for that scenario. Think about:

• What are the risks in this situation?
• How likely is it that the bad thing will happen?
• How big would the problem be if it happened?
• What can we do to make it safer or prevent the bad thing from happening? (That's mitigation!)"

(Display Risk Evaluation Slide Deck - Slide 8: Completing Your Worksheet)

Teacher: "Work together, listen to each other's ideas, and fill out your Risk Assessment Worksheet thoroughly. I'll be walking around to help if you get stuck or have questions."

(Divide students into groups, distribute materials, and circulate, providing guidance. Give students about 10-12 minutes for the activity, then allow 3-5 minutes for groups to briefly share one aspect of their scenario if time allows.)

Game: Riskopoly (Optional - Time Permitting) (5-10 minutes)

(Display Risk Evaluation Slide Deck - Slide 9: Game Time: Riskopoly!)

Teacher: "To quickly recap our concepts in a fun way, let's play a few rounds of 'Riskopoly'! I'll explain the simple rules..."

(Explain and play a simplified version of Riskopoly Game if time allows. Focus on quick decision-making and identifying likelihood/impact/mitigation.)

Wrap-Up & Project Introduction (5 minutes)

(Display Risk Evaluation Slide Deck - Slide 10: Making Smart Choices)

Teacher: "Excellent work today, everyone! Let's quickly remember what we've learned. Evaluating risks helps us to:

• Make informed decisions.
• Stay safe.
• Understand the possible good and bad consequences of our actions.

Teacher: "Now, to show off your awesome new risk evaluation skills, you'll be working on a project called My Safe Choices Project. I'm handing out the My Safe Choices Project Guide and the Safe Choices Project Rubric. This project will ask you to apply what we learned today to your own life and choices. Read through it, and we'll discuss it briefly now. It will be due [insert due date]."

(Distribute project guide and rubric. Briefly answer any clarifying questions.)

Cool-Down: Risk Reflection (5 minutes)

Teacher: "To finish up our 'Risky Business' lesson, I have one last quick task for you. Please complete this Risk Reflection Cool Down before you leave. Write down one new thing you learned today about evaluating risks, or one way you think you'll use these skills in your own life."

(Collect cool-down sheets as students leave.)

Risky Business Warm-Up!

Name: ____________________________

Think about something you did recently that felt a little bit risky. It could be something small, like trying a new food, or something bigger, like climbing higher on a playground.

1. What was the risky thing you did?
   
   
   
   
   
   
   

2. Before you did it, what did you think might happen (good or bad)?
   
   
   
   
   
   
   

3. How did you decide whether or not to do it? What made you go for it, or what made you hesitate?
   
   
   
   
   
   
   
   
   
   
   
   
   

Real-Life Risks: What's the Big Deal?

Every day, from the moment you wake up until you go to sleep, you encounter risks. Some are small, some are big, and some we don't even think about! Let's explore a few common situations.

Walking to School

Imagine you're walking to school. You might cross streets, pass by unfamiliar dogs, or walk past a group of older kids you don't know very well.

• Crossing the street: What if a car doesn't see you? What if you trip and fall?
• Unfamiliar dogs: What if the dog barks loudly and scares you? What if it tries to jump on you?
• Groups of older kids: What if they make fun of you or try to get you to do something you don't want to do?

Playing Online Games

Many kids love playing games online. It's fun to connect with friends and explore virtual worlds. But there can be risks, too.

• Talking to strangers: What if someone online pretends to be someone they're not? What if they ask for personal information like your address or school?
• Spending money: What if you accidentally buy something in the game without asking your parents? What if you get tricked into sharing your parent's payment information?
• Cyberbullying: What if someone says mean things to you or about you in the game chat? What if they try to exclude you or make you feel bad?

Trying a New Sport or Activity

Joining a new team or trying an activity like skateboarding or gymnastics can be exciting! You learn new skills and meet new people. But there are always some risks involved.

• Physical injury: What if you fall and scrape your knee? What if you twist your ankle during practice?
• Not being good at it: What if you try your best but still aren't as good as you hoped? What if you feel embarrassed?
• Giving up: What if it gets really hard, and you feel like quitting? What if you don't like it as much as you thought you would?

Speaking Up in Class

Participating in class discussions or giving a presentation can sometimes feel risky. You might have a great idea, but it can be scary to share it.

• Making a mistake: What if you say the wrong answer? What if your idea isn't perfect?
• People laughing: What if someone laughs at you or disagrees with what you say?
• Feeling embarrassed: What if you get nervous and forget what you wanted to say?

As you can see, risks are everywhere! The important thing isn't to avoid every single risk, but to learn how to evaluate them. That means thinking about what could happen, how likely it is, and what you can do to be safe or make the situation better.

What If? Discussion Prompts

Use these questions to guide your discussion about real-life risks.

1. From the Real-Life Risks Reading, which scenario did you find most interesting or relatable? Why?

2. What is a common risk you or your friends take that might seem small but could have a surprisingly big impact? (Think about both positive and negative impacts!)

3. Have you ever taken a risk that turned out really well? What was it, and what was the positive outcome?

4. Have you ever taken a risk that didn't turn out so well? What happened, and what did you learn from that experience?

5. Can you think of a situation where not taking a risk could also lead to a negative outcome? (For example, not trying out for a team you really want to join).

6. What's the difference between a "good" risk (a calculated risk that could lead to growth) and a "bad" risk (one with high likelihood of negative impact and low potential for positive outcome)? Give an example of each.

7. If you see a friend about to take a risk you think is dangerous, what could you do or say to help them evaluate the situation?

Risk Scenario Activity Cards

Instructions: Cut out these cards. In your group, choose ONE card to discuss and complete your Risk Assessment Worksheet for.

Scenario Card 1: The Shortcut Home

You and your friend are walking home from school. Your friend suggests taking a shortcut through a dense, unfamiliar woods, even though it's getting dark and your parents told you to always stick to the main path. They say it'll save 10 minutes.

Scenario Card 2: The Awesome Dare

Your older cousin dares you to climb a very tall, old, and wobbly tree in their backyard. They say it's easy and nothing will happen, but you notice some dead branches and the ground is hard concrete.

Scenario Card 3: Sharing Secrets Online

You're chatting with a new friend you met in an online game. They seem really nice and ask for your real name, what school you go to, and your city. They say they want to send you a cool gift.

Scenario Card 4: Unsupervised Experiment

You find a science kit your older sibling got for their birthday. It has a warning label that says "Adult Supervision Required" for some of the chemicals. Your sibling isn't home, but you really want to try mixing two colorful liquids to see what happens.

Scenario Card 5: Lending Your Bike

Your neighbor asks to borrow your brand new bike for a quick ride around the block. They've crashed bikes before, and you know how easily they scratch things. You really like your neighbor, but you also love your new bike.

Risk Assessment Worksheet

Group Members: ________________________________________________

Chosen Scenario: __________________________________________________

Read your scenario carefully and work with your group to answer the questions below.

1. Identify the Risk(s)

What are the potential dangers or negative outcomes in this scenario? List all that you can think of.

2. Evaluate Likelihood

For each risk you identified, how likely is it to happen? Circle one for each risk.

Risk A: __________________________________________________________

• Very Unlikely
• Unlikely
• Somewhat Likely
• Likely
• Very Likely

Risk B: __________________________________________________________

• Very Unlikely
• Unlikely
• Somewhat Likely
• Likely
• Very Likely

Risk C: __________________________________________________________

• Very Unlikely
• Unlikely
• Somewhat Likely
• Likely
• Very Likely

3. Evaluate Impact

For each risk, if it did happen, how big would the problem be? Circle one for each risk.

Risk A: __________________________________________________________

• Very Small Problem (e.g., slight inconvenience)
• Small Problem (e.g., minor scrape, brief sadness)
• Medium Problem (e.g., significant injury, noticeable distress)
• Big Problem (e.g., serious injury, long-term consequences)
• Very Big Problem (e.g., life-threatening, major emotional harm)

Risk B: __________________________________________________________

• Very Small Problem
• Small Problem
• Medium Problem
• Big Problem
• Very Big Problem

Risk C: __________________________________________________________

• Very Small Problem
• Small Problem
• Medium Problem
• Big Problem
• Very Big Problem

4. Mitigation Strategies

What steps could be taken to reduce the likelihood or impact of the risks you identified? What would make this situation safer or better?

Riskopoly Game: Quick Choices!

Goal: To quickly identify risks and mitigation strategies.

How to Play (Classroom Version):

1. Divide the class: Split the class into 2-4 teams.
2. Teacher reads scenarios: The teacher reads a short scenario (you can create a few on the spot, or adapt from the Risk Scenario Activity Cards).
3. Team discussion: Each team has 30 seconds to quickly discuss:
   • What is the biggest risk?
   • What is the likelihood (High, Medium, Low)?
   • What is the impact (High, Medium, Low)?
   • What is one quick way to mitigate (make it safer)?
4. Share & Score: After 30 seconds, each team shares their answer.
   • 1 point for correctly identifying a risk.
   • 1 point for a reasonable likelihood/impact assessment.
   • 2 points for a good mitigation strategy.
   • Bonus: 1 point for the most creative/effective mitigation (teacher's discretion).
5. Continue: Play for 5-10 minutes, or until one team reaches 10 points.

Example Scenarios for Riskopoly:

• Scenario 1: You find an unmarked bottle of colorful liquid in your kitchen. Your younger sibling is about to pick it up.

  • Risk: Poisoning, skin irritation.
  • Likelihood: High (if sibling picks it up), Medium (if it stays on counter).
  • Impact: High (serious illness).
  • Mitigation: Immediately move the bottle out of reach, tell an adult, don't touch it.

• Scenario 2: You want to bake cookies, but the recipe calls for an ingredient you don't have. Your older sibling says, "Just skip it! It probably won't make a difference."

  • Risk: Cookies don't turn out well, wasted ingredients, disappointment.
  • Likelihood: Medium (depends on the ingredient).
  • Impact: Low (just cookies), Medium (if you were really looking forward to them).
  • Mitigation: Ask an adult, look for a substitute, find a different recipe.

• Scenario 3: You and your friends are playing tag in the school hallway during class time, even though you know it's against the rules.

  • Risk: Getting caught, falling and getting hurt, disturbing other classes.
  • Likelihood: High (hallways are monitored, slippery).
  • Impact: Medium (detention, minor injury).
  • Mitigation: Stop playing immediately, find a safe place to play during recess.

Risk Check Quiz Answer Key

1. Which of the following best describes a 'risk'?

Correct Answer: B. The possibility of something happening (good or bad).

• Thought Process: The definition of risk isn't about guaranteed harm (A) or only negative outcomes (C). It's about the chance or possibility of an event, which can sometimes even have positive aspects, though we often focus on the negative when discussing safety. It also applies to all situations, not just big ones (D).

2. If something has a 'high likelihood,' what does that mean?

Correct Answer: B. It is very probable that it will happen.

• Thought Process: Likelihood refers to how probable an event is. "High likelihood" means there's a good chance it will occur (B), not that it's a certainty (A) or impossible (C), or unimportant (D).

3. What does 'impact' refer to when evaluating a risk?

Correct Answer: C. How big or serious the consequences would be if it happened.

• Thought Process: Impact focuses on the severity or magnitude of the outcome if the risk materializes. It's about the effect, not speed (A), number of people (B), or appearance (D).

4. Which term means 'to take steps to make a situation safer or reduce the negative outcome'?

Correct Answer: B. Mitigation

• Thought Process: Mitigation is the act of reducing or lessening the severity or impact of something. Ignoring (A) is the opposite of addressing a risk, escalation (C) means making it worse, and discovery (D) is finding something, not making it safer.

5. Imagine you see a puddle of water near an electrical outlet. What is a risk in this situation, and what is one way to mitigate it?

Sample Correct Answer:

• Risk: Getting an electrical shock, or causing a short circuit/fire.

• Mitigation: Do not touch the water or the outlet. Immediately tell an adult so they can safely address the situation. Stay away from the area until it is safe.

• Thought Process: The key risk here is electricity and water mixing, leading to a shock or fire. Mitigation involves avoiding contact and seeking adult help, as a child should not attempt to handle an electrical hazard themselves.

My Safe Choices Project Guide

Goal: To apply your risk evaluation skills to a real-life situation and create a plan for making safe choices.

Project Overview

For this project, you will choose a situation from your own life (or a situation you might face in the near future) that involves a potential risk. You will then analyze this situation using the risk evaluation steps we learned: Identify, Evaluate (Likelihood & Impact), and Mitigate.

Steps:

1. Choose Your Scenario (Due: [Insert Date/Time])

Think about a real-life situation where you or someone you know might have to make a choice that involves a risk. This could be:

• Deciding whether to try out for a new sports team.
• Being asked to go somewhere unfamiliar with friends.
• Seeing something online that makes you uncomfortable.
• Choosing to do something your parents said not to do.
• A decision about a new hobby or activity.

Write down your chosen scenario in 2-3 sentences. Make sure it's something you can realistically analyze.

2. Identify the Risks (Due: [Insert Date/Time])

List all the possible risks (negative outcomes or dangers) associated with your chosen scenario. Think broadly – what are all the things that could go wrong, even if they seem minor?

3. Evaluate Likelihood & Impact (Due: [Insert Date/Time])

For each risk you identified in Step 2, describe:

• Likelihood: How likely is this risk to happen? (Use words like: Very Unlikely, Unlikely, Somewhat Likely, Likely, Very Likely)
• Impact: If this risk did happen, how serious would the consequences be? (Use words like: Very Small Problem, Small Problem, Medium Problem, Big Problem, Very Big Problem)

Organize this clearly, perhaps in a small chart or bullet points for each risk.

4. Develop Mitigation Strategies (Due: [Insert Date/Time])

For each risk, brainstorm at least one clear strategy or action you could take to:

• Reduce the likelihood of the risk happening (make it less likely).
• Reduce the impact if the risk does happen (make the problem smaller).

Think creatively! What steps can you take to make a safer choice?

5. Final Reflection (Due: [Insert Date/Time])

Based on your analysis, what is your overall recommendation for the scenario? Would you proceed with the activity, avoid it, or proceed with specific safety measures in place? Explain your reasoning in a short paragraph.

Presentation (Optional)

Be prepared to briefly share your scenario and your mitigation plan with the class, if asked.

Safe Choices Project Rubric

Student Name: ____________________________

Project: My Safe Choices Project

Risk Reflection Cool Down

Name: ____________________________

Before you go, please take a moment to reflect on today's lesson about risk evaluation.

1. Write down one new thing you learned today about identifying, evaluating, or managing risks.
   
   
   
   
   
   
   

2. Think about your own life. What is one specific way you plan to use your new risk evaluation skills this week?