We Make Decisions

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We Make Decisions

Students will recognize that everyone has to make choices.

Primary Learning Outcomes

What is a decision? Who makes decisions? How do those decisions affect me?

Additional Learning Outcomes

Assessed QCC Standards:

Grade: 1

Guidance

C. Career Planning

Topic: Understanding how to make decisions.
Standard: Describe how choices are made. Describe what can be learned from making mistakes. Identify and assess problems that interfere with attaining goals. Identify strategies used in solving problems. Identify alternatives in decision making situations. Describe how personal beliefs and attitudes effect decision making. Describe how decisions affect self and others.

Procedures/Activities

Step: 1 Duration: 5 min.

Introduce the word “decision.” There are times when we have to make decisions. Another way to say that is: There are times we have to make up our minds.

Step: 2 Duration: 10 min.

Tell the students that they will be voting on some questions about their decisions. To answer yes, they raise their hands. To answer no, they keep their hands down. (Seat students so they can see the responses of one another.) Do you decide when to get up? Do you decide what to wear? Do you decide how to brush your teeth? Do you decide what to eat for breakfast? Do you decide what colors to use when you make pictures? Do you decide whether or not to smile? Do you decide where to live?

Step: 3 Duration: 5 min.

Talk about decisions made by parents, teachers, principals, siblings—and how these decisions affect them.

Step: 4 Duration: 15 min.

Now pass out drawing paper. Ask each student to make a picture showing a decision he or she makes.

Materials and Equipment

Drawing paper and crayons for each student

Standards (Local and/or National)

Total Duration

30 min.

Technology Connection

Assessment

Students' participation and answers will be assessed.

Extension

Have students prepare questions to ask the principal how decisions are made in the school. Have students be prepared to give their input on important school issues.

Remediation

Have students divide their paper into four sections. Label each section with the heading: teacher, parent, government, me. Ask students to write a decision that each of these people makes.

Accommodation

For students with exceptional needs, what changes can be made in instruction and teaching delivery to enhance student participation and learning? Each area below is a direct link to general classroom accommodations.

Non-readers     Physical Impairments     Sensory Impairments     Attention/Behavior

Each disability below is a direct link to general classroom accommodations specific for that disability.

    Autism
    Deaf - Blind
    Deaf/Hard of Hearing
    Emotional and Behavioral Disorder
    Mild Intellectual Disability
    Orthopedic Impairment
    Other Health Impairment
        Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder
        Tourette Syndrome
    Significant Development Delay
    Specific Learning Disability
    Speech - Language Impairment
    Traumatic Brain Injury
    Visual Impairment

Modification

For students with significant disabilities, what changes can be made in instruction and teaching delivery to allow students to participate in classroom instruction while working on IEP objectives and off grade level QCC standards. Below are suggested modifications correlated to the procedures of this lesson plan.