Snowstorm!

In this creative activity from Smart Choices, students review the decision-making process and take part in a scenario to solve a survival problem.

Primary Learning Outcomes

What are the steps in the decision-making process?

Additional Learning Outcomes

How do the steps in the decision-making process apply to this survival challenge?

Assessed QCC Standards:

Grade: 9-12

Guidance

A. Self Knowledge

Topic: Understanding the influence of a positive self-concept.
Standard: -Identify and appreciate personal interests, abilities, and skills. -Demonstrate the ability to use peer feedback. -Demonstrate an understanding of how individual characteristics relate to achieving personal, social, educational, and career goals. -Demonstrate an understanding of environmental influences on one’s behavior. -Demonstrate an understanding of the relationship between personal behavior and self-concept.

C. Career Planning

Topic: Skills to make decisions.
Standard: -Demonstrate responsibility for making tentative educational and occupational choices. -Identify alternatives in given decision making situations. -Describe personal strengths and weaknesses in relationship to postsecondary education/training requirements. -Identify appropriate choices during high school that will lead to marketable skills for entry-level employment or advanced training. -Identify and complete required steps toward transition from high school to entry into post-secondary education/training programs or work. -Identify steps to apply for and secure financial assistance for postsecondary education and training.

Procedures/Activities

Step: 1 Duration:

Give each student a copy of “The Decision﷓Making Process” handout. Explain that when an important decision is to be made, many people have found it beneficial to look at the problem and proceed to a decision through a logical sequence of steps. The steps and their order are listed on this handout.

Attachments for Step 1

Title: The Decision-Making Process FileName: The Decision Making Process.doc
Description: Seven steps in making an informed decision.

Step: 2 Duration:

Review the steps with the students, asking questions such as the following to prompt discussion. · Why is it necessary to identify the problem (gather information, determine priorities, etc.)? · Should the step of setting priorities come before the step of gathering information? (or similar question) · What is the difference between the steps of generating and reviewing alternatives and of reviewing possible consequences? · What do you think would happen to the decision-making process if there were no way for the person to gather information? · Are problems and goals the same?

Step: 3 Duration:

Work through the decision-making process as a class by using one problem or goal (such as poor grades or getting better grades), having students offer alternatives to each step.

Step: 4 Duration:

4. Distribute copies of the “Snowstorm” handout. Allow time for students to complete the activity and ask volunteers to share their results. Discuss how the decisions were made. Allow as many students as possible to share their choices and their reasoning

Attachments for Step 4

Title: Snowstorm! FileName: Snowstorm.doc
Description: This scenario presents a crisis situation and an opportunity to make decisions in solving the crisis.

Materials and Equipment

Copies of the “The Decision﷓Making Process” handout and the “Snowstorm” handout

Standards (Local and/or National)

Total Duration

1 -2 hours

Technology Connection

Assessment

Students will be evaluated as they demonstrate their understanding of the decision making process as seen in their discussion.

Extension

This activity can be extended by using a scenario involving conflict in a problem at school and possible solutions.

Remediation

The steps in the decision-making process can be posted to help students.

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.