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The consequences of decisions made in the past provide
the learning opportunity in this high energy, Smart Choices activity.
Student teams imagine the results of a series of “What if” statements
leading to an awareness of the importance of the decision making
process. |
Primary Learning Outcomes
How do past decisions demonstrate the value and importance of
the decision making process.
Additional Learning Outcomes
Assessed QCC Standards:
Grade: 9-12
Guidance
C. Career Planning
9
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.
Grade: 9-12
Language Arts
24
Topic: Core
Skills
Standard: Works as a
team member to solve problems.
Procedures/Activities
Step:
1 Duration:
Divide the class into two or three groups. (Option: Select a
panel of three judges to score responses.) Have each group select a recorder.
Have groups move as far away from each other as possible, so each group can work
independently.
Step:
2 Duration:
Tell students you will read a question and each group will
have two minutes to think of and write down all possible consequences of the
statement. Each recorder will record all responses on paper. If easels and large
paper pads are available, have recorders use them to write down responses so all
students may see them when completed.
Attachments for Step 2
Title: What If.... FileName: What If II.doc
Description: A list of 25 "What if"
statements.
Step:
3 Duration:
After two minutes have elapsed, stop the students and ask
Group I to read one of its responses. Group II will follow by reading a
different response it recorded. Group III will then have an opportunity to read
one of its responses. The alternating continues until all responses have been
read.
Step: 4 Duration:
Scoring is done by giving two points for every response that
meets two requirements: It must be different from any response read earlier by
either of the groups. It must be judged by the teacher (or a panel of three
impartial judges) to be a legitimate consequence of the “What if...” statement
preceding it.
Step:
5 Duration:
Stop the activity while interest is still high and thoughts
are coming. Tabulate the scores and declare the winner.
Materials and Equipment
Two or three easels
Two or three large pads of paper
timer
pens
Timer
“What if...” statements
Standards (Local and/or National)
Total Duration
1 hour
Technology Connection
Assessment
Students are evaluated as to their participation in team “What
if” responses and the understanding these answers demonstrate regarding the
decision making process.
Extension
This exercise in critical thinking can be extended to allow
students to generate a “What if” list of questions for their own lives.
Remediation
Students can assume roles as readers or recorders.
Accommodation
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.
