Write this sentence on the board: “Look before you leap.” Ask if anyone has heard this proverb before. Invite volunteers to first explain what a proverb is. (Students should mention that a proverb is a short, familiar saying, usually from an unknown source, that very simply captures and expresses some truth or piece of wisdom.)

Then, invite volunteers to explain what the proverb means. Challenge students to write another short sentence that expresses the same thought. (Students might respond: think about the consequences before you act.)

Tell students that they will explore another step of the decision making process: weighing options and consequences.

Purpose: Students recognize that weighing options and consequences is an important part of the decision making process.

1. Students prepare for the activity.

Divide the class into groups of three to five students. Try to mix personalities and friendships within the groups. Then, give the following information:

Imagine that you and four other people not in this class have been a tight group of friends since the third grade. All of you do everything together. You have been waiting for a certain concert for months. When tickets go on sale, each person tries to get as many tickets as possible. None of you are successful, but I am able to get a ticket for each person in the class, plus a few extras. I will give each group two extra tickets and you must decide which two of the four friends not in this class will go to the concert. The decision is up to the group.

2. Students make group decisions.

Distribute copies of “The Friends” activity sheet to each group. Tell students that they have five minutes to discuss the list of candidates and make their decisions. Remind students that group members have equal votes, so they must make decisions based on the majority opinion.

3. Students review their decision making process.

As volunteers share their group’s decisions, ask them to describe exactly how they reached decisions about whom to include. Direct students to focus on the fact that in order to make their decisions, they considered positive and negative information about each candidate, along with the long-term consequences of that information.

Point out to students that they have just completed a very important step in the decision making process—they weighed options and consequences. Tell students that whether they realize it or not, they do this with every decision they make. In order to become better decision makers, it is important to become aware of how they think through this step.

Purpose: Students learn how to use a simple method that will help them organize and think about options and consequences.

1. Students consider a hypothetical situation.

Tell students that they are going to imagine another situation in which they will think through options and consequences. Then, read the following paragraph out loud:

A few of your friends want to skip school tomorrow. They want to take the bus to the mall and hang out. One of your friends won’t go if you won’t go. If you go, you will also miss an after-school activity. If you miss any meetings, practices, or games, you will have to give up the activity. What will you do? Will you skip school tomorrow?

2. Students make a list of options and consequences.

Distribute one copy of the “Make It Easy” activity sheet to each student. Explain that this activity sheet will help students organize their thoughts and help them make a decision.

Review the chart and explain that students are to do the following:

• Fill in the decision question to be answered at the top of the chart. (For this exercise, the question is, “Will I skip school tomorrow?”)
• List their options in the first column. In this case, students have only two options to consider: yes or no. They do not need to fill in every row.
• List the consequences of each option in the second column.

Tell students that they will discuss the last column a little later. Remind students to think through all the possible consequences of each option, and think about how each option will affect other people. They should also think about long-term effects—a decision may feel good now, but worse later.

Purpose: Students evaluate pros and cons in order to weigh options and consequences before making a decision.

1. Students assign pros and cons.

Write plus and minus symbols on the board, and explain that these symbols are sometimes used to represent pros and cons. Ask a volunteer to explain what pros and cons are. (Pros are positive characteristics or reasons for something. Cons are negative characteristics or reasons against something.)

Students should now consider each consequence listed on their chart. If the consequence is something positive, or something that they want to happen, students should mark a plus after it in the last column of the chart. If it is something negative, or something that they do not want to happen, they should mark a minus in the last column. Suggest that if a consequence is especially good or bad, students can make a double plus or a double minus symbol after it.

When students have finished, ask them to add up the pluses and minuses for each option, and write the totals in each option box.

2. Students reflect on the pros and cons.

Ask students to share the consequences they wrote for each option and the evaluation symbols they assigned to those consequences. Write student responses on the board. The list for option 1 (skip school) might include the following:

• Make friends happy +
• Have fun +
• Get detention –
• Miss test +
• Have to make up test –
• Get behind in class work –
• Miss assignments –
• Anger parents –
• Get grounded –
• Miss club meeting –
• Anger others in club –

The list for option 2 (don’t skip school) might include these consequences:

• Disappoint friends –
• Friends might call me names or put me down –
• Be where I’m supposed to be +
• Avoid trouble at school +
• Avoid trouble with parents +
• Avoid trouble with team’s coach +
• Keep up with schoolwork +
• Avoid trouble with school police +

3. Students evaluate pros and cons.

Have volunteers add up the number of plus and minus signs by each option, and write the totals on the board. It is important that you stay one step ahead of students. If it seems as though option 1 (skip school) is going to have fewer negative consequences, present additional consequences of skipping school that you know will be negative for students. Have students identify the option with the most positive consequences and the least negative ones. (Students should say option 2.)

Point out that option 1 has the most negative consequences and the fewest positive ones. Ask students to draw a conclusion about which option seems to be the most logical choice. (Students should say option 2.) Ask them to explain why it is more logical.

4. Students take responsibility for their decision.

Explain to students that, in the end, each of them must make the decision for him- or herself. They have considered and weighed the options and their consequences, but there is still one thing they must do: decide.

Give students time to review the information on their own charts and to make a decision. Tell them to write their decision at the bottom of the chart. Remind them that the decision belongs to each individual student and that they alone are responsible for it.

Ask students to describe techniques they can use to help them make good decisions. Distribute the remaining copies of the “Make It Easy” activity sheet, and suggest that students use the sheet the next time they have a decision to make. Ask students to explain how using these steps will help them to make better decisions in less time. Elicit from students the following key points that were taught in this lesson:

• It is important to think through and weigh options and consequences before making decisions.
• You can do this by listing options and their consequences, and then evaluating the pros and cons of each option.
• You alone are responsible for the decisions you make.