Decision-Making Unit: Smart Choices for Real-World Problems

Grade: 2 (high-ability learners)
Length: 10 lessons (20–30 minutes each)
Focus: Logical reasoning, project-based problem solving, writing, and presenting

Teacher Guide Overview

• Goal: Students will learn to identify problems, generate multiple solutions, evaluate options with criteria, make a decision, and reflect on the process.

• Skills: Critical thinking, persuasive writing, collaboration, oral presentation, and metacognition.

• Final Project: Students apply the decision-making model to a real-world scenario of their choice, create a written argument, and present their decision to the class.

1. How can we organize a messy classroom library?
Students sort books, create labels, or design a system that makes sense to them.

2. How can we help classmates find lost items more easily?
Create a “lost and found” system, posters, or a routine.

3. How can we reduce how much paper our class uses each day?

Brainstorm alternatives, track usage, or create reminder signs.

4. How can we make indoor recess more fun on rainy days?

Invent new games, reorganize play areas, or make activity choices fairer.

5. How can we help a new student feel welcome?

Create welcome kits, buddy systems, or kindness plans.

6. How can we speed up the morning unpacking routine?

Students design flow charts, steps, or organize cubbies more efficiently.

7. How can we keep water bottles from getting mixed up?

Design labels, a storage system, or a classroom station.

8. How can we make our hallway walking more safe and quiet?

Students test different procedures, symbols, or reminders.

9. How can we protect plants on the playground from getting stepped on?

Make signs, create barriers, or design new walking paths.

10. How can we help people in our school who waste food in the cafeteria?

Students brainstorm portion choices, sharing tables (if allowed), or ways to track waste.

Student Packet Sections

1. Decision-Making Steps Anchor Chart (visual model)

2. Graphic Organizers (Problem-Solution chart, Criteria table, Decision-making grid, Reflection page)

3. Writing Pages (persuasive writing frames, summary sheets)

4. Presentation Prep Sheet

Lesson Breakdown

Lesson 1: What is a Decision?

• Teacher: Introduce decision-making with a fun scenario: "Should we have indoor or outdoor recess?"

• Student Task: Brainstorm choices they make daily. Sort them into "easy" vs. "hard" decisions.

• Writing: Journal: “The hardest decision I made this week was…”

Lesson 2: Identifying a Problem Clearly

• Teacher: Guide students to frame problems as clear questions.

• Student Task: Rewrite vague problems into specific ones (e.g., "I want fun" → "Which board game should I play with friends?").

• Writing: Create a problem statement: “The problem I want to solve is…”

Lesson 3: Generating Many Options

• Teacher: Model brainstorming without judging ideas.

• Student Task: In small groups, list as many solutions as possible to: “How could we reduce food waste at school?”

• Writing: Record at least 5 possible solutions in packet.

Lesson 4: Setting Criteria

• Teacher: Teach students to pick fair criteria (cost, time, safety, fun).

• Student Task: Practice applying criteria to a silly scenario: “Which snack is best—carrots, cookies, or chips?”

• Writing: List 3 criteria they think matter most for their own problem.

Lesson 5: Weighing the Options

• Teacher: Introduce decision-making grid (options vs. criteria).

• Student Task: Score snack choices against chosen criteria. Discuss how scores help, but don’t decide everything.

• Writing: Fill in a decision grid for their project problem.

Lesson 6: Making a Decision

• Teacher: Emphasize evidence-based choice, not just preference.

• Student Task: Make a decision on the snack problem as a group, justifying with evidence.

• Writing: Write: “I chose ___ because…”

Lesson 7: Persuading Others

• Teacher: Introduce persuasive writing structure (opinion, reasons, evidence, conclusion).

• Student Task: Draft persuasive paragraphs for their chosen solution.

• Writing: “My decision is the best because…”

Lesson 8: Preparing to Present

• Teacher: Model presentation structure: introduction, evidence, conclusion.

• Student Task: Create posters, slides, or visuals to support their solution.

• Writing: Fill in presentation prep sheet with key talking points.

Lesson 9: Student Presentations

• Student Task: Present projects to class (3–5 minutes each).

• Peers: Ask clarifying questions, give positive feedback.

Lesson 10: Reflecting on Decisions

• Teacher: Guide reflection on process—Was the decision fair? Did criteria help?

• Student Task: Write reflection: “One thing I learned about making good decisions is…”

• Group Closure: Vote on which solutions could be shared with school community.

Final Project Examples

• Which classroom charity should we support?

• What should our class pet be?

• How can we make recess better for everyone?

• Which field trip should we take?

Student Decision-Making Packet (for High-Ability 2nd and 3rd Graders)

Anchor Chart: The 6 Steps of Smart Decision-Making

1. State the Problem Clearly

2. Brainstorm Many Options

3. Choose Fair Criteria

4. Compare Options with Criteria

5. Make a Choice with Evidence

6. Reflect on Your Decision

(Tip: Use this chart throughout the unit. You can post it in the classroom or print in student packets.)

Graphic Organizer 1: My Problem Statement

📝 Write your problem as a clear question.

The problem I want to solve is: ____________________________
Why is this important? _____________________________________

Graphic Organizer 2: Options Brainstorm Page

💡 Write down as many possible solutions as you can—no judging yet!

• Option 1: ___________________

• Option 2: ___________________

• Option 3: ___________________

• Option 4: ___________________

• Option 5: ___________________

(Challenge: Can you think of at least 7 options?)

Graphic Organizer 3: My Criteria

Think about what makes a “good” solution. Pick 3–4 criteria.

• My solution should be ____________

• My solution should be ____________

• My solution should be ____________

• My solution should be ____________

Graphic Organizer 4: Decision-Making Grid

Options

Criteria 1: ______

Criteria 2: ______

Criteria 3: ______

Total Score

Option 1

+ / – / ?

+ / – / ?

+ / – / ?

_____

Option 2

+ / – / ?

+ / – / ?

+ / – / ?

_____

Option 3

+ / – / ?

+ / – / ?

+ / – / ?

_____

(+ = Meets the criteria, – = Doesn’t meet, ? = Maybe)

Graphic Organizer 5: My Decision Statement

I chose _______________________________
because _____________________________________________
This decision is better than the others because _____________

Writing Frame: Persuasive Paragraph

Sentence Starters:

• I believe the best choice is ______.

• One reason is ______.

• Another reason is ______.

• The evidence shows ______.

• In conclusion, we should choose ______ because ______.

Free graphic organizers here:  https://www.hmhco.com/blog/free-graphic-organizer-templates?srsltid=AfmBOooNMckCkjOZ7n6olf1x5vUlxvVgexHjtdeLCJiFu5HR_86Ksojb

Presentation Prep Sheet

Title of My Project: _____________________________
Introduction: (How will I hook the audience?)

Main Points / Reasons:

Visuals I will use: _____________________________
Conclusion (My call to action):

Reflection Page

🪞 Look back on your decision-making process.

• One thing I learned about making good decisions is ____________.

• Something I would do differently next time is ____________.

• The step that helped me the most was ____________.

• The step that was hardest for me was ____________.

Enrichment / Extension Pages (Optional for high-ability learners)

1. What If…? – Try the process again, but change ONE criterion. Does your choice change?

2. Debate Prep – Write reasons why someone might disagree with you, and how you would respond.

3. Real-World Connection – How could adults use this process in their jobs? (Give 2 examples.)