We will practice using PROPS together as a class. Listen to the teacher's instructions or use the "Late Movie vs. Busy Tomorrow" scenario, and fill in the grid below.
| PROPS Step | Class Brainstorming & Analysis |
|---|---|
| P Pause | |
| R Reflect | |
| O Options | |
| OPTION 1: |
Pros:
Cons:
OPTION 2:
Pros:
Cons:
OPTION 3:
Pros:
Cons:
| | P Prioritize | | | S Select | |
DECISION MAKING FOR HEALTH • LIFESKILLS LESSON 2 PAGE 2
LifeSkills Training • Unit 2
ACTIVITY C
GROUP MEMBERS: ___________________________
DATE: _________________
SCENARIO #: _______
Write down the key details of the dilemma scenario your group selected from the cards:
| PROPS Step | Your Group's Collective Brainstorming |
|---|---|
| P • Pause | |
| R • Reflect | |
| O • Options | |
| OPTION 1: |
Pros:
Cons:
OPTION 2:
Pros:
Cons:
OPTION 3:
Pros:
Cons:
| | P • Prioritize | | | S • Select | |
List the roleplay roles in your group and outline how the "Select" option will be acted out to show a successful, healthy response to peer pressure or the dilemma:
Characters & Actors
Key Script Dialogue / Climactic Action
DECISION MAKING FOR HEALTH • LIFESKILLS LESSON 2 PAGE 3
LifeSkills Training • Unit 2
ACTIVITY D
NAME: ___________________________
DATE: _________________
PERIOD: __________
Write a concise reflection paragraph based on your group's PROPS simulation and group dynamics:
1. What were the parts/friction points of the dilemma?
2. What did you discover working through this scenario?
3. What was your final decision and key justification?
4. How did using the PROPS framework guide you better?
Think about a real-life health-related choice you will make next month. Use the Unit 1 Goal Setting strategy to establish a concrete action plan based on that decision!
Step 1: The Healthy Decision (What will you select?)
Step 2: My SMART Goal (Target date?)
Step 3: Main Obstacle / Peer Pressure Risk
Step 4: Immediate Action Plan (3 specific steps to stay on track)
DECISION MAKING FOR HEALTH • LIFESKILLS LESSON 2 PAGE 4
SCENARIO 5
Your sports team's highly anticipated, season-ending awards banquet is scheduled for Saturday night. Unfortunately, it lands on the exact same evening as your family's annual, multi-generational reunion—an event your parents have repeatedly made clear is mandatory for every family member.
Discussion Prompt: How can you communicate and prioritize family expectations against athletic/social commitments? What middle-ground options exist?
WILDCARD
Teacher or Student: Write down a specific, real-world scenario that you have faced or observed recently where peer pressure or difficult values collided.
Discussion Prompt: Write a custom guiding prompt here...
DILEMMA DECIDERS TASK CARDS PAGE 2
DECISIONS DECISIONS TEACHER GUIDE PAGE 1
LifeSkills Training • Unit 2
TALKING POINTS
"Class, we're going to play 'Would You Rather.' If you choose option A, walk to the left. If B, walk to the right. Let's look at Chocolate vs. Vanilla... TikTok vs. Instagram... Now, look at: Telling a Lie vs. Telling the Truth... Stealing vs. Giving. What changed? Why did the mood in the room shift when we reached the last three questions?"
Questioning Framework:
How do you feel when choosing a favorite app vs. choosing whether to lie? Why do moral decisions feel heavier in our bodies? (Emphasize that moral choices have weight because they directly affect our integrity and others' safety.)
"Your brain is a chemical switchboard. When you think positively and approach decisions calmly, you release Dopamine. This focuses blood flow back to your prefrontal cortex—the part of the brain that does math, solves problems, and displays empathy. But when you panic, think negatively, or let peer pressure stress you out, your brain dumps Cortisol. This triggers 'Fight or Flight' and literally deactivates your logical thinking! You cannot solve complex problems when cortisol-flooded."
Deep-Dive Question:
How can taking a simple deep breath change the biochemistry of a stressful choice? (Slowing down heart rate signals safety, lowering cortisol levels and letting logic return.)
"Peer pressure is standard for teenagers. We want people to like us, so we're tempted to fit in. But look closely at the people around you: a friend who truly cares about your long-term success and health will never pressure you to do something that violates your values, breaks safety laws, or harms your body. If they are demanding you do those things, they are prioritizing their convenience over your safety."
Group Reflection Prompt:
What is a respectful, firm way to tell a close friend 'No' without starting an argument? (Suggest options like the "Deflect and Pivot" strategy—saying "No thanks, but let's go grab pizza instead.")
DECISIONS DECISIONS TEACHER GUIDE PAGE 2
LifeSkills Training • Unit 2
SOLUTIONS & EVALUATION
Pause: Group takes a slow 4-second inhale. Self-talk: "We can maintain friendships and keep grades up."
Reflect: Decide whether to attend a late-night movie with friends when tomorrow is a high-stakes, busy school day.
Options:
Prioritize: Academic success and health/sleep must prioritize over non-essential socializing on a school night.
Select & Evaluate: Choose Option 1 (propose compromise) or Option 3 (reschedule to Saturday). Suggest alternative hangouts.
| Criteria | Exemplary (3 pts) | Developing (2 pts) | Unsatisfactory (1 pt) |
|---|---|---|---|
| PROPS Analysis | Analyzes benefits & risks for all options thoroughly. | Lists choices but leaves risks or benefits blank/undeveloped. | Fails to outline choices or apply values to prioritization. |
| Roleplay Rejection | Demonstrates clear, firm, respectful boundary-setting. | Setting boundaries but aggressive or extremely hesitant. | Roleplay yields to negative peer pressure without resistance. |
| Collaboration | All group members actively contribute, roles balanced. | Some imbalance; 1-2 students do all speaking/work. | Group fails to coordinate; work is fragmented or incomplete. |
DECISIONS DECISIONS MASTER KEY PAGE 3
Study with friends for test. Gain 3 pts.
FINISH
Reach the weekend! Count final points.
SPACE 15
Dilemma! Pull Task Card #4.
SPACE 14
Admit mistake to teacher. Trust restored! Gain 4 pts.
SPACE 13
Slept past alarm, missed bus. Cortisol rise! Lose 2 pts.
Answer the following analysis questions after completing the game simulation:
1. How did your decision score change based on daily screen routines vs. sleep routines?
2. When landing on a Dilemma space, how did using PROPS protect your points from dropping?
DECISION DESTINY CLASSROOM SIMULATION PAGE 1
