Navigator Teacher Guide Navigator Teacher Guide
Values & Decision-Making Unit
Grade: 6th Grade Health
Duration: 2-3 Days
Subject: Social-Emotional Health
Lesson Overview
This lesson equips students with a functional framework for making healthy choices aligned with their personal values. Students will learn the DECIDE model and apply it to real-world peer pressure scenarios, specifically focusing on interpersonal relationships and substance use prevention.
Learning Objectives
Identify personal values and explain their role in decision-making.
Define each step of the DECIDE model.
Apply DECIDE to analyze peer pressure scenarios.
Evaluate the long-term impact of choices on health and relationships.
Standards Alignment
MA Health Education Standards:
SEH.1: Identify how values influence healthy behaviors.IC.2: Demonstrate refusal skills in peer pressure situations.SAP.1: Identify risks of substance use and protective factors.
Instructional Pacing
01 Day 1: The Internal Compass (Values)
Intro (10m): Hook students with the "Values Auction" or "Choice Line" activity. Ask: "What makes a choice 'good'?"
Reading (25m): Use the Values Voyage Reading . Have students highlight definitions and complete the scaffolded vocabulary checks. For ELLs, focus on the "Internal Compass" metaphor.
Activity (15m): Students identify their top 3 personal values using the worksheet reflection.
02 Day 2: Mapping the DECIDE Model
Instruction (15m): Present Navigator Slides . Explicitly teach the 6 steps of DECIDE. Use mnemonic: D on't E ver C ount I guanas D uring E xams (or similar).
Guided Practice (30m): Distribute DECIDE Scenario Practice . Work through the first peer pressure scenario as a whole group. Students complete the second in pairs.
Wrap-up (5m): Quick check: Which step of DECIDE is the most difficult? Why?
03 Day 3: Final Voyage (Assessment)
Summative (40m): Students complete the Choice Compass Assessment . This includes a knowledge check and a personal application mapping activity.
Self-Reflection (10m): Students reflect on one "real life" decision they face this week and how their values might guide it.
Differentiation & Support
ELL & Scaffolded Reading
Visual Support: Icons represent each step of the DECIDE model across all materials.Sentence Starters: Provided in the assessment for short-answer questions.Tier 2 Vocabulary: Bolded in reading with an integrated glossary.
Academic Challenge
Complexity: Advanced students can analyze "Grey Area" scenarios where two values conflict (e.g., Honesty vs. Loyalty).Peer Coaching: High-flyers can act as "Decision Coaches" during pair work.
Key Vocab: Values, DECIDE, Peer Pressure, Consequence, Resilience, Internal Compass.
© 2026 Lenny Education Resources
Navigator Instructional Slides THE NAVIGATOR
Values & Decision-Making
MISSION: 6TH GRADE HEALTH
What are Values?
Values are the beliefs and principles that are most important to you.
"They act like your internal compass, pointing you in the right direction when life gets confusing."
Honesty
Family
Health
Kindness
Respect
Adventure
Introducing the
DECIDE MODEL
Making a choice isn't just about guessing. It's a system you can use to navigate tough situations.
The 6 Steps
D
Define the problem
E
Explore options
C
Consider consequences
I
Identify values
D
Decide and act
E
Evaluate results
Scenario Practice
"Your friend wants you to skip your soccer practice to come over and try a vape with them. They say, 'Don't be a wimp, it's just flavor!'"
Let's DECIDE together...
D: Define
Should I go to soccer practice as planned, or skip it to vape with my friend?
E: Explore
Go to practice.
Skip and vape.
Tell my friend 'no' but invite them to watch the game later.
C: Consider
Pros: Keep my friend happy (vaping), stay healthy (soccer).
Cons: Get addicted/lung damage (vaping), let down my team (skipping).
I: Identify Values
"I value Health and Loyalty to my team."
D: Decide
Action: I will go to soccer practice and say 'No' to the vape.
E: Evaluate
How do I feel? PROUD!
I stayed healthy, helped my team win, and showed my friend that my values are important.
The Navigator's Rules
Slow Down
The DECIDE model works best when you take a deep breath first.
Ask Why
Always ask: "Why does this person want me to do this?"
Stay True
Your values are yours. Nobody can take them away.
Values Voyage Reading Passage Values Voyage
Reading & Personal Reflection
NAME: _________________________
DATE: _________________________
KEY VOCABULARY
Values: The beliefs and principles that are most important to you (like honesty or family).
Consequence: The result of an action. Consequences can be positive or negative.
Refusal Skills: Ways to say "no" clearly when you feel pressured to do something unsafe.
Imagine you are the captain of a ship in the middle of a vast ocean. There are no landmarks, and the fog is thick. How do you know which way to turn? You use a compass . In your life, you face similar "foggy" moments when you have to make a choice. Should you study or play video games? Should you try a cigarette because a friend offered it?
Your values are your internal compass. They are the deeply held beliefs that guide your behavior. For example, if you value Health , you are more likely to choose water over soda or sleep over staying up late. If you value Loyalty , you might stick up for a friend even when it’s difficult.
To navigate these pressures, experts recommend the DECIDE model . This six-step process helps you slow down your thinking and moves the decision from your "fast, emotional brain" to your "slow, logical brain."
THE DECIDE STEPS
1 Define the problem
4 Identify your values
2 Explore options
5 Decide and act
3 Consider consequences
6 Evaluate results
Identify Your Compass
Circle the FIVE values that are most important to you right now.
Honesty
Family
Fitness
Friendship
Creativity
Learning
Kindness
Respect
Hard Work
Adventure
Safety
Loyalty
1. Why is your #1 value so important to you?
2. How could that value help you say "NO" to peer pressure?
Navigator Sentence Starter:
"My most important value is _______ because _______. If someone pressured me to do something unsafe, I would remember that I value _______ and decide to _______."
DECIDE Scenario Practice DECIDE Log
Guided Practice: Scenario Analysis
NAME: _________________________
CLASS: _________________________
Scenario A
The "Fun" Vape
"You are at a friend’s house after school. Their older brother leaves a vape on the table. Your friend picks it up and says, 'Hey, let's try it. My brother does it all the time and he's fine. Nobody will ever know!'"
D - Define the Problem
E - Explore Options
C - Consider Consequences
I - Identify Values
D - Decide and Act
E - Evaluate Results
Scenario B
The "Secret" Party
"Your best friend invites you to a party on Saturday night. They tell you that some high schoolers will be there with alcohol. They say, 'If you don't go, everyone will think you're a baby. Just come for an hour!'"
D - Define the problem
E - Explore options
C - Consider consequences
I - Identify Values
D - Decide and Act
E - Evaluate Results
Refusal Skill Check
If you decided to say NO in Scenario B, what exactly would you say to your friend?
Mission: Decisions Navigator
Health Standards: IC.2, SAP.1, SEH.1
Choice Compass Assessment Choice Compass
Summative Assessment: 6th Grade Health
NAME: _________________________
DATE: _________________________
SCORE: ______ / 25
Part 1: Knowledge Check
1. Which of the following best defines "Values"?
The rules your school makes for students. Deeply held beliefs that guide your behaviors. The amount of money something costs. What your friends think is cool.
2. In the DECIDE model, what does the "C" stand for?
Create new rules Consider consequences Change your mind Call for help
3. Why is the "Evaluate" step important in decision-making?
It helps you see what you learned for next time. It makes the decision take longer to finish. It tells you if you are in trouble with an adult.
Part 2: Scenario Analysis
The Situation:
"Your older cousin is home from college. They offer you a gummy candy and say, 'Try this, it helps you relax. It’s just THC, everyone uses it now.' You know your parents would be very upset, and you have a big soccer tournament tomorrow."
4. Identify TWO negative consequences of choosing to eat the gummy.
5. Which personal value would help someone say "No"? Explain why.
Example: "The value of _______ would help me because _______."
Part 3: Mapping Your Own Voyage
"Think of a real decision you have to make soon. Map out your path using the DECIDE model."
D Define the Problem
E Explore Options
C Consider Consequences
I Identify Values
D Decide & Act
E Evaluate Results
© 2026 Navigator Assessment Series | MA Health Education: SEH.1, IC.2, SAP.1
Choice Compass Answer Key Answer Key
Choice Compass Assessment Guide
Part 1: Knowledge Check
B: Deeply held beliefs that guide your behaviors.
Explanation: Values are internal compasses, not external rules or prices.
B: Consider consequences.
Explanation: This step involves mapping out the ripple effects of every option.
A: It helps you see what you learned for next time.
Explanation: Evaluation is the "debrief" that builds future resilience.
Part 2: Scenario Analysis
4. Possible negative consequences (accept any two):
Health risks: Impaired brain development or respiratory irritation.
Performance impact: Decreased coordination for the soccer game.
Relational impact: Loss of parental trust and academic/sports suspension.
5. Value identification (Sample Response):
"The value of Health or Ambition would help me because I care about my soccer goals. Taking the gummy would put my physical state at risk and make it impossible for me to perform my best for the team."
Part 3 : Personal Application Rubric
Criteria 3 (Proficient) 2 (Developing) 1 (Beginning) Model Usage All 6 steps are completed with depth and clarity. 4-5 steps are completed correctly. Steps are missing or misunderstood. Value Link Explicitly names a personal value and links it to the choice. Names a value but connection is generic. No value is identified. Ripple Effect Realistic pros and cons for multiple parties listed. Lists basic pros and cons for self only. Consequences are missing or unrealistic.
