Making Fair Decisions

Active learning helps young students grasp fairness because fairness is a lived experience, not an abstract idea. When children physically vote, negotiate roles, or sort options, they feel fairness as a process they control rather than a rule someone else imposes.

• Year 1
• HASS
• 4 activities
• 20 min–35 min

Learning Objectives

1. Identify examples of fair and unfair decisions in classroom scenarios.
2. Explain why different methods like voting or taking turns can lead to fair group decisions.
3. Demonstrate how to compromise to reach a fair decision when group members have different ideas.
4. Compare the outcomes of decisions made with and without considering everyone's input.

Four Corners

⏱ 30 min·Whole Class

Voting Booth: Class Pet Choice

Display pictures of three class pets. Each student draws or places a sticker vote next to their choice, then tally results on a chart. Discuss why the winner was fair and what to do if votes tie.

Prepare & details

What makes a decision fair for everyone?

Facilitation Tip: Before the Voting Booth, post a clear chart showing the three pet choices with pictures so every candidate is equally visible.

Setup: Four corners of room clearly labeled, space to move

Materials: Corner labels (printed/projected), Discussion prompts

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Four Corners

⏱ 25 min·Small Groups

Role-Play Circles: Playground Dilemma

In circles, present a scenario like two games wanted at recess. Students take turns sharing ideas, then vote or compromise to decide. Debrief on what made the process fair.

Prepare & details

How can a group decide on something fairly when people have different ideas?

Facilitation Tip: During Role-Play Circles, give each student a colored card to hold up when they want to speak, ensuring quieter voices get equal turns.

Setup: Four corners of room clearly labeled, space to move

Materials: Corner labels (printed/projected), Discussion prompts

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Four Corners

⏱ 20 min·Pairs

Decision Sort: Pair Negotiations

Give pairs scenario cards, such as sharing crayons unequally. Pairs sort actions into fair or unfair piles and explain choices. Share one with the class.

Prepare & details

Why is it important for everyone to have a say when making a group decision?

Facilitation Tip: In the Decision Sort, provide sentence starters on cards such as “I agree because…” to guide respectful negotiation.

Setup: Four corners of room clearly labeled, space to move

Materials: Corner labels (printed/projected), Discussion prompts

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Four Corners

⏱ 35 min·Small Groups

Fair Share Game: Resource Allocation

Provide limited playdough pieces. Groups discuss and divide by need or turn-taking, recording their method. Compare strategies class-wide.

Prepare & details

What makes a decision fair for everyone?

Facilitation Tip: For the Fair Share Game, use real objects like counters so students see how quantity shifts when divided unevenly.

Setup: Four corners of room clearly labeled, space to move

Materials: Corner labels (printed/projected), Discussion prompts

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Teaching This Topic

Teaching fairness works best when routines become the lesson. Use consistent language like “show respect,” “ask questions,” and “take turns” across all activities so students internalize these habits as part of how the class functions. Avoid lengthy lectures on fairness; instead, embed the concept in short, repeated discussions after each activity. Research shows that young children learn fairness through concrete examples they experience firsthand, so keep abstract explanations minimal.

What to Expect

Students will show they understand fairness when they can explain their decisions using words like ‘listen,’ ‘share,’ or ‘take turns,’ and when they adjust their actions based on classmates’ needs during group work.

Watch Out for These Misconceptions

Common Misconception

During Voting Booth: Class Pet Choice, watch for students who believe the pet with the most votes always gets chosen without considering why others might need different support.

What to Teach Instead

Pause the vote after results and ask, ‘What if the class hamster needed quiet time during storytime? How could we adjust the rules so everyone feels cared for?’ Let students revise their votes based on these needs and record the reasons on a chart.

Common Misconception

During Role-Play Circles: Playground Dilemma, watch for students who let the loudest voice dominate the solution.

What to Teach Instead

Provide each student with a turn token. When a student speaks, they place their token in the middle. Once tokens are used, no one may speak again until everyone has had a turn, making quieter voices visibly included.

Common Misconception

During Decision Sort: Pair Negotiations, watch for students who assume the majority always gets what they want without listening to the minority.

What to Teach Instead

After sorting decisions, ask pairs to present both options and explain why each matters. Then, ask the pair to compromise and present one solution that incorporates aspects of both, modeling how minority views shape the final decision.

Assessment Ideas

Discussion Prompt

After Voting Booth: Class Pet Choice, present the scenario: ‘The class wants to choose a book for story time. Maria wants a funny book, and Leo wants an adventure book. Ask students to suggest two different ways the class could decide and explain why each way might be fair, using the voting process they just practiced.

Quick Check

During Role-Play Circles: Playground Dilemma, show students pictures of children sharing toys, arguing over a game, and taking turns on the slide. Ask students to point to the picture that shows a fair decision and explain one reason why it is fair, using vocabulary like ‘listen’ or ‘everyone had a say’.

Exit Ticket

After Fair Share Game: Resource Allocation, give each student a slip of paper. Ask them to draw a simple picture of a group sharing classroom supplies and write one word that describes why it is fair, such as ‘equal,’ ‘listen,’ or ‘share.’ Collect these to assess understanding of equitable distribution.

Extensions & Scaffolding

• Challenge: Ask early finishers to create a new fair decision scenario using the classroom environment and write or draw two possible solutions.
• Scaffolding: Provide picture cards and sentence frames for students who need visual cues or verbal support during negotiations.
• Deeper exploration: Introduce a “Fairness Detective” role where students observe another group’s decision and report back on what went well and what could be more fair.

Key Vocabulary

Fairness	Treating people in a way that is right and equal, considering everyone's needs and feelings.
Decision	A choice that is made about something after thinking about it.
Compromise	An agreement where each person gives up something to reach a decision that works for everyone.
Voting	A way for a group to make a decision by choosing one option, often by raising hands or marking a paper.
Turn-taking	Allowing each person in a group to have a chance to speak or act, one after another.