1. Have students discuss what they learned in Activities 1, 2, and 3.
Set the stage by reviewing the sequence of activities within this lesson. Remind students that at the beginning of this lesson, they explored a decision through one stakeholder’s viewpoint. They then learned more about the area both geographically and politically, analyzed each stakeholder’s influence and connection to the decision, and then identified consequences of the decision to place a dam upstream from Lake Turkana. Explain to students that they have been learning components of analyzing the environmental decision process. In this activity, they will pull together what they have learned in the previous activities to complete the analysis of the decision about the Gilgel Gibe III dam in the Lake Turkana region. Place students in small groups of three, and assist them through the following process as a group. Each group of three will hand in a decision statement at the end of this lesson. Ask students to pull out their Stakeholder Table and Consequences Web they developed in Activities 2 and 3. They can use their individual documents as evidence to support the group-level conversations.

2. Have students revisit the information gathered on the influence of stakeholders.
Ask students to have available their Stakeholder Table from Activity 2. Distribute one copy of the Your Decision Statement worksheet to each group and have students complete Part 1: Stakeholders. Using the information they gathered in Activities 1 and 2, ask students to rate each of the stakeholders’ level of influence within the decision. Remind them that not every stakeholder has a voice or equal influence in the decision. Ask students to reflect on the role these particular stakeholders have played in the decision-making process of building the Gilgel Gibe III dam.

3. Have students revisit the information gathered in identification of consequences.
Remind students that in this case the decision to build the Gilgel Gibe III dam has been made, and that all decisions and actions have consequences. Ask students to refer to their Consequences Web from Activity 3. Have them complete Part 2: Consequences in the worksheet by identifying the impact of the consequences upon each of the known stakeholders.

4. Have students create a decision statement.
Explain to students that the product of the decision-making process is a decision statement. A decision statement contains three things: (1) a statement of the decision; (2) evidence that supports the decision; and (3) a statement of who will positively and negatively benefit from the decision. Ask students to complete Part 3: Your Decision Statement. Remind students that the case they have been exploring already has a decision statement. If they like, they can use that decision or generate their own with the knowledge they have about the situation. Collect completed Your Decision Statement worksheets as a formal evaluation of all four activities.

5. Have students reflect upon the decision-making process.
Ask students to refer to the decision statement they created in Activity 1. Ask them to reflect upon everything they have learned in Activities 2, 3, and 4. Have them compare what they wrote in Activity 1 with their final decision statement in Activity 4. Ask: Did your decision statement stay the same or change? If it changed, what influenced your decision? What additional information affected your thinking? If it did not change, are you surprised? Why or why not? Ask each student to complete an individual reflection answering the prompt: How did the process of analyzing the decision-making process help you or hinder you in your final thinking? Collect the completed responses.