Lesson Plans for Alcohol and Drug Prevention
· Drug and Alcohol Abuse
· Personal Value and Communication
· 4th and 5th
National Standard and
· National Standards: 5 and 7
o “Using Appropriate Communication (e.g. Refusal skills, “I” messages)
o “Demonstrating refusal and negotiation skills to enhance health”
Description of Teaching Strategy:
· Ask students to complete statements about drugs and alcohol.
· Tell the students to answer the questions honestly because the teacher will not be collecting them. This will give the students more freedom to explore themselves because no one else will be seeing their answers.
· Students should complete statements with personal, value related answers.
· Statements to be completed:
o For me, smoking is…
o For me, drinking alcohol is…
o If I saw another student using drugs, I would…
o If I saw my best friend using drugs, I would…
o Some people start drinking alcohol because…
o Drugs are…
o The best reason for not taking drugs is…
o One thing I don’t believe about drugs is…
o If I made the laws about drugs, I would…
o People who take drugs…
o If I was offered drugs I would…
· After giving the students enough time to respond to the majority of the questions, have a discussion. Here are some sample questions:
o How did the questions make them feel?
o What was there reaction?
o Did they have any questions of their own?
· Encourage volunteers, but do no choose non-volunteers for this discussion because you do not want to make the children uncomfortable
· Remind the students to keep the sheets and to think about these issues again because they are important.
· What can you do regarding substance abuse?
Alcohol and Substance Abuse
For me, smoking is…__________________________________
For me, drinking alcohol is…_________________________________
If I saw another student using drugs, I would…___________________________
If I saw my best friend using drugs, I would…_______________________
Some people start drinking alcohol because…_______________________________
The best reason for not taking drugs is…__________________________
One thing I don’t believe about drugs is…___________________________
If I made the laws about drugs, I would…___________________________
People who take drugs…_______________________
If I was offered drugs, I would…_____________________________
Topic: Cigarette Smoking
Grade Level: 3-4
1: Students will comprehend concepts related to health promotion and
3: Students will demonstrate the ability to practice health enhancing
behaviors and reduce health risks.
6b: Students will demonstrate the ability to use decision making skills to
3.7b: Evaluate the consequences of decisions
1.12.a. Reflect on personal experience, or the experience of an imagined
character, using patterns of cause/effect, comparison, and classification.
3.5.b. Describe relationships between personal health behaviors, alcohol,
tobacco, and other drug use, and individual well-being
-empty dish detergent bottle with cap
-Begin with a discussion about what children know about the effects
of smoking cigarettes
-Explain activity while preparing detergent bottle
(fill bottle loosely with cotton balls to represent a person’s lungs, replace cap and place cigarette in cap, secure with clay)
-Take children outside to open field
-Squeeze air out of bottle and light cigarette
-Continue squeezing bottle and releasing and explain to students
that this simulates a person inhaling
-Put out cigarette
(What happened? How to the cotton balls look? Do you think people who smoke have lungs that look like that? How does that make you feel?)
-Take children back inside and have them write a letter to someone they care about explaining the activity they did and encourage them to be proud of not smoking.
Children can be assessed on their level of participation during the activity. The kinds of questions they ask and how they answer the question you pose as a teacher. Also, when reading the letters they write the teacher can be aware of what kinds of connections they are making and the depth of understanding about what they did.
Health Education Elementary and Middle School Applications by
Susan Telljohann, Cynthia Symons and Beth Pateman
Research shows that children identify best when learning about short term effects and consequences because it seems more real and more like it can happen to them.
Topic: Effects of smoking on the body
1.11 a, b, c – Clearly define a significant problem, issue, topic, or concern; Make an assertion or judgment, or propose one or more solutions; support proposals, as appropriate, thought definitions, descriptions, illustrations, examples from experience.
1.12 aa – Relate personal experiences to concepts, patterns, and ideas.
3.5 bb – Explain the relationship between positive health behaviors and the prevention of injury, disease, alcohol, tobacco, and other drug use, and premature death, and develop a personal plan for health.
Teaching Strategy: I feel that visuals tend to have a big effect on a person. Tobacco smoking is a health related issue that needs to get taught about in a child’s life so that they will not engage in this behavior as they grow older and have to deal with pressures from society. They need to understand the consequences and dangers that smoking can have on a person’s life so I have come up (with help from a site below) with a lesson plan that has addressed these issues and will make it easy to understand.
This activity will allow students to see the difference between a non-smoker and a smoker as it pertains to their health. The students need to know about the different parts of the body (internal) and that is why this activity is aimed towards 6th graders. It is also starting to become relevant to their life and they need to be aware of dangers especially during this time.
The first visual is comparing the blood vessels of a smoker and non-smoker. In this demonstration I will use a hose and a straw to represent the vessels and explain to the students that the “hose” is from a person who does not smoke and the straw is a visual of a smoker’s blood vessel and it is smaller because it is restricted by the nicotine that has been taken in from smoking. Because of this restriction, they are unable to carry as much blood through the body compared to the blood vessels of someone who chooses not to smoke.
Smoking also affects how a person breathes and many times people develop emphysema because of it. During the lesson I will use both a regular straw and a coffee stirrer to demonstrate what it is like to breathe after smoking has taken over your lungs and breathing. Within this activity, the students will jog in place for about a minute so that they can build up their heart rate. After doing so, I will ask them to breathe through their straw or coffee stirrer. They will feel how difficult it is and this will give them an idea of what it would be like to have emphysema.
A third visual that I would use would be to demonstrate the effects that smoking has on a person’s alveoli which are small air sacs in the lungs where oxygen and carbon dioxide is exchanged. In order to do this I will use two balloons. I will blow up the first one and then let the air out which will show the students how the alveoli normally work. The other balloon will have holes in it so when I try to blow it up it will not work. This will show the students deteriorated alveoli which develop when a person smokes and because of this, the exchange between oxygen and carbon dioxide is hindered.
Assessment Ideas: After the demonstration I will give the students an assignment to do to test out their new knowledge. I want them to be able to take what they have learned and make it personal to their own life. In order to do this, I will have the students write a letter to someone that they know who or made up who smokes. Within this letter, I would like them to use information that they have taken from class and explain to the person that they are writing the letter to of the harmful effects that smoking has on a person’s body and how they are hurting themselves by doing so. This will allow me to see how much the students have learned from my lesson and a way for me to assess them.
Books: Health Education – Elementary and Middle School Application
~ Pateman, Symons, Telljohann
Saying No To Drugs, Alcohol and Tobacco
Time: One class period
Age Level: Fifth Graders
National VT Standards Targeted:
Standard 5: Students will demonstrate the ability to use interpersonal communication skills to enhance health. Performance Indicators: 1. demonstrate effective verbal and non-verbal communication skills to enhance health. 5. demonstrate communication skills to build and maintain healthy relationships.
Standard 6: Students will demonstrate the ability to use
goal setting and decision-making skills to enhance health. Performance Indicators: 1. demonstrate the ability to apply, a
decision-making process to health issues and problems individually and
Materials: Handouts on what a drug/alcohol/and tobacco are. A list of ways
kids can refuse drugs or large paper and markers for creating a list through
Lesson Objectives: To provide students with information on how to recognize
harmful situations and substances. To provide students with helpful strategies
to avoid these situations or remove themselves from them. Students will
also improve on role playing skills and communications skills while working in
Vocabulary list: Substance, peer-pressure, resistance, the names of different
types of drugs/alcohol/and tobacco.
Procedure: The class starts with students in their seats. Students are
prompted to discuss what these substances are and list them, they can be
written on the board or a sheet of large paper. Once all three have been fully
listed students should be made aware that they will all have to make a decision
at some point involving their involvement with these harmful substances. The
class will be prompted to discuss peer-pressure and how it is applied. Then
either a list should be distributed or a list should be made by the class
discussing ways to say no to illegal substances and peer-pressure. These
methods include suggesting an alternative activity, walking away, broken record
(continuing to say NO every time asked to partake), explaining you can get in
real trouble, and avoiding the situation. Students will then be broken up into
small groups of three or four and given circumstances in which peer-pressure is
provided. Examples of the situations are: At a sleepover party someone brings
out a bottle of alcohol. After a sports practice a friend wants to sneak off
to smoke a cigarette or a joint. At the store a peer wants to steal a form of
alcohol or tobacco. There are many options and these can be pre written on
pieces of paper handed out to each small group or the teacher can come up with
them on the spot. All members of each group should take a turn being the
person who resists peer-pressure and each member should use a different method.
Assessment: If there is time at the end of the lesson students can discuss what
was hard about resisting and what methods seem to work best.