Start Date: Friday, October 7th
Ongoing Dates: Every Friday for six weeks
Oct 7th, 14th, 21st, 28th and Nov 4th, 11th
Time: 12:00pm (Noon)
Location: Trinity Lutheran Church
Ages: 8 years old and up
Coordinator: Kara Talley kara.talley@chasing200mph.org
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Objectives for D.A.R.E. Elementary School Curriculum
Lesson 1: Purpose and Overview of the D.A.R.E Program
§ Students will be able to say in their own words the theme of the D.A.R.E program by participating in discussions.
§ Students will explain the steps in the D.A.R.E Decision-Making Model by practicing with a partner.
§ Students will write a personal reflection in response to the lesson.
Lesson 2: Tobacco and You § Students will review the D.A.R.E. Decision-Making Model by applying it to authentic situations.
§ In a graphic representation, students will compare their estimates of the extent of tobacco use among adolescents with estimates reported in national surveys.
§ Students will compare and contrast “common” beliefs about tobacco use through discussion, and analyze the validity of personal beliefs about tobacco use through a think, pair, share activity. They will recognize and correct personal misconceptions about tobacco use.
§ Students will identify harmful effects of tobacco to the body by creating a warning label.
§ Students will write a personal reflection in response to the lesson.
Lesson 3: Smoke Screen
§ Students will draw conclusions regarding the impact of advertising on the sale of tobacco by analyzing marketing techniques.
§ Students will apply the D.A.R.E. Decision-Making Model to tobacco situations through group consensus.
§ Students will recognize the harmful effects of marijuana use on the body by competing a worksheet in a think, pair, share format.
§ Students will write a personal reflection in response to the lesson.
Lesson 4: Alcohol and You
§ In a graphic representation, students will compare their estimates of the extent of alcohol use among adolescents with estimates reported in national surveys.
§ Students will compare and contract “common” beliefs about alcohol use through discussion, and analyze the validity of personal beliefs about alcohol use through a think, pair, share activity. They will recognize and correct personal misconceptions about alcohol use.
§ Students will identify harmful effects of alcohol use to the body and the brain by completing a true/false worksheet.
§ Students analyze risky situations and apply the D.A.R.E. Decision-Making Model in addressing strengths, needs, and health benefits of NOT using alcohol.
§ Students will write a personal reflection in response to the lesson.
Lesson 5: The Real Truth
§ Students will review the D.A.R.E. Decision-Making Model by applying it to authentic personal situations.
§ Students will recognize and describe the powerful effects of alcohol advertising by viewing a video and discussing the impact of alcohol advertising ploys.
§ Students will identify harmful effects of inhalants on the body through questions and answers.
§ Teams of students will brainstorm and list in a relay race the health risks in using drugs such as tobacco, alcohol, marijuana, and inhalants.
§ Teams of students will brainstorm and list in a relay race and healthy things to do with friends that do not involve the use of tobacco, alcohol, marijuana, or inhalants.
§ Students will write a personal reflection in response to the lesson.
Lesson 6: Friendship Foundations
§ Students will discuss recently observed advertisements and how the concept of friends was used in the ads.
§ Students will describe qualities of positive friendships.
§ Students will identify personal social support networks by starring specific resources.
§ Students will identify types of peer pressure, and effective refusal responses in a written situation.
§ Students will apply the D.A.R.E. Decision-Making Model in written peer pressure situations.
§ Students will write a personal reflection in response to the lesson.
Lesson 7: Putting it Together
§ Students will discuss recent personal peer pressure situation, and how they responded.
§ Students will demonstrate confident response styles in using “way to be in charge” through role-play.
§ Students will apply the D.A.R.E. Decision-Making Model process by analyses of confident responses to the role-play situations.
§ Students will write a personal reflection in response to the lesson.
Lesson 8: Personal Action
§ Students will discuss recent personal examples of how they responded Confidently and Responsibly in situations.
§ Students will identify internal sources of personal pressure by group analyses and discussion.
§ Students will develop a plan of action to make healthy and wise decisions about alcohol, tobacco, and other drugs in the D.A.R.E. Report.
§ Students will write a personal reflection in response to the lesson.
Lesson 9 Practice! Practice! Practice!
§ Students will practice refusal skills to enhance health by using authentic pressure situations in a game activity.
§ Students will evaluate and reflect their learning by sharing the D.A.R.E. Report and Pledge.
Lesson 10: Special Event
§ Students will participate in an appropriate D.A.R.E. culminating activity, which recognizes individual achievement of all participants, and reinforces the knowledge and skills they have learned.
Ongoing Dates: Every Friday for six weeks
Oct 7th, 14th, 21st, 28th and Nov 4th, 11th
Time: 12:00pm (Noon)
Location: Trinity Lutheran Church
Ages: 8 years old and up
Coordinator: Kara Talley kara.talley@chasing200mph.org
======================================================
Objectives for D.A.R.E. Elementary School Curriculum
Lesson 1: Purpose and Overview of the D.A.R.E Program
§ Students will be able to say in their own words the theme of the D.A.R.E program by participating in discussions.
§ Students will explain the steps in the D.A.R.E Decision-Making Model by practicing with a partner.
§ Students will write a personal reflection in response to the lesson.
Lesson 2: Tobacco and You § Students will review the D.A.R.E. Decision-Making Model by applying it to authentic situations.
§ In a graphic representation, students will compare their estimates of the extent of tobacco use among adolescents with estimates reported in national surveys.
§ Students will compare and contrast “common” beliefs about tobacco use through discussion, and analyze the validity of personal beliefs about tobacco use through a think, pair, share activity. They will recognize and correct personal misconceptions about tobacco use.
§ Students will identify harmful effects of tobacco to the body by creating a warning label.
§ Students will write a personal reflection in response to the lesson.
Lesson 3: Smoke Screen
§ Students will draw conclusions regarding the impact of advertising on the sale of tobacco by analyzing marketing techniques.
§ Students will apply the D.A.R.E. Decision-Making Model to tobacco situations through group consensus.
§ Students will recognize the harmful effects of marijuana use on the body by competing a worksheet in a think, pair, share format.
§ Students will write a personal reflection in response to the lesson.
Lesson 4: Alcohol and You
§ In a graphic representation, students will compare their estimates of the extent of alcohol use among adolescents with estimates reported in national surveys.
§ Students will compare and contract “common” beliefs about alcohol use through discussion, and analyze the validity of personal beliefs about alcohol use through a think, pair, share activity. They will recognize and correct personal misconceptions about alcohol use.
§ Students will identify harmful effects of alcohol use to the body and the brain by completing a true/false worksheet.
§ Students analyze risky situations and apply the D.A.R.E. Decision-Making Model in addressing strengths, needs, and health benefits of NOT using alcohol.
§ Students will write a personal reflection in response to the lesson.
Lesson 5: The Real Truth
§ Students will review the D.A.R.E. Decision-Making Model by applying it to authentic personal situations.
§ Students will recognize and describe the powerful effects of alcohol advertising by viewing a video and discussing the impact of alcohol advertising ploys.
§ Students will identify harmful effects of inhalants on the body through questions and answers.
§ Teams of students will brainstorm and list in a relay race the health risks in using drugs such as tobacco, alcohol, marijuana, and inhalants.
§ Teams of students will brainstorm and list in a relay race and healthy things to do with friends that do not involve the use of tobacco, alcohol, marijuana, or inhalants.
§ Students will write a personal reflection in response to the lesson.
Lesson 6: Friendship Foundations
§ Students will discuss recently observed advertisements and how the concept of friends was used in the ads.
§ Students will describe qualities of positive friendships.
§ Students will identify personal social support networks by starring specific resources.
§ Students will identify types of peer pressure, and effective refusal responses in a written situation.
§ Students will apply the D.A.R.E. Decision-Making Model in written peer pressure situations.
§ Students will write a personal reflection in response to the lesson.
Lesson 7: Putting it Together
§ Students will discuss recent personal peer pressure situation, and how they responded.
§ Students will demonstrate confident response styles in using “way to be in charge” through role-play.
§ Students will apply the D.A.R.E. Decision-Making Model process by analyses of confident responses to the role-play situations.
§ Students will write a personal reflection in response to the lesson.
Lesson 8: Personal Action
§ Students will discuss recent personal examples of how they responded Confidently and Responsibly in situations.
§ Students will identify internal sources of personal pressure by group analyses and discussion.
§ Students will develop a plan of action to make healthy and wise decisions about alcohol, tobacco, and other drugs in the D.A.R.E. Report.
§ Students will write a personal reflection in response to the lesson.
Lesson 9 Practice! Practice! Practice!
§ Students will practice refusal skills to enhance health by using authentic pressure situations in a game activity.
§ Students will evaluate and reflect their learning by sharing the D.A.R.E. Report and Pledge.
Lesson 10: Special Event
§ Students will participate in an appropriate D.A.R.E. culminating activity, which recognizes individual achievement of all participants, and reinforces the knowledge and skills they have learned.
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