Grade 1 · Health Education
Quarter 4 · Week 6 · TEKS
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This Grade 1 health education lesson teaches students how to identify and seek help from a parent or another trusted adult when faced with issues related to alcohol, tobacco, and drug abuse. Students will learn to recognize when they need help and understand the importance of reaching out to trusted adults for support and safety.
Students should understand the concept of trusted adults and basic safety rules about asking for help when they feel unsafe or unsure.
Explain to students that alcohol, tobacco, and drugs are substances that can be harmful to our bodies and minds. These are things that children should not use or touch. Emphasize that sometimes people might see or hear about these substances and it is important to know what to do if they do.
Define trusted adults as people in the child's life who care about them and can help keep them safe. Examples include parents, teachers, family members, or family friends. Discuss how these adults can help when a child feels worried or scared about something, including situations involving alcohol, tobacco, or drugs.
Teach students to recognize situations where they might need help, such as seeing someone using alcohol, tobacco, or drugs, or if someone offers them these substances. Stress that it is always okay to ask for help and that trusted adults want to keep them safe.
Model simple ways to ask for help, such as saying, "I need help," or "Can you help me?" Practice these phrases with students through role play. Reinforce that asking for help is a brave and smart choice.
Briefly mention that besides parents and teachers, there are other people and places that can help, like doctors or counselors. However, the focus is on identifying and reaching out to a trusted adult first.
If you see someone smoking tobacco and you feel worried, what should you do?
The student should identify a trusted adult, such as a parent or teacher, and tell them what they saw. This helps keep the student safe and gets help from someone who can protect them.
I would tell my mom or teacher that I saw someone smoking tobacco because I feel worried and want help.
You are offered a drink that you think might be alcohol. What is the best thing to do?
The student should say no and then tell a trusted adult about the situation. Trusted adults can help keep children safe from harmful substances.
I would say no and tell my dad or another trusted adult what happened so they can help me.
Begin by asking students if they know what alcohol, tobacco, and drugs are and if they have heard about them before. Show simple pictures representing these substances and ask how they think these things might affect people.
Students share what they know or have heard about alcohol, tobacco, and drugs. They look at pictures and express feelings or questions they have about them.
This activity activates prior knowledge and introduces the topic in a safe, age-appropriate way. It helps students become comfortable discussing substances they may have heard about.
Present simple scenarios where a child might see someone using alcohol, tobacco, or drugs or be offered these substances. Ask students what they would do in each situation.
Students discuss in pairs or small groups what they would do if they saw or were offered alcohol, tobacco, or drugs. They share their ideas with the class.
This phase helps students apply their understanding to real-life situations and think critically about safety and help-seeking behaviors.
Define trusted adults and explain why they are important for safety and help. Model how to ask for help using clear, simple language and role play.
Students practice asking for help with a partner or in small groups using role play. They identify trusted adults in their lives.
This phase teaches the key skill of identifying trusted adults and asking for help, directly addressing the TEKS standard.
Lead a group discussion on why it is important to get help and how trusted adults can keep children safe. Reinforce that asking for help is a positive action.
Students share stories or examples of times they asked for help or could ask for help. They explain why it is important to do so.
This phase deepens understanding by connecting the skill to personal experiences and community safety.
Ask students to demonstrate how they would ask a trusted adult for help in a scenario involving alcohol, tobacco, or drugs. Use a short role-play or verbal explanation as an exit ticket.
Students perform a role play or explain to the teacher how they would get help from a trusted adult if they saw someone using alcohol, tobacco, or drugs.
This assessment confirms students can identify trusted adults and demonstrate the skill of asking for help, meeting the TEKS.HEALTH.1.16 standard.
Students discuss in pairs or small groups what they would do if they saw or were offered alcohol, tobacco, or drugs. They share their ideas with the class.
Name one trusted adult you can ask for help if you see something about alcohol or drugs that worries you.
A parent, teacher, or family member.
What should you do if someone offers you tobacco or drugs?
Say no and tell a trusted adult right away.
Explain why it is important to tell a trusted adult if you see someone using alcohol or tobacco.
Because trusted adults can help keep you safe and make sure you do not get hurt.
If a friend tells you they tried a drug and feels sick, what should you do?
Tell a trusted adult immediately so they can help your friend.
Describe how you would ask a trusted adult for help if you saw someone using drugs near your home.
I would say, 'I saw someone using drugs near my home and I am worried. Can you please help?'
Provide sentence starters for asking for help, such as 'Can you help me with...?' Use picture cards to help identify trusted adults. Role play with teacher modeling before student attempts.
Use simple, clear language and visuals to explain key vocabulary. Repeat and practice key phrases for asking for help. Pair ELL students with peers for role play to build confidence.
Encourage students to think of multiple trusted adults they can ask for help. Have students create their own scenarios and demonstrate asking for help. Discuss why some adults might not be safe to ask and how to identify safe trusted adults.
Send a note home encouraging parents to talk with their child about trusted adults and what to do if they see or hear about alcohol, tobacco, or drug use. Include simple conversation starters.
In this lesson, students learned what alcohol, tobacco, and drugs are and why they can be harmful. They identified trusted adults they can ask for help and practiced how to ask for help in situations involving these substances. Students understand that asking for help is important for their safety and well-being.
Use the exact standards alignment and retrieved-source provenance stored with this enrichment.