Identify physical and social influences on alcohol, tobacco, and other drug use behaviors

Standards Alignment

• TEKS.115.26.18C primary
  identify physical and social influences on alcohol, tobacco, and other drug use behaviors; and
• TEKS.115.26.18D primary
  explain the relationships between alcohol, tobacco, drugs, and other substances and the role each can play in unsafe situations such as drinking and driving.

Lesson Overview

This Grade 6 Health Education lesson focuses on helping students identify physical and social influences on alcohol, tobacco, and other drug use behaviors and explain the relationships between these substances and unsafe situations such as drinking and driving. The lesson is aligned with TEKS standards and designed to engage students through discussion, role play, and reflection to promote safe and healthy decision-making.

Learning Objectives

• Identify physical influences that affect alcohol, tobacco, and other drug use behaviors.
• Identify social influences that affect alcohol, tobacco, and other drug use behaviors.
• Explain how alcohol, tobacco, drugs, and other substances can contribute to unsafe situations such as drinking and driving.

Success Criteria

• Students can list physical factors that influence substance use behaviors.
• Students can describe social factors that influence substance use behaviors.
• Students can explain the connection between substance use and unsafe situations like drinking and driving.

Prerequisite Knowledge

Students should have a basic understanding of what alcohol, tobacco, and drugs are and recognize that these substances can affect health and safety.

Key Vocabulary

• Physical influences
• Social influences
• Alcohol
• Tobacco
• Drugs
• Substance use behaviors
• Peer pressure
• Drinking and driving
• Unsafe situations

Materials and Resources

• Whiteboard or chart paper
• Markers
• Scenario cards describing different social and physical influences
• Role-play scripts or prompts
• Handouts summarizing key points

Teacher Preparation

• Prepare scenario cards illustrating various physical and social influences on substance use.
• Familiarize yourself with the TEKS standards TEKS.115.26.18C and TEKS.115.26.18D.
• Prepare role-play prompts that demonstrate peer pressure and decision-making.
• Arrange materials for group discussions and activities.

Detailed Lesson Notes

Physical Influences on Substance Use Behaviors

Physical influences refer to factors related to the body or environment that can affect a person's decision to use alcohol, tobacco, or other drugs. Examples include the availability of substances, the presence of substances in the home, or biological factors such as age or health conditions. For instance, if alcohol is easily accessible at home, a student might be more likely to try it. Understanding these influences helps students recognize how their environment can impact their choices.

Social Influences on Substance Use Behaviors

Social influences involve the effects of people and social settings on a person's behavior. This includes peer pressure, family attitudes, cultural norms, and media messages. For example, friends who use tobacco might encourage others to try it, or family members who disapprove of drug use can act as protective influences. Teaching students to identify positive and negative social influences helps them make informed decisions and resist pressure to engage in risky behaviors.

Relationships Between Substances and Unsafe Situations

Alcohol, tobacco, and drugs can impair judgment, coordination, and reaction times, leading to unsafe situations. A key example is drinking and driving, where alcohol use increases the risk of accidents and injuries. Tobacco and drugs can also affect health and decision-making. Explaining these relationships helps students understand the dangers of substance use beyond immediate effects, emphasizing the importance of making safe choices.

Role of Peer Influence in Decision Making

Peers can strongly influence whether a student chooses to use substances. Positive peer influence can encourage healthy behaviors, while negative peer pressure can lead to risky choices. Discussing scenarios where students face peer pressure helps them practice refusal skills and recognize the impact of their social circle on their decisions.

Strategies for Making Healthy Decisions

Students should learn strategies such as saying no confidently, seeking support from trusted adults, and choosing friends who respect their decisions. Role-playing these strategies in class allows students to practice and build confidence. Reinforcing the idea that they control their choices empowers students to resist negative influences and prioritize their health and safety.

Worked Examples

Classroom Activity

In groups, students read and discuss the scenarios, identifying physical and social influences affecting the characters' decisions.

Guided Practice

Independent Practice

1. Foundational: What is one example of a physical influence on alcohol use?
2. Developing: Name one social influence that might encourage someone to use tobacco.
3. Application: Explain how alcohol use can lead to unsafe situations such as drinking and driving.
4. Analysis: A student’s family strongly disapproves of drug use, but their friends use drugs regularly. What social influences are affecting the student, and how might these conflicting influences impact their decisions?
5. Challenge: Describe a strategy a student can use to resist peer pressure to use alcohol or tobacco when both physical and social influences are present.

Independent Practice Teacher Answer Key

1. 1. An example of a physical influence is having alcohol available at home or at a party.
2. 2. Peer pressure from friends who use tobacco is a social influence that might encourage someone to use it.
3. 3. Alcohol impairs judgment and coordination, making it dangerous to drive. Drinking and driving increases the risk of accidents and injuries.
4. 4. The family’s disapproval is a protective social influence, while the friends’ drug use is a negative social influence. These conflicting influences might cause the student to feel pressure or confusion, making it important for them to choose which influence to follow.
5. 5. A student can use refusal skills such as confidently saying no, suggesting an alternative activity, or seeking support from a trusted adult. Recognizing the physical presence of substances and social pressure helps them prepare to make safe choices.

Guiding Questions

• What are some physical influences that might affect whether someone uses alcohol, tobacco, or drugs?
• How can friends or family influence these decisions?
• What happens when someone drinks and drives?
• How can you say no if someone offers you alcohol or tobacco?
• Why is it important to make safe choices about these substances?

Common Misconceptions

• All peer pressure is bad; in fact, peers can also have positive influences.
• If a substance is available, a person will definitely use it; availability increases risk but does not guarantee use.
• Drinking a small amount of alcohol before driving is safe; any alcohol impairs driving ability and increases risk.

Differentiation

Assessment

• Observe student participation in discussions and role-plays.
• Ask questions during the lesson to check understanding.
• Review student responses to scenario discussions.
• Write one physical influence and one social influence on substance use.
• Explain why drinking and driving is unsafe.
• Create a poster showing physical and social influences on substance use and ways to make safe choices.
• Write a short essay explaining the risks of alcohol, tobacco, and drug use in unsafe situations.

Answer Guide

• What is one example of a physical influence on alcohol use?
  Answer: An example of a physical influence is having alcohol available at home or at a party.
• Name one social influence that might encourage someone to use tobacco.
  Answer: Peer pressure from friends who use tobacco is a social influence that might encourage someone to use it.
• Explain how alcohol use can lead to unsafe situations such as drinking and driving.
  Answer: Alcohol impairs judgment and coordination, making it dangerous to drive. Drinking and driving increases the risk of accidents and injuries.
• A student’s family strongly disapproves of drug use, but their friends use drugs regularly. What social influences are affecting the student, and how might these conflicting influences impact their decisions?
  Answer: The family’s disapproval is a protective social influence, while the friends’ drug use is a negative social influence. These conflicting influences might cause the student to feel pressure or confusion, making it important for them to choose which influence to follow.
• Describe a strategy a student can use to resist peer pressure to use alcohol or tobacco when both physical and social influences are present.
  Answer: A student can use refusal skills such as confidently saying no, suggesting an alternative activity, or seeking support from a trusted adult. Recognizing the physical presence of substances and social pressure helps them prepare to make safe choices.

Real-Life Application

Encourage students to talk with their family about physical and social influences on substance use and discuss ways to make safe choices together.

Homework or Home Connection

• Encourage students to talk with their family about physical and social influences on substance use and discuss ways to make safe choices together.

Lesson Summary

Students learned to identify physical influences, such as availability of substances, and social influences, such as peer pressure and family attitudes, that affect alcohol, tobacco, and drug use behaviors. They explored how these substances can lead to unsafe situations like drinking and driving. Through discussion and role-play, students practiced strategies to resist negative influences and make healthy, safe decisions.

Teacher Notes

Use the exact standards alignment and retrieved-source provenance stored with this enrichment.

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