Grade 6 · Health Education
Quarter 3 · Week 7 · TEKS
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This Grade 6 health education lesson focuses on identifying alternative activities and practicing refusal skills to prevent or avoid the use of alcohol, tobacco, drugs, and other substances. Students will learn how to recognize situations where substances may be present and how to respond effectively to maintain healthy choices. The lesson includes direct teaching, role-playing scenarios, and reflection to build confidence in refusal skills and promote healthy lifestyle decisions.
Students should understand what alcohol, tobacco, and drugs are and have basic knowledge of their harmful effects on health.
Begin by defining alcohol, tobacco, and drugs as substances that can harm the body and mind. Explain that using these substances at a young age can lead to health problems and affect decision-making. Emphasize the importance of making healthy choices to protect oneself and others.
Discuss activities that students can do instead of using substances. Examples include playing sports, engaging in hobbies like drawing or music, spending time with family or friends in healthy ways, and participating in clubs or community events. Explain that these activities provide fun and fulfillment without risking health.
Define refusal skills as ways to say no confidently and respectfully when offered substances. Teach students that refusal skills help them stand up to peer pressure and keep themselves safe. Highlight that practicing these skills makes it easier to avoid risky situations.
Explain specific refusal techniques such as: - Saying 'No, thank you' firmly. - Giving a reason or excuse (e.g., 'I have a game tomorrow'). - Changing the subject or walking away. - Suggesting an alternative activity. Model these strategies with clear examples.
Use scenario cards to present situations where substances might be offered. Have students practice refusal skills in pairs or small groups, taking turns being the person offering and the person refusing. Provide feedback and encourage respectful communication. This practice builds confidence and prepares students for real-life situations.
In a scenario where a friend offers you a cigarette at a party, how can you use refusal skills to say no?
A student can respond firmly by saying, 'No thanks, I don't smoke,' or 'I'm not interested.' They can also suggest an alternative activity like, 'Let's go play a game instead.' This shows confidence and redirects the situation.
Say 'No thanks, I don't smoke,' and suggest doing something else like playing a game.
If someone pressures you to drink alcohol because 'everyone is doing it,' how can you refuse?
The student can use a refusal skill by saying, 'I want to stay healthy and focused on my goals,' or 'I have practice tomorrow, so I can't.' Giving a reason helps make the refusal clear and respectful.
Say 'I have practice tomorrow, so I can't drink,' to refuse politely but firmly.
Introduce the topic by asking students what they know about alcohol, tobacco, and drugs and why people might choose to avoid them.
Share ideas about substances and discuss what healthy choices mean to them.
This phase activates prior knowledge and sets the stage for learning about prevention and refusal skills.
Present various alternative activities that students can engage in to avoid substance use. Discuss how these activities can be enjoyable and healthy.
Brainstorm and list alternative activities they enjoy or would like to try.
Exploring alternatives helps students see positive options instead of substance use.
Teach refusal skills by demonstrating different ways to say no in scenarios involving substances. Explain why these skills are important.
Observe demonstrations and ask questions to clarify refusal strategies.
Explicit teaching of refusal skills equips students with tools to handle peer pressure.
Facilitate role-playing exercises where students practice refusal skills using prepared scenarios.
Participate in role-plays, practicing refusal skills and alternative suggestions.
Role-playing provides hands-on experience and builds confidence in refusal skills.
Ask students to demonstrate refusal skills in a new scenario and explain alternative activities they would choose instead of substance use.
Perform refusal skill demonstrations and share their alternative activities.
Assessment through demonstration and explanation confirms understanding and skill acquisition.
Brainstorm and list alternative activities they enjoy or would like to try.
Name two alternative activities you can do instead of using alcohol or tobacco.
Examples include playing sports, reading, drawing, or spending time with family.
Explain why it is important to have refusal skills when someone offers you drugs or alcohol.
Refusal skills help you say no confidently and avoid harmful substances, keeping you safe and healthy.
Describe how you would refuse if a friend offered you a cigarette at school.
I would say 'No thanks, I don't smoke,' and suggest doing something else like going to the library.
Compare two refusal strategies and explain which one might be more effective in a peer pressure situation and why.
Saying 'No thanks' firmly is direct and clear, while giving a reason like 'I have a game tomorrow' adds explanation. Giving a reason might be more effective because it helps the other person understand your choice.
Create a short role-play dialogue where you refuse an offer of alcohol and suggest an alternative activity.
Example dialogue: Friend: 'Want to try some beer?' Student: 'No thanks, I don't drink. How about we play basketball instead?'
Provide sentence starters for refusal skills like 'No thanks, I...' Use visual aids to show refusal strategies. Allow students to practice in small groups before whole-class role-play.
Use simple language and repeat key vocabulary. Demonstrate refusal skills with gestures and expressions. Provide bilingual materials if possible.
Challenge students to create their own refusal scenarios. Discuss how refusal skills apply in different cultural contexts. Encourage students to teach refusal skills to younger peers.
Encourage students to talk with their family about healthy activities they enjoy and discuss ways to say no to substances if they ever face those situations.
Students learned to identify healthy alternative activities and practiced refusal skills to prevent or avoid the use of alcohol, tobacco, drugs, and other substances. They understand the importance of making safe choices and how to confidently say no in situations involving peer pressure. This lesson equips them with practical strategies to maintain their health and well-being.
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