Elementary Curriculum

  LESSON 1: PURPOSE AND OVERVIEW OF D.A.R.E. PROGRAM

Goal

• To describe the components of the D.A.R.E. program.

• To explore the use of the D.A.R.E. Decision-Making Model to solve problems.

• Introduction of officer and D.A.R.E. Program

• Importance of rules & following them

• Student introductions – interpersonal communications

• D.A.R.E. Decision-Making Model & Practice situations

Objectives

• Students will be able to say in their own words the theme of the D.A.R.E. program.

• Students will explain the steps in the D.A.R.E. Decision-Making Model.

  • Define

  • Assess

  • Respond

  • Evaluate

LESSON 2: TOBACCO AND YOU

Goal

• To help students understand the reality of low tobacco use amongst teens.
• To help students develop basic knowledge of tobacco and its harmful effects.

Objectives

Students will use the D.A.R.E. Decision-Making Model to:

• Identify at least five harmful effects of tobacco to the body.
• Implement a Decision-Making Model that addresses strengths, needs and health risk in using drugs.
• Normative beliefs about drug use.
• Compare and contrast "common" beliefs about tobacco use.
• Address misinformation and myth.
• Analyze the validity of personal beliefs about tobacco use.
• Recognize and correct personal misconceptions about tobacco use.
• Compare their estimates of the extent of tobacco use among Adolescents with estimates reported in national surveys.
• Tobacco work & fact sheet – harmful effects on the body.
• Warning Labels – Community Health Issues.

LESSON 3: SMOKE SCREEN

Goal  

• To help students understand the role of advertising in promoting tobacco use.
• To help students develop basic knowledge of the harmful effects of marijuana.
• To compare and contrast the harmful effects of marijuana and tobacco on the body.

Objectives  

• Students will be able to draw conclusions regarding the impact of advertising on the sale of tobacco.
• Students will compare and contrast the effects of marijuana and tobacco on the body.
• Students will practice, define and assess portions of the D.A.R.E. Decision-Making Model.

LESSON 4: ALCOHOL AND YOU

Goal  

• To help students demonstrate the ability to apply knowledge of alcohol facts and its harmful effects.
• To help students understand the reality of low alcohol use among teenagers.

Objectives

Students will use the D.A.R.E. Decision-Making Model to:

• Identify at least five harmful effects of alcohol to the body and the brain.
• Implements a Decision-Making Model that addresses
  strengths, needs and health benefits of NOT using  alcohol.
• Compare and contrast "common" beliefs about alcohol.
• Recognize personal misconceptions about alcohol.
• Compare their estimates of the extent of drug use among adolescents with estimates reported in national surveys.

LESSON  5. THE REAL TRUTH

Goal

• To help students identify the harmful effects of inhalants.
• To help students identify alternative methods to alcohol, tobacco and other drugs.
• To help students evaluate alcohol advertisements and their impact promoting alcohol use among youth.

Objectives  

• To identify harmful effects of inhalants on the body.
• To recognize and describe the powerful effects of alcohol advertising.
• To identify five alternatives to drug use

 

LESSON 6: FRIENDSHIP FOUNDATIONS

Goal  

• Students will demonstrate communication skills to build and maintain healthy relationships.
• Students will demonstrate abilities to build and maintain 
  healthy relationships.

Objectives  

• Students will describe three qualities of positive friendships and social support networks.
• Students use the D.A.R.E. Decision Making Model to 
  respond to peer pressure.
• Students will identify social support networks.
• Students will identify the qualities of a good friend.
  (National Health Standards)

 

LESSON 7: PUTTING IT TOGETHER

Goal  

• Students will be able to demonstrate skills to avoid and resist pressures to use drugs. (National Health Standards 5-6)

Objectives 

• Identify at least five ways to refuse drug offers.
• Demonstrate confident response styles in refusing drug offers.
• Demonstrate the ability to apply the Decision-Making process to health issues and problems individually and collaboratively.

 

LESSON 8: PERSONAL ACTION

Goal  

• Student will identify internal pressures that influence decisions regarding drug use.
• Students will apply the Decision-Making Process to internal pressure situations.
• Students will synthesize material learned into a D.A.R.E. report.

Objectives  

• Students will demonstrate decision making skills regarding internal pressure situations.
• Students will be able to identify situations which influence internal pressure regarding substance abuse.
• Students will compose a report that stating what they have learned in D.A.R.E. and how they plan to use it in the future.

LESSON 9: PRACTICE! PRACTICE! PRACTICE!

Goal

• Students will make a commitment to be Drug Free.
• Students will demonstrate refusal skills for alcohol, tobacco, and other drugs.
• Students will demonstrate knowledge of the D.A.R.E. 
  curriculum.
• Students will demonstrate knowledge of the Decision-Making Process.

Objectives 

Students will:

• Present at least five healthy ways to express needs, wants and feelings. (National Health Standard 5-3)
• Practice refusal and negotiation skills to enhance health. (National Health Standard 5-6)
• Evaluate and reflect their learning in the D.A.R.E. program through the decision making process.

LESSON 10: SPECIAL EVENT

Goal  

• To provide an appropriate D.A.R.E. culminating activity to recognize individual achievement of all participants and to reinforce the knowledge and skills they have learned.

Objective

• Students will participate in an appropriate D.A.R.E. culminating activity which recognizes individual achievement of all its participants and reinforces the knowledge and skills they have learned.