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.

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.

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.

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.

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.

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.

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.

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.

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.

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.