Students are introduced to the D.A.R.E. program and the D.A.R.E. Decision-making Model. Students practice skills used in decision-making and reflect on their learning in their D.A.R.E. Planner.

This lesson focuses on normative beliefs about the use of tobacco by youth. Tobacco facts are used to design tobacco-warning labels, which are shared with the class. Journal entries reflect the learning.

Students apply tobacco and marijuana facts in a variety of situations using the D.A.R.E. Decision-making Model. Students are introduced to the purpose of advertising. Journal entries reinforce discussions of the affects tobacco has on the body.

Students work through a normative belief activity about the use of alcohol by youth. Decision-making skills are reinforced as students work together solving a variety of situations. Student journal entries in D.A.R.E. Planners reinforce skills.

Students are given the opportunity to examine alcohol ads in their environment and apply their learning in a relay race. Inhalants and their danger are examined. Journaling processes the new learning.

In teams, students examine friendship and peer pressure in situational dilemmas using the D.A.R.E. Decision-making Model. Journal entries in D.A.R.E. Planner reinforce new learning.

Students work with partners to apply assertiveness skills in a think/pair/share methodology. D.A.R.E. Planner journaling is used to process new skills.

Student teams practice decision-making skills as they examine the role of personal peer pressure in their lives. Students review their D.A.R.E. Planner entries to assist in creating a personal D.A.R.E. report.

Students have the opportunity to apply assertive refusal skills along with facts in a spiraling competition. Personal affirmations about healthy choices are shared from D.A.R.E. reports.