Addiction and Alcoholism

Grade 2 · General Science

Semester 2 | Period 6 | Week 34

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Subject: General Science

Semester: 2

Period: 6

Week: 34

School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 2
Date: Week 34
Lesson Duration: 45 minutes
Week & Period: Week 34, Period 6
Topic: Addiction and Alcoholism
Sub-topic: Concepts of addiction and alcoholism
Learning Objectives
By the end of the lesson, students should be able to define addiction and alcoholism in age-appropriate terms and identify behaviors indicating substance dependence.

Previous Knowledge
Students already know types of bad substances and their effects on the body, mind, family, school, and society.

Instructional Materials
Pictures illustrating substance use, short age-appropriate videos, charts, markers, observation sheets

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher asks students if they know what it means when someone cannot stop doing something harmful. Students share examples like excessive eating of sweets or repeated use of medicines.

B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes

Learners’ Activities (Expanded):
Teacher begins by explaining addiction and alcoholism in simple, age-appropriate language:

  • Addiction: When someone keeps using a harmful substance even though it makes them sick or causes problems.
  • Alcoholism: When someone drinks alcohol again and again, which can hurt their body, mind, and family life.

Teacher shows pictures or short videos (age-appropriate) demonstrating behaviors linked to addiction or alcoholism, such as someone feeling unwell, being unable to stop using a substance, or neglecting responsibilities.

Students work in small groups to:

  1. Discuss what they notice in the pictures/videos.
  2. Record signs of addiction and alcoholism in their notebooks, such as:
    • Feeling sick without the substance
    • Always thinking about using it
    • Forgetting schoolwork or chores
    • Getting into trouble at home or with friends
  3. Share examples with the class, reinforcing understanding of harmful behaviors.

Practical Activities:

  • Role-play: Students act out simple scenarios showing someone refusing a substance versus someone showing signs of dependence.
  • Observation charts: Students create a chart with two columns labeled “Addiction” and “Alcoholism,” and write or draw examples of behaviors for each.
  • Discussion: Students share strategies for helping someone avoid addiction (e.g., saying no, talking to a trusted adult).

Assessment Checks:

  • Teacher asks each student to:
    • Give one example of addiction and one of alcoholism.
    • Describe a behavior that shows someone is dependent.
  • Observe group discussions, chart completion, and role-play participation.
  • Check that students can distinguish addiction from casual use and explain why repeated use is harmful.

Notes (Expanded & Detailed):

  • Emphasize that repeated use of harmful substances can make the body and mind dependent, leading to difficulties in school, at home, and in friendships.
  • Encourage students to use local and familiar examples for better understanding.
  • Reinforce that addiction is not the child’s fault, and that refusing harmful substances is the best way to stay safe and healthy.
  • Highlight that recognizing the signs early can help prevent harm and keep communities safe.

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Students share one example of addictive behavior and explain why it is harmful. Teacher reinforces the importance of avoiding substance use.

Evaluation Method (Expanded)
Exit slip/quiz: Students write one behavior that shows addiction and one reason why repeated substance use is harmful. Teacher collects slips and provides oral feedback.

Assignment (Expanded)
Students draw two pictures: one showing healthy choices and one showing harmful addictive behaviors.

Follow-up Activity: In Week 35, students will learn strategies for saying NO to drugs.

Differentiation / Inclusive Strategies: Use visual aids, examples, and pair discussions to support comprehension for all learners.

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low