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Subject: General Science
Semester: 2
Period: 6
Week: 35
School Name:
Teacher’s Name:
Subject: General Science
Grade Level: Grade 2
Date: Week 35
Lesson Duration: 45 minutes
Week & Period: Week 35, Period 6
Topic: Saying No to Drugs
Sub-topic: Refusal skills and making healthy choices
Learning Objectives
By the end of the lesson, students should be able to state why they should say NO to using bad substances and practice refusal strategies in scenarios and role-play.
Previous Knowledge
Students already know the effects of bad substances, addiction, and alcoholism.
Instructional Materials
Role-play cards, pictures of harmful substances, charts, markers, observation sheets
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher asks students if they have ever been told to do something harmful and how they responded. Students share experiences in pairs.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Learners’ Activities (Expanded):
Teacher begins by explaining why saying NO to harmful substances is important, emphasizing protection of health, family, schoolwork, and friendships.
Students engage in role-play activities to practice refusal strategies:
- Scenarios include:
- A friend offering alcohol or tobacco
- Seeing someone using marijuana or snuff
- Peer pressure in a community setting
- Students practice saying NO politely but firmly, using body language (shaking head, stepping back) and clear words.
Students work in small groups to discuss:
- Why it is important to refuse harmful substances.
- What strategies they can use if someone offers them a bad substance.
- Real-life examples of how saying NO can prevent problems.
Students then record strategies in their notebooks, such as:
- Walking away
- Asking a trusted adult for help
- Saying “No, thank you” clearly
- Avoiding places where substances are offered
Practical Activities:
- Peer role-play: Students take turns being the person offering and the person refusing.
- Chart creation: Draw a “Say NO” poster with tips and illustrations.
- Discussion: Students share experiences where they refused something and felt proud or safe.
Assessment Checks:
- Teacher observes role-play participation, noting confidence and clarity in saying NO.
- Ask each student to explain one reason for refusing harmful substances.
- Check group discussion contributions and notebook recordings of strategies.
Notes (Expanded & Detailed):
- Emphasize that practicing refusal skills helps protect the body, mind, family, school, and community relationships.
- Encourage students to use polite but firm language, reinforcing that it’s okay to refuse without feeling guilty.
- Highlight familiar, age-appropriate scenarios to make learning realistic and memorable.
- Reinforce that saying NO is a sign of strength, not rudeness, and helps prevent harm.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Students share one refusal strategy they practiced and explain why it helps them stay safe. Teacher reinforces confidence in making healthy choices.
Evaluation Method (Expanded)
Exit slip/quiz: Students write one reason to say NO to bad substances and one strategy they would use to refuse. Teacher collects slips and provides oral feedback.
Assignment (Expanded)
Students create a short poster showing “Ways to Say NO to Bad Substances” with drawings and captions.
Follow-up Activity: Encourage students to practice refusal strategies at home and discuss with parents or guardians.
Differentiation / Inclusive Strategies: Use role-play and visual aids for experiential learning. Pair students for practice to support confidence and understanding.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low