The STEPS • Simple Tools Employing Prevention Skills Supplemental Prevention Curriculum for the Classroom has been designed for the ease and convenience of the classroom teacher. The goal in writing this model curriculum is "for the classroom teacher to be able to teach prevention lessons with limited preparation, infusing the lessons into the regular classroom schedule." This curriculum is not meant to replace current school curriculum, but to supplement and/or reinforce it.

Each lesson is approximately twenty (20) minutes long.

It is recognized that instruction time is valuable and limited. Each lesson includes recommendations as to where in the regular curriculum the lesson can be infused. All key information, copy-ready sheets, transparencies, letters to parents, and support materials for each lesson are included in the manual.

Lesson Objectives

Suggestion of where to infuse into instruction time

List of materials necessary for the lesson

Introduction to the lesson

Activities

Closure

Vocabulary Words (See Definitions Tab)

Teacher Tips

Source

The Teacher Tips section provides suggestions of areas or topics to emphasize, strategies to extend the lesson, additional lesson ideas, words of caution, and/or additional resources available for this topic.

The STEPS • Simple Tools Employing Prevention Skills Supplemental Prevention Curriculum for the Classroom Manual has been designed for the utmost convenience and assistance to the classroom teacher.

This primary prevention curriculum model focuses on the critical need for prevention lessons targeted toward kindergarten to third-grade students. It includes age/grade-level appropriate lessons covering the topics of decision-making, peer-pressure, medicines, alcohol, tobacco, other drugs, safe/unsafe, and people to trust. While the lessons are approximately twenty minutes in length, they are designed so the teacher may shorten or expand the lesson according to the maturity level and needs of the classroom.

The section Things to Know before You Begin includes key information for prevention education. It is recommended that this section be reviewed prior to teaching the Prevention Education Curriculum. Much consideration has been given to a "teacher’s needs" and his/her limited time available; therefore, important guidelines and principles are located here. We believe this basic knowledge will increase the teacher’s effectiveness, confidence, and expertise while minimizing the need for in-service training.

At the beginning of each grade-level lessons section there is a listing of all lessons in the section, a cumulative list of materials needed for the lessons, as well as the lessons’ objectives. A teacher may choose to teach lessons either up or down a grade level if that material covers a desired topic or objective.

Generally good health practices;

Differences among foods, poisons, medicines, and drugs;

Personal responsibility for one’s actions; and

Rules regarding drug use.

KNOWLEDGE NEEDED BY STUDENTS

KINDERGARTEN THROUGH THIRD GRADE STUDENTS SHOULD KNOW:

The difference between foods, poisons, medicines, illegal drugs.

That some medicines are helpful during illness, when prescribed by a doctor and administered by a responsible adult.

That alcohol and tobacco are drugs that can harm the body.

How to make good decisions/choices and what the consequences will be.

How to say "NO" several ways and why it is important.

How to avoid unknown and possibly harmful objects, containers, and substances.

Good nutritional and exercise habits.

What rules are and why they are important to follow.

Which adults (both in and out of school) are responsible persons to whom youth can go to seek help or ask questions.

SECOND GRADE AND THIRD GRADE STUDENTS SHOULD ALSO KNOW:

What "gateway" drugs (alcohol, tobacco, marijuana and inhalants) are and how they harm the body.

That most people do not use illegal drugs.

How media and advertising affects the choices we make.

That it is not a young person’s "choice" whether or not to use drugs, because the use of drugs is unhealthy, unsafe, and illegal.

That each individual is ultimately responsible for his/her own health and well-being, and that for young children this is a shared parent and child responsibility.

What the school and home rules are regarding medicines, alcohol, tobacco, and other drug use and/or possession.

That people can become dependent on alcohol, tobacco, and other drugs, but there are many ways and many people who can help them.

A Guide to Safe, Disciplined and Drug-Free Schools – Success Stories 1994, US Department of Education

Pictures cut from magazines and/or clean, empty containers of food, medicines, household products, drugs, alcohol, tobacco, and over-the-counter (OTC) medicines. Letter to Parents Requesting Assistance (See Parent Letters Tab) explaining the lesson and asking parents/guardians to assist students in finding and cutting out pictures in magazines or bringing clean, empty containers to school. (You will need to send this letter one week before the lesson is to be taught). Tape/pins to attach pictures on the chart/chalkboard/bulletin board. Two columns titled "Harmful" and "Helpful" on the chart/chalkboard/bulletin board. Body Chart, Helpful Or Harmful (See Support Materials Tab and Transparencies Tab), Only Sick People copy-ready dot-to-dot coloring sheet.

Discuss the differences between prescription medicines, OTC medicines, legal and illegal drugs (always include alcohol and tobacco as drugs). Explain that there are substances found in the home that are harmful and should only be used with adult supervision. Have students name some of the household products in their home that may be considered dangerous (harmful). Be sure to include alcohol and tobacco as drugs that harm the body.

1. Ask students to bring old magazines or clean, empty containers to school. In the classroom, ask students to cut out pictures of food, medicines, household products, and drugs.

2. Have students place at least one picture or container under the correct category (harmful or helpful) and tell why they chose the category they did. Are there other items they can think of to add to this list?

3. Explain that all medicines and drugs change the way the body (person) feels or acts. Explain that medicines and drugs can help or hurt you. Discuss the importance of and reason for taking medicines and other substances only from a trusted adult.

4. Locate various areas on the Body Chart that are affected by drug use and discuss what can happen. Ask if any of the students have ever had medicine make them well (helpful) or cause an allergic reaction (harmful). Discuss how his/her body felt or acted at these times.

Helpful/Harmful

Allergic

Substances

Supervision

Household Products

OTC (over-the counter)

As part of our lessons on health and safety, your child’s class is beginning to study medicines, household products, other drugs, and what is helpful or harmful to the body.

Our class is in need of pictures and/or clean, empty containers of food, household cleaning products, over-the-counter medicines, and any other items that are considered "safe or unsafe" for children to consume. With your permission, your child can find and cut pictures of these items from old magazines or newspapers and bring them to school for our activity. Please remember if you are sending any containers, make certain they are clean and empty. If you prefer, we will gladly accept old magazines for the children to use during class time for this lesson.

We will need the pictures or containers by (date) .

Thank you for your assistance in this activity and for helping to reinforce what your child is learning in the classroom.

Sincerely,

The Teacher

Aspirin

Tylenol

Fruit

Ibuprofen (Advil, etc)

Dish Soap

Cough Syrup

Ice Cream

Furniture Polish

Calamine Lotion

Vegetables

Vitamins

Tums

Decongestants (Sudafed, etc.)

Cleanser (Comet, etc.)

Bug Spray (Off, etc.)

Antihistamines (Triaminic, etc.)

Alcohol (beer, wine, liquor, etc.)

Nicotine (cigarettes, cigars, smokeless tobacco)

Marijuana (MJ, weed)

Bleach (Clorox, etc.)

Shampoo

ä Note to teacher: Use as many items as you need for the students’ age group, not necessarily the whole list. The list is a reference point for the teacher.