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ACTIVITY 8: Let Me Illustrate

For Teachers / Grade 7 / Activity 8

ACTIVITY 8: Let Me Illustrate

For Teachers / Grade 7 / Activity 8

How would you say no in the situation you created?

Draw it!

Create a second illustration on a sheet of paper to show another type of situation where refusal skills or the techniques for saying "no" can be applied. Maybe the situation involves bullying, cheating, lying—you decide!

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ACTIVITY 10: It’s Decision Time!

For Teachers / Grade 7 / Activity 10

ACTIVITY 10: It’s Decision Time!

For Teachers / Grade 7 / Activity 10

Your friend says, "Right, I get it. That's cool," and you feel relieved and proud of yourself for making a good decision.

Feel good about the consequences? That's great! Now, think about it: Did you make the right decision?

Type your thoughts below.

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ACTIVITY 6: Thinking Your Way to Good Decisions

For Teachers / Grade 7 / Activity 6

ACTIVITY 6: Thinking Your Way to Good Decisions

For Teachers / Grade 7 / Activity 6

Your best friend has started vaping because her older sister does. You’re at their house after school, and they are vaping with some other friends. You ask for a vape because you think it will make you fit in. You hate it. The next two times you hang out, they offer you a vape, but you say "no."

 

Proceed to page 4.

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ACTIVITY 10: It’s Decision Time!

For Teachers / Grade 7 / Activity 10

ACTIVITY 10: It’s Decision Time!

For Teachers / Grade 7 / Activity 10

a. You tell your friend you don't want to vape by saying "no, thanks. Vaping can negatively impact my brain". b. You tell your friend you don't want to vape by saying "no, thanks. Vaping is bad for my health". c. You tell your friend you don't want to vape by saying "no, thanks. I don't want to get addicted to nicotine..."
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ACTIVITY 10: It’s Decision Time!

For Teachers / Grade 7 / Activity 10

ACTIVITY 10: It’s Decision Time!

For Teachers / Grade 7 / Activity 10

Put your decision-making skills to work and think about what you would do in the situations on this page and the following pages.

Situation 1

Your best friend invites you and some other classmates over for the afternoon, and during the course of your time together tells you that he or she has taken up vaping. Your friend takes out their vape and offers you a puff. What do you do? Make a choice and see where it takes you.

a. Say “no” and talk about the consequences b. Say “yes” and take a puff. c. Say “no” and add some humor.
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ACTIVITY 4: Peer Pressure and Influence—Do Your Friends Affect Your Decisions?

For Teachers / Grade 7 / Activity 4

ACTIVITY 4: Peer Pressure and Influence—Do Your Friends Affect Your Decisions?

For Teachers / Grade 7 / Activity 4

Situation 2

This is the same situation. Reread it if you need to refresh your memory before answering the question below.

Steve likes a particular group of guys because they always spend time together and seem to laugh a lot. They don't socialize much with other students, preferring to spend most of their free time together. Lately, some of them have been talking casually with Steve, and he has expressed to them his interest in becoming a part of their group. The guys tell Steve he can become part of the group but first he has to go down to the neighbourhood supermarket and steal one candy bar for each guy.

What might Steve be feeling?

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ACTIVITY 4: Peer Pressure and Influence—Do Your Friends Affect Your Decisions?

For Teachers / Grade 7 / Activity 4

ACTIVITY 4: Peer Pressure and Influence—Do Your Friends Affect Your Decisions?

For Teachers / Grade 7 / Activity 4

Situation 2

This is the same situation. Reread it if you need to refresh your memory before answering the question below.

Steve likes a particular group of guys because they always spend time together and seem to laugh a lot. They don't socialize much with other students, preferring to spend most of their free time together. Lately, some of them have been talking casually with Steve, and he has expressed to them his interest in becoming a part of their group. The guys tell Steve he can become part of the group but first he has to go down to the neighborhood supermarket and steal one candy bar for each guy.

What might Steve be feeling?

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ACTIVITY 3: Tobacco & Nicotine Use - The Health Consequences

For Teachers / Grades 8 & 9 / Activity 3

ACTIVITY 3: Tobacco & Nicotine Use - The Health Consequences

For Teachers / Grades 8 & 9 / Activity 3

MORE HEALTH PROBLEMS

Did you know nicotine use can harm the developing adolescent brain. The brain keeps developing until about age 25. 3

Using nicotine in adolescence can harm the parts of the brain that control attention, learning, mood, and impulse control. 3

Each time a new memory is created, or a new skill is learned, stronger connections – or synapses – are built between brain cells. Young people’s brains build synapses faster than adult brains, but nicotine changes the way these synapses are formed. 3

Using nicotine in adolescence may also increase risk for future addiction to other drugs. 3

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https://www.cdc.gov/tobacco/basic_information/e-cigarettes/Quick-Facts-on-the-Risks-of-E-cigarettes-for-Kids-Teens-and-Young-Adults.html
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ACTIVITY 2: Tobacco & Nicotine Use–The Health Consequences

For Teachers / Grade 7 / Activity 2

ACTIVITY 2: Tobacco & Nicotine Use–The Health Consequences

For Teachers / Grade 7 / Activity 2

MORE HEALTH PROBLEMS

Smoking also damages the immune system, which increases a person's risk of getting infections. And, once they get sick, smokers often take longer to recover than people who don't smoke. 15

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U.S. Department of Health and Human Services. The Health Consequences of Smoking: what it means to you.

U.S. Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Chronic Disease Prevention and Health Promotion, Office on Smoking and Health, 2004. Referenced 2012.

www.cdc.gov/tobacco/data_statistics/
sgr/2004/pdfs/whatitmeanstoyou.pdf
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ACTIVITY 5: What Would You Do?

For Teachers / Grades 5 & 6 / Activity 5

ACTIVITY 5: What Would You Do?

For Teachers / Grades 5 & 6 / Activity 5

CHOICES AND CONSEQUENCES

Situation #3

When the new kid and some of your old friends come over to your house to hang out, you feel (choose one):

a. Good when they start to get to know each other b. Proud of yourself for not letting your friends decide who you hang out with c. Relieved when everybody seems to get along okay
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