LESSON PLAN

(GRADES 7 & 8)

DRUGS, THE LAW, AND

SAYING NO WHEN YOU
WANT TO SAY NO
CENTRE FOR YOUTH CRIME PREVENTION - It Starts with YOUth!
www.rcmp-grc.gc.ca/cycp-cpcj
 LESSON PLAN: DRUGS, THE LAW, AND SAYING NO WHEN YOU WANT TO SAY NO

OBJECTIVES:
· To learn about drugs, and the RCMP definition of drugs.
· To learn about the current laws and regulations of drugs.
· To learn strategies of saying no when you want to say no.

TIME:
Introduction: Welcome 5 min
Activity #1: What is a drug? 10 min
Activity #2: What are all the drugs you can think of…? 20 min
Activity #3: How do you say no when you want to say no? 15 min
Activity #4: Myths and Facts on Marijuana use 30 min
Closing: Check out 10 min
Total: 90 minutes

MATERIALS:
The reference documents are found at the end of this lesson plan.

o White board / flipchart and markers.

o Large sheets of newsprint or flipchart paper and tape.
o Writing/drawing supplies (markers, crayons, pens, etc.).

PRESENTER PREPARATION:
o Print the lesson plan and reference documents.
o Gather all of the necessary materials identified above.
o Familiarize yourself with each of the session activities.

Here are some helpful online resources:

RCMP Centre for Youth Crime Prevention
Canadian Centre for Substance Use and Addiction Available on
Google play and
RCMP Drugs and Trends Mobile App on the App Store:

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 LESSON PLAN: DRUGS, THE LAW, AND SAYING NO WHEN YOU WANT TO SAY NO

LESSON

INTRODUCTION
· Welcome everyone to the group and let them know who you are (name, role/job,
why you are there, etc.).
· Explain that you will discuss the different kinds of drugs, both legal and illegal,
and look at strategies on how to say no to using illegal drugs.

ACTIVITY #1:

WHAT IS A DRUG?
GOAL: To give youth the opportunity to think about drugs and their relationship with it
from several different perspectives.
TYPE: Quiz activity | TIME: 10 minutes

STEP #1:
· On the whiteboard/flipchart, write “What is a drug?” Ask participants to define
drugs by brainstorming, and write their ideas on the whiteboard/flipchart.
· Now that participants have brainstormed and created a definition for drugs, have
them agree on one final definition as a group (even if you disagree with their
definition).

STEP #2:
· Once they are all satisfied with what they have come up with, write and explain the
RCMP’s definition.

RCMP DEFINITION
A drug is any substance that is taken to change
the way the body and/or mind functions.

· Discuss the similarities and differences between their definition and the RCMP’s
definition.

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 LESSON PLAN: DRUGS, THE LAW, AND SAYING NO WHEN YOU WANT TO SAY NO

ACTIVITY #2:

WHAT ARE ALL THE DRUGS YOU CAN THINK OF…

GOAL: To give youth the opportunity to think about drugs and their relationship with it
from several different perspectives.
TYPE: Small group activity | TIME: 15 minutes

STEP #1:
·· Divide participants into small groups.
·· Based on the RCMP’s definition of drugs, ask participants to write down as many
other drugs as they can think of on a piece of paper. Remind youth to think about
all kinds of drugs, not just illegal recreational ones. This could include substances
that they might find in a grocery store, pharmacy, or elsewhere – aerosols, glue,
energy drinks, etc.
·· While youth are writing down their answers, tape 3 pieces of flipchart paper on the
wall. Label each flipchart paper ‘Legal’, ‘Sometimes Legal’, and ‘Illegal’.
·· Tape another 3 pieces of flipchart paper on the wall in another part of the room,
and label them ‘Stimulant’, ‘Depressant’, and ‘Hallucinogen’.

STEP #2:
·· Once the youth have had the chance to write down all the drugs they can think
of, explain that most drugs can be classified into three categories: a stimulant, a
depressant, and a hallucinogen. Provide a brief description of each category.

STIMULANTS are drugs that make you more hyper and alert.
DEPRESSANTS are drugs that cause the body and mind to slow down.
HALLUCINOGENS are drugs that disrupt a person’s perception of reality
and cause them to imagine experiences and objects that seem real.

·· Explain that there are two sets of flipcharts on the wall: one relating to the
category of drug, and one pertaining to the legality of the drug.

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·· Have each group designate two representatives to write their answers on the
flipchart papers.
·· One representative from each group will write all of their drugs on the
appropriate sheet under either “Legal”, “Sometimes Legal”, or “Illegal”. The other
representative from each group will write all of their drugs as either “Stimulant”,
”Depressant”, or “Hallucinogen”.

STEP #3:
·· Once all groups have had a chance to write their answers on the flipcharts, ask
participants to share any thoughts about the drugs in each category. Do they agree
or disagree about where the drugs are posted? Does anything stand out? Do they
notice any patterns? Are there more drugs listed in one category than another?
Why or why not?
·· Discuss what the potential dangers that some of the drugs might be. Start with legal
drugs, then illegal, and then sometimes legal. What drugs have similar dangers?
·· Inform participants that in 2017 the Good Samaritan Drug Overdose Act became
law. This law would provide immunity from simple possession charges for those
who call 911 (or their local emergency services) in the case of an overdose. If there
is ever a situation in which someone is having a drug overdose, the most important
thing is to get medical assistance for that person. It could save their life.

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 LESSON PLAN: DRUGS, THE LAW, AND SAYING NO WHEN YOU WANT TO SAY NO

ACTIVITY #3:

HOW DO YOU SAY NO WHEN YOU WANT TO SAY NO?

GOAL: To give participants the opportunity to think about when, why, and how they might
choose to to use drugs, and to practice navigating these complex social situations.
TYPE: Group discussion | TIME: 15 minutes

STEP #1:
·· On the board, write, “Why do people say no to drugs?”
·· Ask participants, “What are some reasons people might choose not to use drugs?”
Let participants share several answers to the question on the board and discuss.

STEP #2:
·· Ask the group to think of some situations when it might be hard for a person to
communicate that they don’t want to use drugs.
Note: *See appendix A for scenarios and suggestions of ways to say no.
Use ONLY IF students can’t come up with anything on their own*.
·· After some discussion, ask participants to work with a partner and come up with
different ways to “say no when you want to say no.”
·· Have each pair act out their favourite methods with the group.

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 LESSON PLAN: DRUGS, THE LAW, AND SAYING NO WHEN YOU WANT TO SAY NO

ACTIVITY 4:

MYTHS AND FACTS ON MARIJUANA USE:

GOAL: To give youth the opportunity to discuss their understanding of the various myths and
facts related to marijuana use.
TYPE: Small group activity | TIME: 30 minutes

STEP 1:
·· Break the participants into 4 groups (If the class size is small, then divide the participants
into 2 groups).
·· Give each group a blank piece of drafting paper and ask them to write and list numbers
from 1-10. When completed, ask the participants to determine whether the following
statements are myths or facts (Each team should be given appropriate time to discuss
amongst each other):

STATEMENTS:
1. Everyone uses weed.
2. Weed is harmless.
3. Police can’t tell if you’re driving high.
4. Weed can be grown with harmless chemicals.
5. Weed can slow your reaction time.
6. Weed makes it difficult to pay attention to two things at once.
7. Weed can double your chances of getting into an accident.
8. Police have a Test to determine if you’re high.
9. Driving impaired by weed is illegal and has the same penalties as
drug driving.
10. 22% of youth aged 15-19 report using weed in the past year.

·· Have a representative of each team explain and elaborate why they categorized these
statements as either a fact or myth. When completed, ask the youth why their opinions on
these myths and facts may be different from other groups.

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STEP 2:
·· When all the groups are done, draw a T-chart on the white board that separates myths from
facts. Once completed, write out the right answers to the statements provided earlier.
Note: Try and explain why these statements are myths and how they are false.

STEP 3:
·· Once the activity is completed, have the participants elaborate on whether their opin-
ions and beliefs have changed after the exercise. Was this new information for them? Are
these things believed by youth at large? Do they believe that these myths are represented
in their community/social group?
Note: This is not a group exercise, but rather should serve as a question and answer period
for the youth to reflect.

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CLOSING: CHECK-OUT
GOAL: To allow youth to reflect on what they learned and contributed during the
workshop, provide feedback and close the group.
TYPE: Popcorn-style activity | TIME: 5-10 minutes
Note: A popcorn-style activity is where participants quickly and voluntarily share their
answers to questions.

STEP #1:
·· Have each person (or with large groups you can do this “popcorn” style) something
they learned today or that they are going to take away with them.
·· Provide resources to youth (See appendix for a list of suggested resources).
·· Thank everyone for their participation and attention.

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APPENDIX A

SCENARIOS
*The aim of this exercise is to demonstrate complex, yet realistic, situations where the
young people might feel conflicted about drugs use. The “a stranger offers you drugs…
what do you do?” is less likely to happen to them than a situation with a friend or
someone they know where they might feel obligated to say yes. These are the types of
scenarios we want to try and work through with them.
··You are at a party with people you don’t know very well. Someone
offers you a mixed drink in a plastic cup. You didn’t see them make the
drink. What do you do?
··Your close friend offers to split some pills with you. But tomorrow you
have an event that is very important to you (e.g. Job interview, test,
etc.). What do you do?
··After smoking a couple of joints all night together, a friend offers to
drive you home. They are high and so are you. What do you do?
··You are on a first date with someone and they offer you a pill (you are
not 100% sure what the pill is but from looking at it, you assume it is
either Xanax or Valium). What do you do?

WAYS TO SAY NO
·· Say you have used the drug before and you didn’t like the high.
·· Use the relationship you have with the person (e.g. If it’s your friend, be honest
that you don’t want to use).
·· Mention that you don’t feel safe (e.g. Driving when someone has used).
·· Use having something important the next day as a reason not to.
·· Say you would prefer to mix your own drink.
·· Honesty sometimes is difficult, lying or making an excuse not to use can be ok too.

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