Heads Up Delivery Guide

This script accompanies the Slide Deck: Heads Up Drug Truths Slides. Display each slide as indicated and follow the exact wording below. Use engaging tone, make eye contact, and pause to let students respond.

Slide 1: Title Slide

(Show slide titled “Heads Up: Drug Truths”)

Say: “Good morning, everyone! Welcome to our Heads Up: Drug Truths lesson on drug awareness and prevention. Over the next 30 minutes, we’re going to learn some important facts about common substances, clear up myths you might have heard, and practice how to keep ourselves and our friends safe. Let’s get started!”

Transition: “First, let’s look at what we’ll cover today.”

Slide 2: Learning Objectives

(Show slide “Learning Objectives”)

Say: “By the end of our class, you will be able to:

1. Identify facts and myths about alcohol, vaping, marijuana, and prescription drugs,
2. Explain short- and long-term health risks, and
3. Practice refusal and peer-support strategies.

These objectives will help you make informed choices and support your friends. Ready to dive in?”

If students look unsure, prompt: “Which objective sounds most interesting to you? Raise your hand and share.”

Transition: “Let’s begin with some real statistics about these substances.”

Slide 3: Common Substances & Risks

(Show slide “Common Substances & Risks”)

Say: “Here are some real-world numbers:

• Alcohol: 70% of teens have tried it by graduation.
• Vaping: 30% of high schoolers report vaping nicotine.
• Marijuana: 25% have experimented by age 18.
• Prescription drugs: 20% have misused painkillers.

Thumbs up if you’ve seen friends or classmates use any of these substances.”

(Count quickly: “I see about half the room.”)

Say: “These numbers matter because they show how common these choices are—and the risks that come with them.”

Follow-up: “What risk do you think is most surprising? Turn to a partner and share for 30 seconds.”

Transition: “Great discussion. Now, let’s separate facts from myths.”

Slide 4: Myths vs Facts

(Show slide “Myths vs Facts”)

Say: “I’m going to read three statements. If you think it’s a fact, give me a thumb-up. If you think it’s a myth, give me a thumb-down. Ready?”

1. “Vaping is harmless water vapor.” (Pause for thumbs.) “This is a myth. Vaping delivers nicotine and other chemicals that can harm your lungs.”
2. “Prescription drugs are safe because a doctor prescribed them.” (Pause.) “Myth. Using medication that isn’t prescribed to you—or taking more than directed—can lead to addiction, overdose, or serious side effects.”
3. “One drink can’t hurt you.” (Pause.) “That’s also a myth. Even one drink affects coordination and judgment—and over time it can impact your health.”

Follow-up: “Which fact surprised you the most? Share your thoughts.”

Transition: “Knowing the facts helps. Next, let’s practice saying no.”

Slide 5: Refusal Strategies

(Show slide “Refusal Strategies”)

Say: “Here are three simple ways to refuse:

• Be direct: “No thanks, I’m not interested.”
• Suggest an alternative: “Let’s go get a smoothie instead.”
• Enlist support: “Can you back me up?”

Let’s try a quick role-play. I need a volunteer. [Select Volunteer] You’ll pretend someone offers you a vape. Use one of our refusal lines.”

(Pause for role-play.)

Say: “Nice work! See how clear and concise that was? Who has another line they’d feel comfortable using in real life?”

Transition: “Now, let’s talk with classmates about real situations.”

Slide 6: Group Discussion Prompts

(Show slide “Group Discussion Prompts”)

Say: “Turn into groups of three or four. In your groups, discuss these two questions:
• How would you refuse safely in real life?
• What support could you offer a friend under pressure?

You have three minutes. I’ll circulate to listen and answer questions. Go!”

(Signal time’s up.)

Say: “Okay, let’s hear one strategy from each group. Group 1?”

(Collect responses.)

Transition: “Great ideas. Last, let’s check what you’ve learned.”

Slide 7: Quick Quiz

(Show slide “Quick Quiz” and distribute Quiz: Drug Awareness Quick Quiz)

Say: “It’s quiz time! You have three minutes to answer four short questions independently. When you finish, hand your quiz to me.”

(Pause 3 minutes while students work.)

Say: “Time’s up. Please pass your quizzes forward.”

Collect all quizzes and set aside for review with the Answer Key: Drug Awareness Quick Quiz Answer Key.

Transition: “We’re almost done—let’s wrap up with our key takeaways.”

Slide 8: Key Takeaways & Next Steps

(Show slide “Key Takeaways & Next Steps”)

Say: “Great job today! Remember:

• Know your facts versus myths.
• Use clear refusal strategies when you need to say no.
• Support friends who are under pressure.
• Review your worksheet and quiz answers later to reinforce your learning.

You can also reach out to the school counselor or any trusted adult if you ever need help or more information.”

Say: “Thank you for your participation and honesty. Let’s continue keeping ourselves and each other safe!”

End of Script. Feel free to adapt language for your personal style while keeping the core messages intact.

Drug Facts and Myths Worksheet

Use this worksheet to reinforce what you learned in the lesson. Refer to the Slide Deck: Heads Up Drug Truths Slides for facts and examples.

1. Matching Myths to Facts

Below are three myths we discussed. Match each myth with the correct fact by writing the letter (A, B, or C) on the line.

Myths:

1. “Vaping is harmless water vapor.” _________________
2. “Prescription drugs are safe because a doctor prescribed them.” _________________
3. “One drink can’t hurt you.” _________________

Facts:
A. Even a single drink affects coordination and judgment and can harm your health over time.
B. Vaping delivers nicotine and other chemicals that can damage your lungs.
C. Using medication not prescribed to you—or taking more than directed—can lead to addiction, overdose, or serious side effects.

2. Short Answer Questions

1. List two short-term health risks associated with alcohol use:
   1. ___________________________________________
   2. ___________________________________________

1. Name one long-term health risk of misusing prescription drugs:

   ---

3. Refusal Strategy Practice

Read each scenario and write a refusal strategy you could use.

1. A friend offers you an e-cigarette at a party.

   ---

   ---

1. Someone you know pressures you to share prescription pills.

   ---

   ---

4. Reflection

In a short paragraph, describe how you would support a friend who feels pressure to use drugs or alcohol. Include at least two strategies from our lesson.

When you’ve finished, review your responses and be ready to share one key takeaway with the class. Then complete the Quiz: Drug Awareness Quick Quiz.

Drug Awareness Discussion

This discussion session builds on the Drug Facts and Myths Worksheet and the group talk from the lesson, giving students space to explore deeper questions and practice real-world decision making.

Discussion Guidelines (2 minutes)

• Remain respectful and listen without interrupting.
• Speak honestly—this is a judgment-free zone.
• Keep comments concise (30–45 seconds) so everyone has a turn.
• Use evidence from the Drug Facts and Myths Worksheet or slide deck when you share.

Divide into groups of 4. Appoint one note-taker and one time-keeper per group.

Prompt 1: Real-Life Observations (5 minutes)

1. What trends have you noticed about drug or alcohol talk among peers at school or online?
   • Follow-up: What makes that topic easy or hard to discuss?
   • Follow-up: How do social media or popular culture influence peers’ views?
2. Share one situation (real or hypothetical) where you felt pressure or saw a friend under pressure.
   • Follow-up: What signs did you notice that someone felt uneasy?
   • Follow-up: What could you say or do in that moment to help?

Prompt 2: Myth-Busting Reflection (5 minutes)

1. Choose one myth from the worksheet (e.g., “One drink can’t hurt you”).
   • In your own words, explain why some teens believe it’s true.
   • Then, explain how you would convince someone it’s a myth—what facts or examples would you share?
2. Imagine a younger student asks you for advice on vaping because “everyone’s doing it.”
   • What two points from the lesson would you emphasize?
   • Follow-up: Which refusal strategy feels most natural for you, and why?

Prompt 3: Decision-Making Scenarios (8 minutes)

Rotate through these quick scenarios. Each person has 30 seconds to respond.

A. You’re at a party and someone offers prescription pills “just to chill.”
• How do you refuse? Which refusal line do you use?
• What nonjudgmental support could you offer instead?

B. A close friend tells you they’ve been taking more alcohol than usual and seem worried.
• How do you start the conversation?
• What resources (people or programs) would you suggest?

C. You overhear classmates planning to share fake IDs to buy alcohol.
• Do you intervene? How?
• Could you enlist an ally? Who and how?

After everyone shares, identify one strategy that worked best across scenarios.

Prompt 4: Building a Support Network (5 minutes)

1. List three trusted adults or campus resources (counselor, coach, etc.) you could turn to for help—write them down.
2. In small groups, discuss: What might stop someone from reaching out to those people?
   • Follow-up: How could you encourage a friend to take that step?

Closing Reflection (5 minutes)

• Each group shares one key takeaway or new insight.
• Individually, write one personal action you’ll commit to this week (e.g., practice a refusal line, check in on a friend).

Refusal Role-Play Activity

In this activity, students will practice saying “no” confidently using the refusal strategies from our lesson. By role-playing realistic scenarios, they’ll build skills and comfort for real-life situations.

Time: 10 minutes
Materials:

• Scenario cards (see examples below)
• Optional: stopwatch or timer

Setup (1 minute)

1. Arrange students in pairs facing each other.
2. Distribute one scenario card to each pair (can be printed slips or projected on screen).

Instructions (8 minutes)

1. Round 1 (3 minutes)
   a. Student A reads their scenario aloud.
   b. Student B uses one refusal strategy from the Slide Deck: Heads Up Drug Truths Slides (e.g., direct refusal, alternative suggestion, or enlisting support) to respond.
   c. Pair debriefs: What felt natural? What could be stronger?
2. Switch Roles (3 minutes)
   a. Student B reads a new or the same scenario.
   b. Student A practices their refusal response.
   c. Debrief briefly on tone and clarity.
3. Group Share (2 minutes)
   a. Reconvene as a whole class.
   b. Ask two or three volunteers to demonstrate their favorite refusal line.
   c. Class offers positive feedback: What made that refusal effective?

Scenario Card Examples

1. At a Party:
   A friend hands you a vape pen and says, “Come on, it’s just this once.”
2. Prescription Pressure:
   A classmate asks, “Can you share some of your pain pills? I’m stressed about finals.”
3. Alcohol Offer:
   You’re at a gathering and someone offers you a beer, saying, “Everyone’s doing it.”
4. Peer Tease:
   Friends tease you for not joining their drinking game, “Don’t be a party pooper.”

Tips for Success

• Speak clearly and at a confident volume.
• Use body language: stand tall, make eye contact.
• Keep your refusal brief—follow up with an alternative plan if possible.
• Remember to support your partner when it’s their turn: offer constructive feedback.

After the activity, students can revisit the Drug Facts and Myths Worksheet or the Quick Quiz to reinforce learning and reflect on which strategies felt most effective.

Drug Awareness Quick Quiz Answer Key

Below are the correct answers and brief rationales for each quiz question to guide grading and review.

1. True or False: Even one alcoholic drink can affect your coordination and judgment.
Correct Answer: True
Rationale: Alcohol is a central nervous system depressant. Even a single drink can slow reaction time, impair judgment, and affect coordination.

2. True or False: Vaping delivers only harmless water vapor.
Correct Answer: False
Rationale: Vaping aerosol contains nicotine (an addictive stimulant) and other chemicals that can harm lung tissue and overall health.

3. Which of the following is a recommended refusal strategy?
A. Ignore the offer silently
B. Say “No thanks, I’m not interested.”
C. Agree to try and then throw it away
D. Make fun of the person offering
Correct Answer: B. Say “No thanks, I’m not interested.”
Rationale: A direct, polite refusal is clear and respectful. Ignoring, sarcastic responses, or deceptive tactics are less effective and can escalate peer pressure.

4. What percentage of high school students report vaping nicotine?
A. 15%
B. 30%
C. 50%
D. 70%
Correct Answer: B. 30%
Rationale: The lesson statistics state that about 30% of high schoolers vape nicotine, highlighting its prevalence.

5. Which is a short-term health risk of alcohol use?
A. Improved academic performance
B. Impaired judgment
C. Permanent lung damage
D. Cured addiction
Correct Answer: B. Impaired judgment
Rationale: Alcohol impairs cognitive and motor functions in the short term; other options are incorrect or nonsensical in this context.

Use this answer key to quickly check student responses, provide feedback, and clarify any misconceptions during review.