Grade Level: 5th
Unit: SA Prevention
Topic: Peer Pressure
Lesson Objective
SWBAT identify qualities that make a good friend. SW consider what things are
needed to feel emotionally safe and how peers/friends influence them. SWBAT
define peer pressure, identify and utilize one refusal strategy.
Teacher’s Goal for
Self
Expected Problems
Emotional safety- feeling accepted, safe, not worried about being judged or hurt.
Feeling supported and encouraged to share feelings, concerns & self.
Peer Pressure- feeling of pressure from someone your own age that can push you
toward making certain choices, good or bad.
Direct Pressure- when a person asks you directly to do something or says things to
you that push you do something
Indirect Pressure- silent ways of making people feel like they need to or should do
something, putting pressure on someone without using words. Examples: the
huddle, the look, the example
Rejection- threatening to leave someone out or end a friendship
Put Down- insulting or calling names to make someone feel bad
Reasoning-giving reasons to do something or why it would be OK to do it.
The Huddle-when a group stands together talking or laughing, looking at something
you can't see, with their backs out to others
The Look- giving a look that says "we're cool and you're not"
The Example- popular kids buy, wear, or do something and because they set an
example that others want to follow.
Refusal Skills- different ways to say no or to not give into peer pressure
Students will have heard the term peer pressure and be familiar with the basic
concept.
Students may be resistant to participating to avoid seeming uncool
Materials
½ sheet of paper (1/student)
Warm-up: 5 min.
What are some qualities you want in a friend?
Language & Formulas
Assumptions
Give students a sheet of paper and have them choose one friend and make a list of
things that make them a good friend.
Have students get into groups and compare their lists, what were the things they
had in common?
Make a list of responses on the board.
Introduction: 1 min.
Presentation: 15 min.
Our topic today is about peer pressure.
Write on the Board: Peer Pressure
Ask students to share what comes to mind when they hear the word. Make a list on
the board.
Grade Level: 5th
Unit: SA Prevention
Topic: Peer Pressure
Ask students: is peer pressure a positive or negative thing?
Explain to students there are both + and – types of peer pressure. Have students
share some examples
Explain the difference between Direct and Indirect Pressure.
Direct
Indirect
Rejection
Put Down
Reasoning
The Huddle
The Look
The Example
Go through each type of Pressure with the class.
What are reasons why people might give into peer pressure?
Want to fit in, don't want to look uncool, etc.
Ask the class: What do you think friends have to do with peer pressure?
Friends have a big role in our life and have a big part in making us feel safe and
secure and comfortable with ourselves. What our peers and friends think of us
matters so they have more influence. **Friends can positively peer pressure us or
negatively peer pressure us. No one identified pressuring as a quality they want in a
friend.
Strategies or things we use to help avoid peer pressure are called Refusal Skills.
What are some different things you could do when someone is pressuring you?
1.Say no firmly
2. Repeat the word over and over
3. Give an excuse
4. Give reasons
5. Avoid or leave the situation
6. Change the subject
7. Suggest an alternative activity
8. Ignore the problem/act dumb
9. Find friends who feel the same way you do
10. Reverse the pressure
11. Delay your decision—"I'll think about it"
12. Tell your friends, “I have made my decision”
Practice: 15 min.
Bag of Pressure (adapted from coolspot.gov)
Have students get into groups (ideally 6 groups of 3-4 students)
Pass out one bag to each student. Have groups match the Pressure with the
definition (this should be review from earlier) and decide if it's direct or
indirect
Grade Level: 5th
Unit: SA Prevention
Topic: Peer Pressure
Review
Next, pass out one chart to each group and one scenario. Explain that each
group is going to act out a scenario, the other groups have to decide is it
positive or negative peer pressure, direct or indirect, and what type of
pressure.
After each group acts out their scenario, have groups share what they think
and identify what refusal skill they would use.
1. What is one example of positive peer pressure?
2. What is one example of negative peer pressure?
3. What is one refusal skill you would use?
Notes:
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________