Brain Construction Lesson Plan Your Brain, Your Choice
Session 1: Brain Construction
10th Grade
30 Minutes
Tier 2 Group
Adolescent Development
Why This Matters
Understanding how your brain develops helps you make smarter choices about your health and future, especially when it comes to substances like marijuana.
Prep (15 mins)
Review the Session 1 Slide Deck .
Print the Warm-Up: Brain Buzz activity.
Ensure projector/smartboard is ready.
Review the session script and lesson flow.
Materials
Smartboard or Projector
Markers/Whiteboard
Session 1 Slide Deck
Warm-Up: Brain Buzz Worksheet
Learning Objective
Students will identify key characteristics of the adolescent brain and understand how it influences decision-making.
Session Instructions
Activity Time Key Steps Warm-Up: Brain Buzz 5m Ask students to share thoughts on what they know about the brain and decision-making. Collect responses on the board or in a shared space. Introduction to the Adolescent Brain 10m Using the slides, introduce the concept of the developing brain. Focus on the prefrontal cortex and amygdala . Emphasize that development continues into the mid-20s. Brain vs. Choice: Discussion 10m Facilitate a discussion using script prompts. Consider how a still-developing brain impacts daily choices, risky situations, and peer pressure. Wrap-Up & Preview 5m Summarize the importance of brain awareness. Ask for one new thing learned. Preview the next session on substance effects.
Brain Construction Slide Deck Session 1
Your Brain, Your Choice
Understanding Your Developing Brain
Teacher Note: Welcome students and introduce the first session. Explain that this unit is about understanding how our brains work, especially during adolescence, and how that impacts the choices we make, particularly concerning drugs like marijuana.
The Adolescent Brain
It's not fully grown yet!
Still developing into your mid-20s.
Unique challenges for decision-making.
Did you know?
"Your brain is going through a massive renovation, rewiring itself to be more efficient for adulthood."
Teacher Note: Ask students what they already know about the brain. Use the Warm-Up: Brain Buzz activity to get them thinking. Transition into explaining that their brains are still undergoing significant changes.
Your Brain's "Planner"
The Prefrontal Cortex
Decision-making
Planning
Impulse control
Understanding consequences
Still Under
Construction
Located right behind your forehead
Teacher Note: Introduce the prefrontal cortex. Explain its role in planning, problem-solving, and controlling impulses. Use an analogy if helpful, like it being the 'CEO' or 'planner' of the brain.
Your "Emotion Center"
The Amygdala
Processing emotions (fear, pleasure)
Emotional reactions
"VERY ACTIVE in teenagers!"
Reacts faster than the "Planner" can think!
Teacher Note: Now, introduce the amygdala. Explain its role in processing emotions, especially fear and pleasure. Highlight how it can sometimes 'override' the still-developing prefrontal cortex.
Brain Balance: Why It Matters
Amygdala
Emotions are strong and loud
FULL SPEED
VS
Prefrontal Cortex
The "Planner" is still catching up
LOADING...
This leads to impulsive decisions and seeking new thrills.
Teacher Note: Connect these two areas. Discuss how the imbalance can lead to impulsive decisions or heightened emotional responses. Ask students for examples (without judgment).
Discuss: Brain & Choices
How might your developing brain affect...
1
Taking risks?
2
Dealing with peer pressure?
3
Long-term consequences?
4
Your emotional reactions?
Teacher Note: Lead a discussion using the prompts. Emphasize that understanding this isn't an excuse, but a tool for self-awareness and making better choices. Connect it to everyday scenarios.
Your Brain, Your Future
Your brain is amazing and still growing!
Next session: How substances like marijuana can impact this development.
Teacher Note: Summarize the key takeaway and prepare them for the next session. Emphasize that protecting their developing brain is important. Collect final thoughts or questions.
Brain Construction Teacher Script Teacher Instruction Script
Session 1: Brain Construction
Teacher Resource
0-5 MIN
Warm-Up: Brain Buzz
"Good morning, everyone! Today we're kicking off an important unit called 'Your Brain, Your Choice.' To get us started, I want you to participate in a quick activity called Warm-Up: Brain Buzz . On the board/screen, you'll see a prompt: 'What comes to mind when you think about your brain and making decisions?' Take a minute to jot down a few words or phrases. No right or wrong answers, just your initial thoughts."
"Alright, let's hear some of your ideas! Who wants to share what they came up with?" (Facilitate sharing, writing down keywords on the board.)
5-15 MIN
Introduction to the Adolescent Brain
[Advance to Slide 1] "Thank you for sharing those thoughts! It's clear we all have some ideas about how our brains work. Today, we're going to dive into something really fascinating: your developing brain. Your brains are incredible, and during your teenage years, they're undergoing some massive construction! This development significantly impacts how you think, feel, and make decisions."
[Advance to Slide 2] "So, what does it mean for your brain to be 'developing'? It means it's not fully mature yet. In fact, your brain continues to develop and change well into your mid-20s. This period of development is super important and also presents some unique challenges, especially when it comes to making choices."
[Advance to Slide 3] "Let's look at two key parts of your brain that are particularly active during adolescence. First, we have the Prefrontal Cortex . Think of this as your brain's 'planner' or 'CEO.' It's located right behind your forehead. This part of your brain is responsible for some really important functions like decision-making, planning, thinking about the future, controlling impulses, and understanding consequences. But here's the key: in teenagers, this 'planner' is still under construction! It's not yet operating at full capacity."
[Advance to Slide 4] "Next, let's talk about the Amygdala . This part is located deeper within your brain, and it's often called your brain's 'emotion center.' The amygdala is responsible for processing emotions, especially strong ones like fear, pleasure, and excitement. And guess what? This part of your brain is very active in teenagers!"
[Advance to Slide 5] "So, what happens when your 'emotion center' (the amygdala) is super active, but your 'planner' (the prefrontal cortex) is still being built? It means that sometimes, your emotions can take the wheel before your logical, planning brain has a chance to fully consider the situation. This can lead to more impulsive decisions, a stronger drive to seek out new or thrilling experiences, and sometimes, stronger reactions to stress or peer pressure."
Brain Buzz Warm-Up Worksheet Brain Buzz: Warm-Up
Your Brain, Your Choice
Session 1
Name:
Date:
What's on your Mind?
When you hear the words "brain" and "decisions," what immediately comes to mind? No right or wrong answers!
Initial Thoughts
Jot down 2-3 words or short phrases that describe your associations.
Share & Reflect
How do your associations compare to your classmates'? Are there any recurring themes?
Chemical Impact Lesson Plan Your Brain, Your Choice
Session 2: Chemical Impact
10th Grade
30 Minutes
Neuroscience & Health
Informational Literacy
Why This Matters
Understanding the specific impacts of marijuana on the developing brain empowers you to make informed decisions for your health and future.
Prep (15 mins)
Review the Session 2 Slide Deck .
Print Marijuana & the Adolescent Brain reading.
Print Cool-Down: Fact Check activity.
Check projector/SMART board connectivity.
Materials
Projector / Smartboard
Session 2 Slide Deck & Script
Student Reading Handout
Fact Check Cool-Down Slip
Learning Objective
Students will explain how marijuana affects the developing adolescent brain and identify potential short-term and long-term consequences.
Instructional Sequence
Activity Time Key Facilitation Points Warm-Up Review 5m Recap Session 1 (PFC and Amygdala). Connect to the idea of "Protecting your Build." Marijuana's Impact on the Brain 10m Introduce THC . Explain interference with brain development, focusing on memory, learning, and decision-making areas. Reading & Discussion 10m Hand out article. Give 3-5 mins for silent reading. Facilitate discussion using script prompts: "What surprised you?" and "How does this impact your goals?" Cool-Down: Fact Check 5m Students identify one myth vs. one fact. Collect as exit tickets. Preview Session 3 (Peer Pressure).
Chemical Impact Slide Deck Session 2
Marijuana & Your Brain
How does it affect your development?
Quick Brain Recap!
Prefrontal Cortex
Your "Planner"
Still under construction!
Amygdala
Your "Emotion Center"
Very active and loud!
"Because your brain is still rewiring, it is extremely vulnerable to chemical interference."
Marijuana: The Basics
Cannabis
Dried leaves, flowers, stems, and seeds of the plant.
THC
Tetrahydrocannabinol. The primary chemical causing "high" effects.
The adolescent brain is particularly sensitive to THC because it mimics natural signaling molecules but with much higher intensity.
THC and Your "Planner"
THC throws a wrench into the construction of the Prefrontal Cortex.
Impaired decision-making
Reduced problem-solving
Loss of impulse control
WARNING
It makes the "Planner" go offline when you need it most.
Memory & Learning
The Hippocampus
This is the area responsible for making new memories and learning.
"THC disrupts its signaling, like trying to save data to a corrupted drive."
Difficulty concentrating
Poor memory retention
Lower grades/performance
Short-Term vs. Long-Term
Short-Term
• Impaired coordination
• Altered senses (sights/sounds)
• Confusion / Brain Fog
• Paranoia or Anxiety
Long-Term
• Reduced IQ (lasting impact)
• Higher risk of Depression/Anxiety
• Increased Psychosis risk
• Marijuana Use Disorder (Addiction)
Reading & Discuss
Questions to Consider:
1. What was one new fact you learned?
2. How might this impact your daily life or goals?
3. What surprised you most?
Start Reading Now
Protect Your Brain,
Shape Your Future
Your adolescent brain is vulnerable but full of potential. Make choices that keep it strong.
Next session: Standing strong against peer pressure!
Chemical Impact Teacher Script Teacher Instruction Script
Session 2: Chemical Impact
Teacher Resource
0-5 MIN
Warm-Up Review
"Good morning, everyone! Last time, we started our 'Your Brain, Your Choice' unit by talking about your amazing adolescent brains. Who can remind us about the two key parts of the brain we discussed and what they do? Think about the 'planner' and the 'emotion center.'"
(Listen for responses about the Prefrontal Cortex and Amygdala. Guide them to recall their functions.)
"Exactly! We learned that your prefrontal cortex, your brain's 'planner,' is still under construction, while your amygdala, your 'emotion center,' is very active. Today, we're going to explore how external factors, specifically marijuana, can interact with this developing brain."
5-15 MIN
Marijuana's Impact on the Brain
[Advance to Slide 1] "Let's dive into how marijuana can affect your developing brain. Understanding these effects helps you make truly informed decisions."
[Advance to Slide 3] "First, let's define our terms. When we talk about marijuana, we're referring to the cannabis plant. The main chemical in marijuana that causes its psychoactive effects—what makes someone feel 'high'—is called THC . Your adolescent brain is especially sensitive to this chemical because its pathways and connections are still forming."
[Advance to Slide 4] "Remember your Prefrontal Cortex, your 'planner'? THC can interfere with the natural chemicals and communication pathways in this crucial area. This disruption can make it harder for a teenager to make good decisions, to plan effectively, to control impulses, and even to fully grasp long-term consequences. It's like trying to build a complex structure while someone keeps messing with your blueprints."
[Advance to Slide 5] "Another key area affected is the Hippocampus . This part of your brain is vital for memory and learning. When THC disrupts the hippocampus, it can lead to difficulties concentrating in class, problems remembering new information, and a reduced ability to learn effectively. This can directly impact your academic performance."
[Advance to Slide 6] "The effects can be seen in the short-term, such as impaired coordination and altered senses. But there are also significant long-term risks: an increased risk of mental health issues like anxiety, depression, or even psychosis, and potential impacts on brain development that could lead to a lower IQ."
15-25 MIN
Reading & Discussion
"To understand these effects even better, I'm going to hand out a short reading: Reading: Marijuana & the Adolescent Brain . Please take about 3-5 minutes to read it silently. Once you're done, we'll discuss some of the key points."
Marijuana Brain Reading Handout Scientific Brief
Marijuana & the Adolescent Brain
During adolescence, your brain is still undergoing rapid and critical development, particularly the areas responsible for decision-making, memory, and emotional regulation. This makes the adolescent brain especially vulnerable to the effects of substances like marijuana.
The Role of THC
The primary psychoactive compound in marijuana is Tetrahydrocannabinol (THC) . When THC enters the body, it interacts with the brain's endocannabinoid system , a natural system that plays a key role in various brain functions, including mood, memory, appetite, and pain sensation. In an adult brain, this system is largely developed. However, in an adolescent brain, the endocannabinoid system is still maturing, and introducing external THC can disrupt this delicate developmental process.
Impact on Brain Regions
1. Prefrontal Cortex (The "Planner")
Responsible for planning, decision-making, and impulse control. Development continues into the mid-20s.
Impaired judgment and decision-making.
Reduced impulse control.
Difficulty considering long-term consequences.
2. Hippocampus (Memory and Learning)
Crucial for forming new memories and learning.
Difficulty concentrating and maintaining focus.
Problems with memory retention (forgetting new info).
Reduced learning capacity in academic settings.
3. Amygdala (Emotion Center)
Repeated exposure during adolescence can disrupt emotional regulation.
Increased risk of anxiety and depression.
Heightened emotional reactivity.
Increased risk of psychosis in vulnerable individuals.
Potential Long-Term Consequences
Cognitive Impairment
Persistent use during adolescence can lead to lasting reductions in IQ, even after stopping use.
Academic Problems
Challenges with memory and motivation can significantly impact graduation and future employment.
Mental Health Issues
Increased risk for anxiety disorders, depression, and in some cases, schizophrenia.
Addiction Risk
Adolescent brains develop dependence faster, leading to Marijuana Use Disorder.
"Understanding these risks is crucial for making informed choices that protect your developing brain and your future well-being."
Fact Check Cool-Down Worksheet Cool-Down: Fact Check
Your Brain, Your Choice
Session 2
Name:
Date:
Reflect on today's session about how marijuana affects the adolescent brain. Fill in the boxes below based on what you've learned.
Common Myth
What is one common myth or misconception you might have heard about marijuana use?
Scientific Fact
What is one scientific fact you learned today about how marijuana affects the adolescent brain?
Next Step
How does knowing this fact influence the choices you'll make in the future?
Pressure Resistance Lesson Plan Your Brain, Your Choice
Session 3: Pressure Resistance
10th Grade
30 Minutes
Interpersonal Skills
Resistance Training
Why This Matters
Learning to effectively resist peer pressure empowers you to make independent, healthy choices that align with your values and protect your well-being.
Prep (15 mins)
Review the Session 3 Slide Deck .
Print Peer Pressure Scenarios for group work.
Print Cool-Down: My Refusal Plan slips.
Assign groups of 3-4 students.
Materials
Projector / Smartboard
Session 3 Slide Deck & Script
Peer Pressure Scenario Cards
My Refusal Plan Handout
Learning Objective
Students will identify different types of peer pressure and practice effective refusal skills to navigate social situations involving substance use.
Instructional Sequence
Activity Time Key Facilitation Points Warm-Up Review 5m Recap Session 2 (chemical impact). Transition to social influences: "What is peer pressure?" Understanding Peer Pressure 5m Define types: Spoken/Direct, Unspoken/Indirect, and Internal. Connect to the active Amygdala vs. developing PFC. Scenarios & Refusal Skills 15m Groups role-play assigned scenarios. Focus on: Clear "No", confident body language, and offering alternatives. Cool-Down: Refusal Plan 5m Students individualize one strategy they feel comfortable using. Preview Session 4 (Decision Framework).
Pressure Resistance Slide Deck Session 3
Standing Strong
Resisting Pressure,
Making YOUR Choices
What is Peer Pressure?
Influence from members of your peer group to behave in a way that is similar or acceptable to them.
"It can be positive OR negative!"
YOU
Types of Peer Pressure
Spoken / Direct
Someone actively tries to persuade you.
"Come on, just try it!"
Unspoken / Indirect
Seeing others do it and feeling you should too.
Feeling left out if you don't join.
Internal
Your own desire to fit in or be accepted.
The "Voice Inside" your head.
Why is it Hard to Resist?
01
Strong Desire to Fit In and be accepted.
02
FOMO: Fear of Missing Out or being excluded.
03
Developing Brain: The "Emotion Center" is louder than the "Planner."
Your brain is literally wired to crave social connection right now.
Your Power:
Refusal Skills
Strategies to resist negative pressure and stand firm in your own values.
Clear Voice
Body Language
Offer Alternative
Activity: Practice!
1 Work in small groups.
2 Read your assigned scenario.
3 Brainstorm ways to say NO.
4 Role-play your refusal!
Focus On:
Clear communication + Confident posture + Not being "preachy"
Reflect & Share
What strategies felt most effective?
What was challenging about saying no?
Why is having a plan important?
Your Choice, Your Control
Refusal skills put you back in the driver's seat.
Next session: Making informed decisions
Pressure Resistance Teacher Script Teacher Instruction Script
Session 3: Pressure Resistance
Teacher Resource
0-5 MIN
Warm-Up & Intro
"Good morning, class! Last session, we talked about how marijuana affects your developing brains—especially areas important for memory and decision-making. Today, we're going to tackle something that often makes those choices harder: peer pressure. What comes to mind when you hear 'peer pressure'? Just shout out a few ideas."
(Listen for student responses. Affirm key themes.)
5-10 MIN
Understanding Peer Pressure
[Advance to Slide 2] "Peer pressure is the influence from your group to behave in a way that is similar or acceptable to them. It's not always negative—friends can pressure you to study or try out for a team—but today we're focusing on the side that involves substances."
[Advance to Slide 3] "There are three main types. Spoken or Direct is when someone actively tries to persuade you. Unspoken or Indirect is when you see others doing it and feel like you should to fit in. And Internal is your own desire to be accepted."
[Advance to Slide 4] "It's hard to resist because of three things: the desire to fit in, FOMO (fear of missing out), and that developing brain we talked about. Your emotion center is often louder than your logical planner."
10-25 MIN
Scenarios & Refusal Skills
[Advance to Slide 5] "The good news: you can take control! Refusal skills are tools to help you stand firm. We're going to practice these now."
[Advance to Slide 6] "I'm dividing you into groups. Each group gets a scenario. Your task: brainstorm and then role-play how you'd refuse. Focus on clear communication and confident body language. You have 10 minutes."
(Circulate and guide. Ensure role-plays are focused on effective refusal.)
[Advance to Slide 7] "Let's bring it back. What strategies felt most effective? Why is having a plan better than winging it?"
25-30 MIN
Cool-Down: My Refusal Plan
"To wrap up, take out your 'My Refusal Plan' slip. Write down one strategy or phrase you feel confident using. This is your personal plan to stand strong."
[Advance to Slide 8] "Next time, we'll look at a specific model for making informed decisions. Thank you, class!"
Peer Pressure Scenarios Activity Practice: The Pressure Test
Session 3 Activity
Work in your small groups. Read your assigned scenario. Brainstorm different ways to say NO effectively. Choose one strategy and role-play it for the group.
Scenario 1: The Party Invitation
Vaping Case
"You're at a friend's house before a big party. Everyone is excited, and your friend pulls out a vape pen, offering it to you with a casual, 'Want a hit before we go? It'll make the party even better.' You're not comfortable with vaping, especially since you know the risks."
Discussion Prompts:
Ways to say no clearly but politely?
How to maintain friendship while declining?
Can you offer an alternative suggestion?
Scenario 2: The Study Break
Edibles Case
"You're studying with a group for a big test. One person pulls out a baggie of edibles and says, 'I heard these help you relax and focus. Let's all take one; it'll make studying easier.' You know this isn't true and you need to stay sharp."
Discussion Prompts:
Decline without making it a big deal?
Offer a different approach to studying?
How to stand firm if they push back?
Scenario 3: The Social Challenge
Online Case
"A group chat starts discussing a new 'challenge' that involves using marijuana and posting a video online. Someone tags you, saying, 'You're in, right? It'll be hilarious!' You don't want to participate and know it could have negative consequences."
Discussion Prompts:
Refuse without being alienated?
Ways to avoid online pressure?
Express discomfort without being preachy?
My Refusal Plan Cool-Down Worksheet My Refusal Plan
Your Brain, Your Choice
Session 3 Cool-Down
Name:
Date:
Reflect on today's session. It's much easier to stand firm when you have a pre-rehearsed plan in your mind.
My Go-To Strategy
Write down one specific refusal strategy or phrase you feel confident using if you ever face pressure to do something you don't want to do.
"
"
Why It Works
What makes this specific strategy effective for you personally? (e.g., is it funny? blunt? polite?)
Stay Independent
Decision Mastery Lesson Plan Your Brain, Your Choice
Session 4: Decision Mastery
10th Grade
30 Minutes
Cognitive Skill-Building
Logic & Strategy
Why This Matters
Developing a clear decision-making process helps you consistently make choices that protect your health and support your future goals, especially when facing complex situations.
Prep (15 mins)
Review the Session 4 Slide Deck (S.T.O.P. Model).
Print Decision Dilemmas activity sheets.
Print Cool-Down: My Informed Choice .
Familiarize yourself with the 4-step framework.
Materials
Projector / Smartboard
Session 4 Slide Deck & Script
Decision Dilemmas Worksheet
Informed Choice Reflection Slip
Learning Objective
Students will apply a decision-making framework to analyze choices related to substance use and identify trusted resources for support.
Instructional Sequence
Activity Time Key Facilitation Points Warm-Up & Intro 5m Recap refusal skills. Introduce the need for a general logic framework. "How do you decide the big stuff?" Decision-Making Framework 10m Introduce S.T.O.P. model. Break down each letter. Emphasize "O" (Ouch! Consequences) for both short and long term. Activity: Decision Dilemmas 10m Groups apply S.T.O.P. to assigned scenarios. Encourage deep thinking about consequences for the developing brain. Cool-Down: Informed Choice 5m Individual reflection on a personal upcoming decision. Preview Session 5 (Support Networks).
Decision Mastery Slide Deck Session 4
Decision Mastery
Your Choices,
Your Future
Every Choice Matters
Every day, you make hundreds of choices.
• Some are small (what to eat).
• Some are big (who to hang out with).
• Some can change your entire future.
"Having a strategy helps you make choices that align with YOUR personal goals."
S
State the Situation
Clearly identify the problem or decision you need to make.
Ask Yourself:
"What exactly is happening right now?"
Rule #1:
BE
T
Think of Options
What are all the possible things you could do?
- Option A...
- Option B...
- Option C...
Brainstorm multiple solutions—even the unlikely ones!
O
Ouch! Consequences
Short-Term
What happens in the next 10 minutes or 10 hours?
Long-Term
What happens in 10 months or 10 years?
Think about your developing brain!
P
Pick the Best Choice
Aligns with your values?
Is it safe and healthy?
Who can you talk to for support?
PICK
Activity:
Decision Dilemmas
Use the S.T.O.P. model in your groups to solve the scenarios.
Empower Your Choices
Clarity leads to control. Control leads to a better future.
Next session: Building your support network
Decision Mastery Teacher Script Teacher Instruction Script
Session 4: Decision Mastery
Teacher Resource
0-5 MIN
Warm-Up & Intro
"Good morning, class! Last session, we practiced some really important refusal skills—how to say NO effectively when facing peer pressure. Today, we're going to build on that by looking at the bigger picture: how to make informed decisions in general. When you have an important decision to make, what steps do you usually take?"
(Listen for student responses. Transition to the S.T.O.P. model.)
5-15 MIN
S.T.O.P. Decision Framework
[Advance to Slide 3] "The first step is S - State the Situation. Clearly identifying the problem without getting sidetracked by emotions. What exactly is happening? Be specific."
[Advance to Slide 4] "Next is T - Think of Options. What are all the possible things you could do? Brainstorm everything, even if it seems unlikely. You could say yes, say no, suggest something else, or walk away."
[Advance to Slide 5] "This step is vital: O - Ouch! What are the Consequences? Think about short-term and long-term. How does this affect your health, your goals, and your developing brain? Remember the hippocampus and PFC from Session 2."
[Advance to Slide 6] "Finally, P - Pick the Best Choice. Select the path that aligns with your values and leads to the safest outcome. Also, who can you talk to for advice? Never feel like you have to decide entirely alone."
15-25 MIN
Activity: Decision Dilemmas
[Advance to Slide 7] "Now we put S.T.O.P. to the test. In your groups, work through the dilemma on your sheet. Discuss every step and be ready to share your group's conclusion."
(Circulate. Focus groups on 'O'—identifying long-term brain health consequences.)
"Let's hear from the groups. What was your best choice and why?"
25-30 MIN
Cool-Down: Informed Choice
"For today's cool-down, think of one personal decision you might have to make soon. Use the S.T.O.P. framework to jot down how you'd handle it."
[Advance to Slide 8] "Next time, we'll talk about the power of your support network. You are dismissed!"
Decision Dilemmas Activity Worksheet Decision Dilemmas
Applying the S.T.O.P. Model
S State Situation
T Think Options
O Ouch! Consequences
P Pick Choice
01
The Weekend Party
"You're invited to a friend's house for a weekend party. You know that older siblings will be there, and you've heard that marijuana might be available. You're excited to hang out but nervous about the situation."
S: State the Situation
T: Think of Options
O: Ouch! What are the Consequences? (Short & Long Term)
P: Pick the Best Choice (and who to talk to)
02
The Stress Reliever
"You've been feeling stressed with school and sports. A classmate tells you that marijuana helps them relax and suggests you try it to de-stress after a tough week. You're tempted because you just want to feel better."
S: State the Situation
T: Think of Options
O: Ouch! What are the Consequences? (Short & Long Term)
P: Pick the Best Choice (and who to talk to)
My Informed Choice Cool-Down Worksheet My Informed Choice
Your Brain, Your Choice
Session 4 Cool-Down
Name:
Date:
Think about an important decision you might need to make soon. Apply the S.T.O.P. model to help you think it through.
The Decision I'm Facing:
S
State the Situation
T
Think of Options
O
Ouch! What are the Consequences?
P
Pick the Best Choice
Who could you talk to if you need help with this decision?
Network Building Lesson Plan Your Brain, Your Choice
Session 5: Network Building
10th Grade
30 Minutes
Interpersonal Support
Emotional Wellness
Why This Matters
Building a strong support network provides the confidence and resources needed to navigate difficult decisions and maintain well-being, especially when facing pressures related to substance use.
Prep (15 mins)
Review the Session 5 Slide Deck .
Print Activity: Who's in My Corner? map.
Print Cool-Down: Help-Seeking Reflection .
Gather contact info for school counseling services.
Materials
Projector / Smartboard
Session 5 Slide Deck & Script
Support Network Mapping Handout
Help-Seeking Reflection Slips
Learning Objective
Students will identify individuals and resources in their support network and practice communicating with them about challenging situations.
Instructional Sequence
Activity Time Key Facilitation Points Warm-Up & Intro 5m Review S.T.O.P. model. Connect decision-making to the need for help. Ask: "Who is your go-to person?" Power of Support 10m Define support networks. Discuss types: emotional, practical, and informational. Highlight help-seeking as a strength. Who's in My Corner? 10m Mapping activity. Individual identification followed by group discussion on how to start difficult conversations. Help-Seeking Reflection 5m Individual reflection on communicating needs. Briefly preview Session 6 (Self-Advocacy & Wrap-up).
Network Building Slide Deck Session 5
Your Support,
Your Strength
Building a Network for
Healthy Choices
Quick Recap
"Even with a good plan, some decisions are tough."
S.T.O.P.
State / Think / Ouch / Pick
Having support can make all the difference in following through on your best choice.
What is a Support Network?
A group of people you trust and can turn to for help, advice, or encouragement.
It’s about having people "in your corner."
Includes:
• Family
• Friends
• Teachers
• Counselors
• Coaches
• Mentors
Why is it Important?
NAVIGATE
Navigating tough decisions around substances.
RESIST
Confidence to resist negative peer pressure.
PERSPECTIVE
Others offer different viewpoints when you're stuck.
"Asking for help is a sign of STRENGTH, not weakness."
Your Personal Support Team
Identify who is truly in your corner...
Who do you trust?
Who listens without judgment?
Who gives good advice?
Activity:
Who's in My Corner?
1. List the people in your network.
2. Explain WHY you trust them.
3. Discuss HOW to approach them.
Reflect & Share
What makes someone a good support person?
How can you communicate effectively when you need help?
Reaching Out
Don't wait until things are overwhelming.
Choose the right person for the situation.
Be clear about what you need.
"Practice what you want to say before you say it. Clear is kind."
Your Network,
Your Resilience
Knowing who to turn to empowers you to stay healthy.
Next: Self-Advocacy & Unit Wrap-Up
Network Building Teacher Script Teacher Instruction Script
Session 5: Network Building
Teacher Resource
0-5 MIN
Warm-Up & Intro
"Good morning, everyone! Last session, we learned about the S.T.O.P. decision-making model. Who can briefly remind us of what one of the letters stands for?"
(Listen for responses. Connect to the need for help.)
"Having a process is powerful. But sometimes decisions are tough, and you need some extra help or advice. That brings us to building your support network. When you face a difficult situation, who do you usually go to?"
5-15 MIN
The Power of Your Network
[Advance to Slide 3] "What exactly is a support network? It's a group of people you trust—family, friends, teachers, coaches. It's about having people 'in your corner' who listen without judgment."
[Advance to Slide 4] "Why is this important? It helps you navigate tough choices, resist peer pressure, and gives you perspective. Most importantly: reaching out is NOT a sign of weakness. It's a huge sign of strength and self-awareness."
15-25 MIN
Who's in My Corner?
[Advance to Slide 5] "Let's identify your personal support team. Who do you trust? Who gives good advice?"
[Advance to Slide 6] "I'm handing out the worksheet. Take 4 minutes individually to list your network. Then we'll group up to discuss HOW you'd start a conversation about a challenging substance-related choice."
(Circulate. Help students identify 'informational' resources like counselors if they are stuck on only family/friends.)
[Advance to Slide 7] "What did you find makes someone a truly good support person?"
25-30 MIN
Help-Seeking Reflection
[Advance to Slide 8] "Don't wait until you are overwhelmed. Be clear about what you need: advice, listening, or practical help."
[Advance to Slide 9] "Take out your reflection slips. Write down one person you'd go to and one specific way you'd communicate with them. Thank you, class!"
Support Network Activity Worksheet Who's in My Corner?
Support Network Map
Identify the people you trust and can turn to for help or advice. This can be family, friends, teachers, coaches, or other trusted adults.
1
My Personal Support Network
Person / Role
Why I trust them / What they offer
Person / Role
Why I trust them / What they offer
Person / Role
Why I trust them / What they offer
Person / Role
Why I trust them / What they offer
2
Approaching Your Network
In small groups, discuss how you might approach someone in your network for these situations. How would you start the conversation?
1. Peer Pressure
You're feeling really pressured by friends to try marijuana. You're struggling to say no. How would you talk to someone about this?
2. Stress & Overwhelm
You're feeling incredibly stressed with school and social life. How would you ask for emotional support or advice?
3. Concern for a Friend
You're worried about a friend who seems to be making unhealthy choices. How would you seek advice from a trusted adult on how to help?
Help-Seeking Reflection Worksheet Help-Seeking Reflection
Your Brain, Your Choice
Session 5 Cool-Down
Name:
Date:
Knowing who to turn to is a superpower. Solidify your plan for seeking support below.
1
Identify Your Resource
Who is one person you would feel comfortable going to for help if you had a concern about substance use or a difficult choice?
2
Communication Strategy
How could you effectively communicate your needs? (e.g., "I would start by saying..." or "I need to talk about...")
"You don't have to have all the answers. You just need to know who to ask."
Empowerment Wrap-Up Lesson Plan Your Brain, Your Choice
Session 6: Empowerment Wrap-Up
10th Grade
30 Minutes
Unit Reflection
Self-Advocacy
Why This Matters
Empowering students to advocate for themselves and reflect on their learning reinforces their ability to make healthy choices and protect their future.
Prep (15 mins)
Review the Session 6 Slide Deck .
Print Self-Advocacy & Future Plan journals.
Print Unit Reflection cool-downs.
Gather Unit Quizzes for final assessment.
Materials
Projector / Smartboard
Session 6 Slide Deck & Script
Self-Advocacy Journal Handout
Unit Reflection Exit Ticket
Unit Quiz (optional/as scheduled)
Learning Objective
Students will demonstrate self-advocacy skills and reflect on their learning throughout the unit to make informed decisions about their well-being.
Instructional Sequence
Activity Time Key Facilitation Points Warm-Up: Scenario 5m Present a scenario where a boundary is needed. Ask: "How do you speak up for yourself respectfully?" Defining Self-Advocacy 5m Define self-advocacy. Discuss its role in boundaries and health choices. Focus on "I" statements and body language. Journal: My Future Plan 10m Students individually reflect on how they will apply unit learnings to their long-term health goals. Unit Reflection & Wrap 10m Facilitate final class sharing. Conclude with the Unit Reflection cool-down exit ticket.
Empowerment Wrap-Up Slide Deck Final Session
Your Voice,
Your Future
Self-Advocacy &
Unit Reflection
Unit Journey: Quick Recap
01
Your Developing Brain
02
Marijuana's Impact
03
Standing Strong (Pressure)
04
Informed Choice (STOP)
05
Support Networks
What stood out to you most on this journey?
What is Self-Advocacy?
Speaking up for yourself and your needs, rights, and choices.
• Understanding your rights.
• Communicating needs effectively.
• Being your own best champion.
"You are the CEO of your own life and your own health."
Why Does it Matter?
SET BOUNDARIES
Saying NO to things that aren't good for you.
SEEK HELP
Reaching out to your support network when needed.
OWN CHOICES
Standing by your decisions with confidence.
PROTECT HEALTH
Prioritizing your brain's future potential.
How to be a Self-Advocate
Communicate Clearly: Use "I" statements.
Confident Body Language: Stand tall, eye contact.
Know Your Resources: Use your support network.
PRACTICE
Activity:
My Future Plan
Reflect on how you will use self-advocacy to make healthy choices in the future.
The Big Picture
Your brain is an incredible asset.
You have the skills to make informed choices.
Self-advocacy empowers you to protect it.
One Last Thought...
"What was the MOST important thing you learned?"
"What healthy choice will you commit to making?"
Thank you for participating!
Empowerment Wrap-Up Teacher Script Teacher Instruction Script
Session 6: Empowerment Wrap-Up
Teacher Resource
0-5 MIN
Warm-Up Scenario
"Good morning, everyone! Welcome to our final session of 'Your Brain, Your Choice.' Imagine you're at a gathering, and someone offers you something you're not comfortable with. How would you handle that? What would you say to stick up for yourself?"
(Allow a brief moment for silent reflection. Connect to self-advocacy.)
5-10 MIN
Defining Self-Advocacy
[Advance to Slide 3] "Self-advocacy means speaking up for yourself and your needs, rights, and choices. It's about being your own best champion."
[Advance to Slide 4] "It matters for setting boundaries, seeking help, and owning your choices. It's essential for protecting your overall well-being."
[Advance to Slide 5] "To be an effective advocate: communicate clearly with 'I' statements, use confident body language, and know your resources."
10-20 MIN
Journal: My Future Plan
[Advance to Slide 6] "I'm handing out your final journal activity. Reflect on how you'll use self-advocacy and how the unit learnings will help you make healthy choices in the future."
(Circulate. Encourage students to be specific about their health commitments.)
20-30 MIN
Reflection & Final Thought
[Advance to Slide 7] "Let's share. What was one key insight you'll take away?"
[Advance to Slide 8] "Remember: your brain is incredible. You have the skills to make informed, healthy choices for it."
"Take two minutes for the final Unit Reflection ticket. Thank you for your hard work!"
Self-Advocacy & Future Plan Journal Worksheet Future Plan Journal
Self-Advocacy & Well-Being
1
Understanding Self-Advocacy
In your own words, what does "self-advocacy" mean to you?
Describe a situation where you might need to advocate for yourself. How would you use your skills?
2
My Future Choices
Which unit topic resonated most with you? (Brain development, THC, refusal skills, S.T.O.P., support networks)
What is one specific healthy choice or commitment you will make for your future? How will this protect your brain?
Who in your support network would you feel most comfortable discussing your personal health goals with?
"Your choices today are the blueprints for the life you'll live tomorrow."
Unit Reflection Cool-Down Worksheet Unit Reflection
Your Brain, Your Choice
Final Exit Ticket
Name:
Date:
1
Key Learning
Out of all the topics covered in this 6-week unit, what was the MOST important thing you learned about your brain, choices, or well-being?
2
Future Commitment
What is one healthy choice you commit to making for yourself in the future? (e.g., related to substances, pressure, or seeking help)
Empowered & Informed
Unit Quiz Assessment Worksheet Unit Quiz
Your Brain, Your Choice
Summative Assessment
Student Name
Date
Which part of the adolescent brain is still developing into the mid-20s and is responsible for decision-making, planning, and impulse control?
A) Amygdala
B) Hippocampus
C) Prefrontal Cortex
D) Cerebellum
What is the primary psychoactive compound in marijuana that directly interferes with brain development?
A) CBD
B) THC
C) CBN
D) Terpenes
Describe two specific long-term consequences of regular marijuana use during adolescence on brain development or mental health.
Which of the following is NOT an effective refusal skill when facing peer pressure?
A) Clearly saying "No, thanks."
B) Offering an alternative activity.
C) Making excuses or apologizing for your choice.
D) Walking away from the situation.
Explain the S.T.O.P. decision-making model and how each step helps in making an informed choice.
Why is having a strong support network considered a sign of strength?
A) It means you don't have to make any decisions on your own.
B) It allows you to avoid all challenging situations.
C) It provides resources and confidence to navigate difficult decisions.
D) It guarantees you will never experience stress.
Unit Quiz Answer Key Resource Answer Key
Your Brain, Your Choice Quiz
Teacher Use Only
01. Which part of the adolescent brain is responsible for planning and impulse control?
CORRECT: C) Prefrontal Cortex
Reasoning: The PFC is the brain's executive hub for planning and impulse control. It is one of the last areas to mature (mid-20s). The amygdala (A) is for emotions, the hippocampus (B) for memory.
02. Primary psychoactive compound in marijuana?
CORRECT: B) THC
Reasoning: Tetrahydrocannabinol (THC) is the main psychoactive chemical. It interacts with the developing endocannabinoid system, interfering with healthy maturation.
03. Long-term consequences (Example Answer)?
Students should list two of the following:
Cognitive Impairment (lasting reduction in IQ).
Mental Health Risk (increased anxiety, depression, or psychosis).
Academic performance decline.
Marijuana Use Disorder (Addiction).
04. Which is NOT an effective refusal skill?
CORRECT: C) Making excuses or apologizing for your choice.
Reasoning: Apologizing or making excuses makes a person appear less firm, potentially inviting more pressure. Clear, confident refusal without explanation is more effective.
05. S.T.O.P. Model Explanation?
S: State the situation clearly.T: Think of all possible options.O: Ouch! Analyze consequences (Short/Long term).P: Pick the safest, healthiest path that aligns with values.
06. Why is support a sign of strength?
CORRECT: C) It provides resources and confidence to navigate difficult decisions.
Reasoning: Reaching out is an act of self-awareness. It doesn't mean you can't make decisions (A) or avoid stress (B), but that you are leveraging tools for better outcomes.
07. Self-Advocacy meaning (Example Answer)?
"Self-advocacy means speaking up for your own needs and boundaries respectfully but firmly. It protects well-being by ensuring you make choices based on your values rather than outside pressure."
