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Activity 1-1: Peer Pressure

PLAN

Summary In this activity students act out four situations in which the group is trying to pressure one member into an activity that he or she is reluctant to do.

Objectives

Students:

\checkmark determine why it is hard to resist peer pressure and learn to be prepared to respond to it.

\checkmark identify the reasons for resisting peer pressure and practice standing up for their own beliefs.

Student Materials

  • Activity Report
  • 4 index cards or other paper for each group of 4 students

Teacher Materials

  • Activity Report Answer Key

Advance Preparation

Gather index cards

Estimated Time 40 minutes (or more, depending on the availability of time)

Interdisciplinary Connections

This activity has Guidance connections. It can be expanded to include:

Language Arts

  • Have students put together an instructional videotape in which they act out several scenes of students resisting, or not resisting, peer pressure. Follow up on the tape with a panel discussion on the topic of peer pressure.
  • Ask students to write in their journals about a time they were or were not able to resist peer pressure. Have them reflect on how they wish they could have handled the situation, and rewrite the scene as they wish it had happened.

Math Have students conduct surveys to find out how many people feel peer pressure and in what areas. Use the information to create a pie chart showing types of peer pressure.

Prerequisites and Background Information

None required

IMPLEMENT

Introduce Activity 1-1 by asking students to think about a time when somebody talked them into doing something that they later regretted. Do they wish they could have a chance to make a different decision? How comfortable are they with saying no to friends?

Step 1 Divide the class into groups of four. If possible, balance for sex and, especially, for personality. It is important in role-playing to spread out the more vocal students. Review the section on peer pressure in the text. Explain that in this activity students will have a chance to try to stand up for their own beliefs in the face of pressure, and that this may not be as easy as they think it is going to be.

Steps 2-5 Give each student an Activity Report. Tell the groups to read the first situation and follow the directions on their Activity Guide. Give them 1-2 minutes to write down their initial positions. Then, give the groups H minutes to act out the scene.

Steps 6-7 After the first scene, give them 5 minutes to have a group discussion and answer the questions on the Activity Report. You should act as the timekeeper. Have them. switch roles and repeat the process for the other scenes.

Step 8 When all scenes have been completed, and all questions have been answered, hand out 4 index cards to each group. Ask them to write down four situations that they think they should practice resisting. If time allows, select four people to act out one of the new scenes before the entire class. If not, save these cards to use throughout the unit or the year whenever you have a few free moments.

Conclude Activity 1-1 with a general class discussion on how it felt to be pressured, and how it was possible, or not possible, to resist the pressure.

ASSESS

Use the group notes and the performance of the skit to assess if students can

\checkmark identify forms of peer pressure.

\checkmark create ways to resist peer pressure.

Activity 1.1: Peer Pressure – Activity Report Answer Key

  • Sample answers to these questions will be provided upon request. Please send an email to teachers-requests@ck12.org to request sample answers.

Before you begin each scene, have the person being pressured write down the reasons why he or she shouldn't do the activity. Have the rest of the group write down the reasons they will give to convince the person to try the activity.

Scene 1

Try to persuade the reluctant person to skip class with you.

Reasons or feelings:

Scene 2

Try to convince the reluctant person to smoke a cigarette.

Reasons or feelings:

Scene 3

Try to convince the reluctant person to give you the answers to your homework.

Reasons or feelings:

Scene 4

Try to convince the reluctant person to stop being friends with someone that he or she likes.

Reasons or feelings:

After each scene, answer the following questions:

  1. What decision did the pressured person make? Answers will depend on the group.
  2. Was he or she able to resist the pressure and go along with the true feelings expressed before the activity began? Answers will depend on the group.
  3. If so, how did he or she resist? If not, what arguments convinced the person to change his or her mind, or made them not be able to resist the pressure? Was it the facts or the feelings that were the strongest pulls? Answers will depend on the group.

Scene 1

Scene 2

Scene 3

Scene 4

What Do You Think?

Is it harder to get yourself out of an uncomfortable situation when you're with an individual, small group, or large group? Why?

Recipe for Choosing a Friend Students write a recipe that includes the ingredients they look for in a friend and in what amounts they require those ingredients.

Who Says So? Students answer questions about the things and people who influence their lives. Then they create a pie chart to show the relative influences.

What Do You Think?

Identify three characteristics of a friendship with a boy. Identify three characteristics of a friendship with a girl. Are they the same or different? How and why are they the same or different? Draw some conclusions.

What Do You Think?

List three behaviors or values that both your peers and your family encourage. List three others that your peers encourage but a parent discourages. Why is there a difference?

Who are your best friends? Is there a person you would like to be friends with but don't (mow how or where to start? Do you think friendships between you and members of the opposite sex are changing at this point in your life? Do you have friends of the opposite sex? Can you remain good friends, or do you feel new tensions or questions coming between you?

Review Questions/Answers

  • Sample answers to these questions will be provided upon request. Please send an email to teachers-requests@ck12.org to request sample answers.
  1. Why is your choice of companions important?
  2. What is peer pressure?
  3. Why is peer pressure more influential during adolescence than other times in your life?
  4. What three factors help adolescents resist peer pressure?
  5. Name five characteristics common to friendships.

Activity 1-1 Report: Peer Pressure (Student Reproducible)

Before you begin each scene, have the person being pressured write down the reasons why he or she shouldn't do the activity. Have the rest of the group write down the reasons they will give to convince the person to try the activity.

Scene 1

Try to persuade the reluctant person to skip class with you.

Reasons or feelings:

Scene 2

Try to convince the reluctant person to smoke a cigarette.

Reasons or feelings:

Scene 3

Try to convince the reluctant person to give you the answers to your homework.

Reasons or feelings:

Scene 4

Try to convince the reluctant person to stop being friends with someone that he or she likes.

Reasons or feelings:

After each scene, answer the following questions:

  1. What decision did the pressured person make?
  2. Was he or she able to resist the pressure and go along with the true feelings expressed before the activity began?
  3. If so, how did he or she resist? If not, what arguments convinced the person to change his or her mind, or made them not be able to resist the pressure? Was it the facts or the feelings that were the strongest pulls?

Scene 1

Scene 2

Scene 3

Scene 4

Image Attributions

Description

Authors:

Grades:

6 , 7 , 8

Date Created:

Feb 23, 2012

Last Modified:

Apr 29, 2014
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