Activity Overview
Students may not be thinking about the consequences of their actions at all times. This activity is a great opportunity for students to think, "consequence first". The students will create a chart that depicts both a refusal and a "give in" to the same pressure. The give in will show the negative consequences of their actions. The refusal will show the positive outcome of refusing to give into peer pressure. The refusal could be any kind discussed earlier in the previous activities.
Give In
The give in is when the victim falls for the peer pressure.
Light Modifications:
Lower Level: Use the first cell from the example storyboard, but leave the other cells blank and ask the students to continue the story.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a chart storyboard that shows the consequences of an unsuccessful and successful refusal.
- Click "Start Assignment".
- In the first cell, create the pressure situation. Copy the contents of the cell into the cell below it.
- Label each row with your chosen refusal skill and give in.
- Create the decision scene for both refusal and give in.
- In the last cells, show the positive and negative outcomes of the decision.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Peer Pressure, Successful Refusal and Unsuccessful Refusal | There is a clear peer pressure with a distinction between successful refusal and the give in. | Either the peer pressure was unclear or the refusal/give in was not shown. | Neither the peer pressure and responses were correctly shown. |
| Positive Consequences | After the successful refusal there is a positive outcome from refusing negative peer pressure. | The positive consequence is not justifying the importance of the refusal. | After the successful refusal there is no positive outcome from refusing negative peer pressure. |
| Negative Consequences | After the character gives into the peer pressure, there is a negative outcome outcome from giving into peer pressure. | The negative consequence is not justifying the importance of the refusal. | After the character gives into the peer pressure, there is no negative outcome from giving into peer pressure. |
| Conventions | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes, but understanding of refusal is clear. | There are too many grammar or spelling mistakes, creating an unclear understanding of content. |
Activity Overview
Students may not be thinking about the consequences of their actions at all times. This activity is a great opportunity for students to think, "consequence first". The students will create a chart that depicts both a refusal and a "give in" to the same pressure. The give in will show the negative consequences of their actions. The refusal will show the positive outcome of refusing to give into peer pressure. The refusal could be any kind discussed earlier in the previous activities.
Give In
The give in is when the victim falls for the peer pressure.
Light Modifications:
Lower Level: Use the first cell from the example storyboard, but leave the other cells blank and ask the students to continue the story.
Template and Class Instructions
(These instructions are completely customizable. After clicking "Copy Activity", update the instructions on the Edit Tab of the assignment.)
Student Instructions
Create a chart storyboard that shows the consequences of an unsuccessful and successful refusal.
- Click "Start Assignment".
- In the first cell, create the pressure situation. Copy the contents of the cell into the cell below it.
- Label each row with your chosen refusal skill and give in.
- Create the decision scene for both refusal and give in.
- In the last cells, show the positive and negative outcomes of the decision.
Lesson Plan Reference
Rubric
(You can also create your own on Quick Rubric.)
| Proficient | Emerging | Beginning | |
|---|---|---|---|
| Peer Pressure, Successful Refusal and Unsuccessful Refusal | There is a clear peer pressure with a distinction between successful refusal and the give in. | Either the peer pressure was unclear or the refusal/give in was not shown. | Neither the peer pressure and responses were correctly shown. |
| Positive Consequences | After the successful refusal there is a positive outcome from refusing negative peer pressure. | The positive consequence is not justifying the importance of the refusal. | After the successful refusal there is no positive outcome from refusing negative peer pressure. |
| Negative Consequences | After the character gives into the peer pressure, there is a negative outcome outcome from giving into peer pressure. | The negative consequence is not justifying the importance of the refusal. | After the character gives into the peer pressure, there is no negative outcome from giving into peer pressure. |
| Conventions | There are few to no grammar or spelling mistakes. | There are some grammar or spelling mistakes, but understanding of refusal is clear. | There are too many grammar or spelling mistakes, creating an unclear understanding of content. |
How Tos about Peer Pressure Analysis: Negative and Positive Consequences
Incorporate real-life scenarios to make peer pressure lessons more relatable
Choose examples that reflect students' daily experiences to help them connect with the topic on a personal level. Relatable situations encourage honest discussion and deeper understanding of peer pressure’s impact.
Facilitate small group role-plays to practice refusal skills
Assign students to groups and give them peer pressure scenarios to act out. Role-playing builds confidence and allows students to try different refusal techniques in a safe, supportive environment.
Encourage students to reflect on their feelings after each scenario
Ask students to share or journal their emotions after participating in or observing peer pressure activities. This reflection helps them recognize their responses and prepares them for real-life situations.
Connect peer pressure activities to digital and social media situations
Discuss how peer pressure can happen online through group chats, social posts, or digital challenges. Highlight strategies for handling virtual peer pressure to make lessons relevant to students’ lives.
Celebrate positive peer influence as a class
Recognize and share examples of students supporting each other in making good choices. Cultivating positive peer influence reinforces healthy behaviors and strengthens classroom community.
Frequently Asked Questions about Peer Pressure Analysis: Negative and Positive Consequences
What is a peer pressure consequences chart and how do I use it in class?
A peer pressure consequences chart is a visual tool where students map out both the negative outcomes of giving in to peer pressure and the positive outcomes of refusing it. Use it in class by having students create scenarios, label decisions, and discuss potential consequences to build critical thinking and decision-making skills.
How can I teach refusal skills for peer pressure to middle and high school students?
You can teach refusal skills by using role-play, discussion, and storyboarding activities that let students practice saying no in realistic scenarios. Encourage them to identify pressures, brainstorm responses, and reflect on positive outcomes of refusal.
What are some positive and negative consequences of giving in to peer pressure?
Positive consequences of refusing peer pressure include increased self-respect and trust from adults, while negative consequences of giving in can involve loss of trust, guilt, or disciplinary action. Discussing both helps students understand the impact of their choices.
What’s an example lesson plan for analyzing peer pressure consequences?
An example lesson plan includes: introducing peer pressure, presenting a scenario, having students create a chart with 'give in' and 'refuse' decisions, and discussing the outcomes of each. This encourages students to think about consequence-first decision making.
How can I modify the peer pressure consequences activity for different grade levels?
For lower grades, provide partially completed charts and simpler scenarios. For higher grades, let students design their own situations or work in groups to analyze complex pressures. Adjust instructions based on students’ abilities and needs.
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