The site offers a brochure, methods for connecting with children, and suggestions on how you can talk openly and honestly with your kids about drugs.

Cars shows a car speeding away up a street and asks students to respond to the question, Do you ever feel unsafe and out of control when someone else is driving?

Drugs shows a variety of technology and drug paraphernalia and asks the student to describe some of the benefits or problems associated with drugs.

This site includes a food safety quiz, a piece about how the FDA conducts its investigations, and pages about animals, vaccines, and tobacco. There are also specific pages designed for teens and parents.

Students write an article for the school newspaper about getting to school safely

This site helps kids put together a disaster supply kit, set up a family disaster plan, read about what they might feel in a disaster, learn about pet protection, read a series of stories about kids who are always prepared for a natural disaster, and join Project IMPACT, a community damage mitigation program.

This exercise is appropriate for high school, and some middle school students. It allows the students to look at how their community is preparing for possible disasters and then allows a simulation that demonstrate how difficult handling disasters can be. The exercise involves such skills as: planning, interviewing, writing, public speaking and analysis and problem solving.

This site features a quiz about safety at home and outdoors. There is a poster about how to prevent injuries, information about eliminating hazards in the home, and bicycle safety tips.

This site helps students answer questions about pesticides and toxic chemicals used around the house. It explains how to read labels and what to do in case of an accident. An online home tour invites students to identify pesticides and toxic substances in a typical kitchen, garage, laundry room, bathroom, and bedroom.

There's a thunderstorm coming soon and you're scared. Instead of hiding under the covers, what can you do? Let's learn about lightning and how to stay safe during a storm!

The Medicines in My Home lesson emphasizes the importance of reading medicine labels (especially the Drug Facts label) and involving a parent or guardian in medicine decisions. The program introduces students to information about and an approach to medicine use that may help them with self-medication choices as older adolescents and young adults. The lesson uses scenarios to teach the importance of reading label warnings and not taking two medicines that contain the same active ingredients. Students who share this information with their families may, in turn, teach their family members how to use over-the-counter medicines safely and effectively. We hope that you will find the Medicines in My Home lesson a useful addition to your health education curriculum. While health curricula differ among school systems, this information on the safe use of over-the-counter medicines may integrate with learning objectives related to home safety, medicines and common health problems, or consumer products.

Students will gain an understanding of the importance of kindness as a tool to end name-calling in schools. Students will help raise awareness of the importance of kindness as a tool to end name-calling in schools.

Students think about the impact of group labels and social hierarchies on their sense of identity, self-esteem, and the way they socialize with others. Through discussion, poetry and personal narrative, students explore ways to bridge the social boundaries at their school. They learn about Mix It Up, a project that challenges students to move beyond cliques by socializing with people from a variety of groups, and plan a Mix It Up event for their school.

This set includes three art lesson plans that can be used during No Name-Calling Week. The lessons will lead educators step by step in engaging their students in thought, dialogue and creative expression around name-calling and bullying in their schools. The lessons are meant to stand alone or to be used in conjunction with other No Name-Calling Week Lessons, both Middle and Elementary Level. All three lessons will bring students through a creative process to create art pieces expressing their feelings about to name-calling. Educators are encouraged to submit these pieces to the annual No Name-Calling Week Creative Expression Contest.

Students reflect on the ways in which they have experienced or participated in namecalling based on physical appearance, and the ways in which expectations about appearance in our society affect us. They learn about media literacy and examine media images for 'attractiveness messages' that consciously and unconsciously impact our attitudes and behavior toward others. Students learn about Turn Beauty Inside Out Day, write essays about people in their lives who are beautiful Ňinside and out,Ó and think about other ways to get beyond appearance as a dominant force in their social lives.

This lesson is designed for use in the Physical Education class. The objectives of this short lesson are to:raise students' awareness about the effects of name-calling; have students learn the names of classmates; review Safe Sports Space Rules; elicit a commitment from students to stop name-calling in physical education class.

This book talk is based on the book Pinky and Rex and the Bully. In the story, Pinky is teased because his favorite color is pink and his best friend is a girl. Pinky has to decide whether he will stay true to himself, his best friend and his favorite color. The book provides an opportunity to explore name-calling and put-downs at a developmentally appropriate level. In addition to providing an anti-bullying message the lesson helps build confidence for students to remain true to who they are.

This lesson helps students begin to think about what a school without name-calling and bullying might look and sound like. Students will engage in a guided fantasy activity on this topic, and will then extend their ideas into a group-created plan for what their ideal 'bully-free' school would look like and sound like.

Students work collaboratively to develop an anti-slur policy for their classroom. They consider the categories of name-calling and types of behavior that should be addressed by the policy. They next think about measures for preventing and responding appropriately to name-calling in school, and draw up a draft policy. Students are encouraged to share their class policy with school officials, to learn about the school anti-slur policy (if one exists) and to help educate others in the school about their efforts to reduce name-calling.