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Brittani KeysHealth Education Lesson Plan #1CDC Risk Behavior / Health Topic: DrugsGrade Level: 8thLearning Domain (cognitive, affective or life skill): cognitive, life skillNational Health Education Standard: 1.8.1Analyze the relationship between healthy behaviors and personal health.1.8.2Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.1.8.5Describe ways to reduce or prevent injuries and other adolescent health problems.1.8.8Examine the likelihood of injury or illness if engaging in unhealthy behaviors.1.8.9Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.3.8.2Access valid health information from home, school, and community.3.8.5Locate valid and reliable health products and services.5.8.7Analyze the outcomes of a health-related decision.7.8.2Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others.8.8.1State a health-enhancing position on a topic and support it with accurate information.8.8.2Demonstrate how to influence and support others to make positive health choices.Pennsylvania Health Education Standard: 10.1.9 A. Analyze factors that impact growth and development between adolescence and adulthood.risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns)10.1.9 D. Analyze prevention and intervention strategies in relation to adolescent and adult drug use.decision-making/refusal skills situation avoidance?goal settingprofessional assistance (e.g., medical, counseling. support groups)parent involvementEssential Question(s): What is a drug?What is a medicine?What is drug abuse?What is drug misuse?What is a side effect?What are some common side effects?What are the two general types that medicines can be categorized into?What are prescription medicines?With prescription medicines doctors or pharmacist will give what type of directions on its use? What are over-the-counter (OTC) medicines? What is tolerance? What are some ways of misusing drugs? Where should medicines be stored? Is it ok to share prescription medicines? Why or why not? What is important to check on all medicines before taking? What is a safe way to dispose of outdated or unused liquid or pills?Essential Content(s):A drug is a substance other than food that changes the structure or function of the body or mind.Medicine is a drug used to prevent or treat illness disease.Drug abuse is intentionally using drugs in a way that is usually unhealthy or illegal. Drug misuse is taking or using medicine in a way that is not intended.A side effect is any effect of a medicine other than the one intended.Some common side effects include upset stomach, drowsiness, sleeplessness, and headache.Prescription medicine and over-the-counter (OTC) medicine.Prescription medicines are medicines that can be sold only with a written order from a physician.Doctors or pharmacists will give instructions on a medicine such as how much to take, how often to take, and for how long. Over-the-counter medicines are safe enough to be taken without a written order from a physician.Tolerance is a condition in which a person's body becomes used to the effects of a medicine and needs greater amounts of it in order for it to be effective. - Using the drug without following the instructions on the label.Using a drug not prescribed to you.Allowing someone else to use a drug prescribed for you.Taking more of the drug than the doctor prescribed.Using the drug longer than advised by the doctor. Medicines should be stored in a cool, dry place. No, they could cause serious harm to someone else. The expiration date. Flush them down the toilet. *Description of Formative Assessment of Students, including a rubric for this lesson’s objective:Students will be assessed by the completion of the worksheets provided at the end of lesson plan. Each question is worth one point on the worksheets. If the answer is false and they do not make the right correction take a half a point off. If they get the true or false one subtract one full point. Objective for this lesson: Students will be able to explain the difference between drug abuse and drug misuse.The students will be able to identify the risk of drug abuse.Students will be able to develop a strategy for making healthful choices about taking medicines.Lesson Introduction: Students will be asked to anonymously write either true or false on a piece of paper about the following four statements.1. You cannot become addicted to a drug the first time you use it.2. The abuse of common household products is a serious drug problem in the United States.3. Marijuana affects all sides of the health triangle. (Mental, Social, Physical)4. The abuse of anabolic steroids can permanently impair a person's physical growth.Then reveal the answers to see how much the students know about drugs and how much they think they know.Answers:1.False2.True3.True4.True Procedures:Go through the powerpoint slides. Stop throughout and ask students questions and start conversations. - Slide 1: Lets start off with what we think we know about drugs….What is a drug?What is considered a drug?-Slide 2: Advil or ibuprofen is an example of a drug that is a medicine because it relieves pain.Cocaine is an example of a drug that is NOT a medicine and only harms the body.- Slide 4: What is always on a box or bottle of medicine?Instructions/directions on how to use the drug properlyWhy is that on there for us to refer to?Where else might we receive instructions to use a drug? More specifically a prescribed medicine?Our doctors that gave us the prescription. - Slide 7: Where might you see the side effects listed?What is a common place to here side effects?Do not operate heavy machinery until you know how medicine effects you….why do you think they say this if a common side effect is sleepiness or drowsiness?- Slide 8 : Do we think people develop a tolerance at the same rate?- Slide 10: What do we think our mental health deals with?What do we think our physical health deals with?What do we think our social health deals with?- Slide 13: Now that we know what each component of the health triangle is….How do you think drug abuse will affect each component of the health triangle?- Write each section on board and have students write on board ways they think drug abuse will affect their health.What are some ways we think drug abuse would affect our social health? -Slide 15- Before the video…What do you think someone who is addicted to drugs looks like? What does someone who is addicted to drugs look like? How old are they? Let the students brainstorm with a small group and share with the class, make a list on the board. After the video….Who can become addicted to drugs?What are some factors that make it more likely for you to become addicted to drugs?-Slide 16: What is the easiest way not to become addicted to drugs?The students will follow along in their note packets and fill in any spaces that are blank.When health triangle slide appears ask students how they think drug abuse would effect their mental, social and physical health. Then compare what the students come up with to the next slide.Show video and ask students to share their thoughts on the video with the class.- Before the video…What do you think someone who is addicted to drugs looks like? What does someone who is addicted to drugs look like? How old are they? -Let the students brainstorm with a small group and share with the class, make a list on the board of what they think a drug addict looks like and qualities a drug addict has. (Characteristics) -After the video….Who can become addicted to drugs?What are some factors that make it more likely for you to become addicted to drugs?Have the students work in groups of 1, 2 or 3 to work on completing the worksheet that goes along with lesson one.Simplifying Task: - Could provide student with the notes packet already filled in.- Have the students for the anonymous opening activity they can brainstorm with a partner what they think the answer is. - Allow students to use textbook along with notes for the assessment.Challenge Task:- Provide student with drug vocabulary word search to complete. Word search is attached at end of lesson.Closure: Ask students some questions to wrap up the lesson and see if they retained the content.- What is a drug?- List the four common side effects?- What is the difference between drug misuse and drug abuse?- What are the two general types that medicines can be categorized into?- What is a risk of abusing drugs?- How should medicine be used? And who tells you how to use it?Materials/Equipment (Resources):Worksheets for the studentsStudents will each need their own pencilBook for each studentNote sheet for each studentTechnology: Powerpoint slidesVideo on addiction. ProjectorName:________________________________________ Class Period:______________Date:___________________DrugsChapter 14: Lesson # 1 WorksheetDirections: Read each statement below carefully. Some are facts and others are not. Identify which are true and false by labeling each statement to the left in the space provided. If the statement is false correct them to make them true on the line provided directly under.___________ 1. All drugs are medicine, but not all medicines are drugs.___________________________________________________________________________________________________________ 2. Drug addiction is a disease.___________________________________________________________________________________________________________ 3. Drug misuse can only happen with prescription medicine.___________________________________________________________________________________________________________ 4. Taking more of a drug than a doctor prescribes is misuse.___________________________________________________________________________________________________________ 5. Abusing drugs only affects your physical health.____________________________________________________________________________________________________________ 6. An addiction means someone has a psychological and physical need for the drug._________________________________________________________________________________________________ ___________7. You need a prescription for over-the-counter medicines.________________________________________________________________________________________________ ___________8. If a medicine is taken over a long period of time, a drug tolerance may develop.________________________________________________________________________________________________ ___________9. Even when taken correctly, some medicines will cause a side effect.________________________________________________________________________________________________ ___________10. Using illegal drugs is drug misuse. ________________________________________________________________________________________________Name___________________ Period______ Date__________Drug Word SearchT??U??F??N??N??B??J??D??D??D??G??H??E??XK??Z??P??D??K??N??P??V??E??S??A??F??E??SN??O??I??T??P??I??R??C??S??E??R??P??G??IQ??E??I??V??T??K??Y??G??O??B??U??K??R??CG??V??Y??N??A??I??C??I??S??Y??H??P??G??BE??C??N??A??R??E??L??O??T??G??U??R??D??AU??X??B??M??I??S??U??S??E??J??B??D??L??IR??B??Z??U??J??D??L??G??I??D??J??U??V??WS??I??B??X??J??B??Q??Q??R??H??X??B??W??DR??E??T??N??U??O??C??E??H??T??R??E??V??OG??C??U??O??Z??P??S??C??A??R??T??W??U??TX??A??Q??M??E??U??E??N??I??C??I??D??E??MV??O??F??D??I??A??B??U??S??E??F??X??P??T O??T??C??E??F??F??E??E??D??I??S??Y??X??YA __________ is a substance other than food that changes the structure or function of the body or mind.___________ is a drug used to prevent or treat illness disease.Drug _________ is intentionally using drugs in a way that is usually unhealthy or illegal. Drug ________ is taking or using medicine in a way that is not intended.A __________ is any effect of a medicine other than the one intended._____________ medicines are medicines that can be sold only with a written order from a physician.___________________medicines are safe enough to be taken without a written order from a physician.__________ is a condition in which a person's body becomes used to the effects of a medicine and needs greater amounts of it in order for it to be effective.Flushing expired medicine down the toilet is a ________ way to dispose of them. Prescription medicines are medicines that can be sold only with a written order from a ____________.Brittani KeysHealth Education Lesson Plan #2CDC Risk Behavior / Health Topic: DrugsGrade Level: 8thLearning Domain : cognitive, life skillNational Health Education Standard: 1.8.2Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.1.8.3Analyze how the environment affects personal health.1.8.7Describe the benefits of and barriers to practicing healthy behaviors.1.8.8Examine the likelihood of injury or illness if engaging in unhealthy behaviors.1.8.9Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.2.8.5Analyze how messages from media influence health behaviors.2.8.7Explain how the perceptions of norms influence healthy and unhealthy behaviors.2.8.9Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.3.8.4Describe situations that may require professional health services.5.8.1Identify circumstances that can help or hinder healthy decision making.5.8.6Choose healthy alternatives over unhealthy alternatives when making a decision.5.8.7Analyze the outcomes of a health-related decision.8.8.3Work cooperatively to advocate for healthy individuals, families, and schools.Pennsylvania Health Education Standard: 10.1.9 A. Analyze factors that impact growth and development between adolescence and adulthood.risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns)10.1.9 D. Analyze prevention and intervention strategies in relation to adolescent and adult drug use.decision-making/refusal skills situation avoidance?goal settingprofessional assistance (e.g., medical, counseling. support groups)parent involvementObjective for this lesson: Students will be able to describe the effects and risks of marijuana use.Students will be able to identify the most commonly used club drugs.Students will be able to explain the reasons that teens abuse anabolic steroids.Students will be able to list the physical effects of anabolic steroid abuse.Assessment for this lesson:Students will be assessed by the completion of the worksheets provided at the end of lesson plan. Each question is worth one point on the worksheets. Essential Question(s): What is marijuana?What are some commonly used names for marijuana?What is the main chemical in marijuana?What is THC?How does THC work on the brain?What are short term effects of marijuana?What are long term effects of marijuana?What are safety risks while using marijuana?Can someone be addicted to marijuana? What are club drugs?What are some harmful effects of club drugs?What is amnesia?What are the two forms of club drugs? What happens when club drugs are mixed with alcohol? What is ecstasy? How are some effects of taking ecstasy? What are date rape drugs? What is Rohypnol? What is GHB?What is Ketamine? What are Anabolic Steroids? Who most often abuse steroids? What are some major side effects of steroids? What are some common side effects of steroid use in males? What are some common side effects of steroid use in females? Why is steroid abuse a concern in competitive sports?Essential Content(s):Marijuana is dried leaves and flowers of the hemp plant, called cannabis sativa.Pot, weed, bud, grass, and herb.Tetrahydrocannabinol (THC)THC is the main active chemical in marijuana.THC alters the way the brain processes sensory information.Anxiety, panic attacks, increased appetite, impaired judgment, reduced coordination, reduced reaction time, and increased heart rate. Lung disease; including cancer, depression, anxiety, loss of motivation, problems with friends and family, changes to the brain where information is processed, personality disturbances.Users may say or do things that could get them in trouble, impaired reaction time, impaired coordination, risk of getting arrested, impaired judgment that can lead to other risky behaviorsFrequent users of marijuana can develop a tolerance that often leads to physical dependency and addiction. Club drugs get their name from the dance clubs or raves where they are often used. Research shows that club drugs may produce harmful effects. Hallucinations, paranoia, and amnesia.Amnesia is partial or total loss of memory. Ecstasy and date rape drugs. When club drugs are mixed with alcohol, the effects of both substances are increased. Ecstasy (also called MDMA) is a synthetic illegally created chemical that makes the user feel alert or hyper. Chills, sweating, increased confidence, loss of appetite, increased heart rate, nausea, dizziness, and raised blood pressure. Date rape drugs are club drugs that suppress the central nervous system. Victims are unaware of what is happening, unable to resist an attack, and have amnesia so they can't identify their attacker. Rohypnol commonly called roofies, is a club drug that has no odor, color, or taste and can't be detected in drinks. GHB is another depressant that was first used by body builders. GHB is also linked to sexual assault and is found in liquid form. Ketamine is called Special K is an anesthetic in surgeries. Causes memory loss, and hallucinations. Anabolic Steroids are synthetic substances used illegally to enhance athletic ability by adding muscle mass, increasing strength and endurance. People who want to enhance their athletic ability. Liver tumors, cancer, severe acne, trembling, high blood pressure, and jaundice. Shrinking of testicles, breast development, and higher voice. Growth of facial hair, menstrual cycle changes, and deepened voice. A concern for the honesty of competition. Source of content information:-Teen Health Book Course 3- National Institute on Drug Abuse (NIDA) WebsiteAnticipatory Set: Students will get with a partner and define what a drug is. Then list as many drugs as they can.Are all drugs illegal?All medicines are drugs, but not all drugs are medicine.Then teacher will ask students to share some different drugs they could name.Procedures (Task):Go through the powerpoint slides. Stop throughout and ask students questions and start conversations. Slide 1: Anticipatory setAre all drugs illegal?All medicines are drugs, but not all drugs are medicine.Then teacher will ask students to share some different drugs they could name.Slide 2:What do we think is the most used federally illegal drug?Slide 3:There are over 400 chemicals in the marijuana plant.The chemical in the plant that gives users the “high” is the THC. Last week when we talked about the tobacco leaf…we learned that what was the addictive chemical?THC to marijuana is like nicotine to tobacco.This short video is going to go over how THC effects the teenage brain.Have students take out a piece of paper to take a few notes during video to help them with the next activity.Then divide the students into 6 even groups.Slide 4-Activity 1:So after viewing that video the students in each group will be assigned an area of the brain.The area of the brain each group will be assigned to will be picked by one person from each group picking an index card with the area of the brain on it.Each group will receive a large white poster piece of paper.Slide 5:Each groups poster needs to include the following criteria listed.Area of the brainWhat that area of the brain is responsible forThe corresponding effects marijuana use has on the specific area of the brainAn illustration matching the contentThen groups will present their poster and information to the rest of the class.Slide 6:What are some things you do that a fast reaction time is important?Marijuana slows your reaction time down and could be dangerous when driving.Slide 7:Loss of motivation…What are some things or goals you are motivated to do either now or in your future?Example-Trying out for a team, motivated to practice so you make the teamWhy is it crucial to have motivation?Slide 8:4 states with recreational Colorado, Washington, Oregon, and Alaska10 states medical & decriminalized9 states medical use only4 states decriminalized23 states illegal Slide 9:Like we discussed on the last slide some states have decided to pass their own laws about marijuana.Marijuana is still illegal per federal law. But states have made tSlide 10:Medical Marijuana with a prescription only!Glaucoma- Marijuana does the job of relieving added pressure on the eye which can ultimately lead to obstructed vision.Epilepsy- Marijuana can help control and limit seizures by relaxing the musclesCancer- alleviating cancerous symptoms such as loss of appetite and nausea, recent studies have shown that THC properties can block cancerous cells from the immune system and inhibit the growth of tumor producing blood vessels.Slide 11:Impaired judgment can lead to risky behaviors such as…..Drinking alcoholDriving under the influenceEngaging in sexual activitySlide 12:What does tolerance mean?When abusers build up a tolerance and need more to feel the effects of the drug what does that lead to?Yes…Addiction. There is a myth that marijuana is not addictive but it effects the brain and people can become physiologically and physically dependent on marijuana. Slide 14:Hallucinations involve sensing things while awake that appear to be real, but instead have been created by the mind.paranoid thinking typically includes persecutory beliefs, or beliefs of conspiracy concerning a perceived threat towards oneself e.g. “Everyone is out to get me”How many people have seen the movie finding nemo?Dory the fish has Amnesia…she has short term memory loss. (meets marlin, nemos dad, swims away and forgets she met him)Slide 15:Where do we hear a lot about these drugs? Listen to the music clips...Miley Cyrus “We cant stop” : "We like to party dancing with molly/Doing whatever we want”Tyga & Wiz Khalifa “Molly” : "Hi, I'm looking for Molly I've been searching everywhere And I can't seem to find Molly, Molly, Molly….”Kanye West “Mercy” : "Something about Mary, she gone off that Molly..”What messages are these artist sending?If young people are listening to these popular songs on the radio or iphones and are being exposed to these lyrics….how could that affect their behavior when it comes to these drugs? In the songs do the artist discuss the risks and dangers of the drugs? Slide 20:What are some different ways to protect yourself from being given a date rape drug?Slide 21:What are some different ways to protect yourself from being given a date rape drug?Stay sober and awareGet your own drinkWatch your drink; don’t leave drink unattendedSlide 22:What do Mark Mcgwire, Barry Bonds, and Alex Rodriguez all have in common?Slide 28:Does anyone know the common name for mood swings related to steroid use? Roid RageThe students will follow along in their note packets and fill in any spaces that are blank.Show video and ask students to share their thoughts on the video with the class.Have the students work on completing the worksheet that goes along with lesson two. They may use their notes to help them.Simplifying Task: - Could provide student with the notes packet already filled in.- If student has autism, give short and concise directions for maximum understanding. Follow a routine.- If student has ADHD, pair them with another student who is good at staying on task. Allow them to work together on worksheet. Challenge Task:- Students can draw a picture on the back of the worksheet illustrating effects of marijuana use, steroid use, and or effects club drugs have on the body.Closure: Ask students some questions to wrap up the lesson and see if they retained the content.What are some effects and risks of marijuana use?What are the most commonly used club drugs?What are some reasons that teens abuse anabolic steroids?What are the physical effects of anabolic steroid abuse?Materials/Equipment (Resources):Worksheets for the studentsStudents will each need their own pencilNote sheet for each studentTechnology: Powerpoint slidesProjectorReflection on Planning:While planning this lesson I knew that the topic of marijuana can be very controversial and that students would have their own opinions about it. This is why I decided to do an affective assessment with marijuana as the topic. I made sure to provide students with enough information so that they would be able to provide valid explanations for their opinions. I wanted to show the students how marijuana effects the brain and body. I knew that I had to make sure I did my research on the topic. I wanted to find a way to somehow relate this topic to the students and thought about the music they listen to and how all these drugs are mentioned. I looked up songs that mentioned these drugs and found short clips that were appropriate to play during class. I originally thought this lesson could be done in 2 class periods.Reflection on Instruction:While teaching this lesson there were many students who were interested and had a lot of questions. When I played the song clips it really got the attention of the students and got them interested in the lesson. We talked about how these are common songs on the radio and how no one really pays attention to the lyrics or listen to what the messages the songs are sending to the listeners. I modified the lesson as my classes went on because the students were really into their poster group projects and took more time on them. This stretched the lesson out to be completed over 3 days and I had the students present their posters to the class. Name:___________________________ Class Period:__________ Date:___________Marijuana and Other Illegal DrugsChapter 14: Lesson # 2 WorksheetYou have learned that the illegal drugs marijuana, club drugs, and anabolic steroids can have serious health consequences for all three sides of your health triangle.Directions: Reach each of the health effects below. Decide whether the effect is a result of marijuana (M), club drugs (CD), or anabolic steroid (AS) use. Identify by writing an M, CD, or AS in the space provided to left.________________ 1. shrinking of the testicles________________ 2. loss of motivation________________ 3. lung cancer________________ 4. amnesia________________ 5. depression, anxiety, and personality disturbances________________ 6. having slowed reaction time________________ 7. chills or sweating________________ 8. growth of facial hair on females________________ 9. liver tumors________________ 10. elevated blood pressure and dizzinessDirections: In the space provided below, write the word from the box on the right that best completes each statement.-228600977901. The active chemical ingredient in marijuana is called _______________________________.2. Ecstasy is a(n)____________________________ chemical.3. Partial or total loss of memory is ____________________________.4. Pot and weed are street names for __________________________________.5. _____________________________________ are synthetic substances related to the male sex hormones. 001. The active chemical ingredient in marijuana is called _______________________________.2. Ecstasy is a(n)____________________________ chemical.3. Partial or total loss of memory is ____________________________.4. Pot and weed are street names for __________________________________.5. _____________________________________ are synthetic substances related to the male sex hormones. 102870053340anabolic steroidsmarijuanaTHCsyntheticamnesia00anabolic steroidsmarijuanaTHCsyntheticamnesiaStudent Teacher: Brittani Keys Placement: Downingtown Middle School Lesson #3Health Education Lesson Plan TemplateIntroductory Information Grade Level: 8th gradeStandards 1.2 National Health Education Standard: 1.8.2Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.1.8.7Describe the benefits of and barriers to practicing healthy behaviors.1.8.8Examine the likelihood of injury or illness if engaging in unhealthy behaviors.1.8.9Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.2.8.9Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.5.8.1Identify circumstances that can help or hinder healthy decision making.5.8.6Choose healthy alternatives over unhealthy alternatives when making a decision.5.8.7Analyze the outcomes of a health-related decision.6.8.2Develop a goal to adopt, maintain, or improve a personal health practice.Pennsylvania Health Education Standard: 10.1.9 A. Analyze factors that impact growth and development between adolescence and adulthood.risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns)10.1.9 D. Analyze prevention and intervention strategies in relation to adolescent and adult drug use.decision-making/refusal skills situation avoidance?goal settingprofessional assistance (e.g., medical, counseling. support groups)Essential Question(s) (EQ) 1.2:What is a narcotic?What were narcotics made from.What is opium?How do narcotics affect the body?What is euphoria?What can happen as a result of abusing narcotics?What are withdrawal symptoms?When does withdrawal happen?What are two types of narcotics?What is heroin?What is heroin made from? What is oxycontin?What are stimulants? What are amphetamines? What is cocaine?What is crack?What is methamphetamine?What are CNS depressants? Essential Content(s) (EC)1.2:Narcotics are specific drugs that are obtainable only by prescription and are used to relieve pain.Narcotics were historically made from opium.Opium is a liquid from the poppy plant containing substances that numb the body.Narcotics affect the body by attaching themselves to certain receptors in the brain to block any painful messages that are being sent.Euphoria is the feeling of well-being or elation.Abusing narcotics can result in tolerance, physical and physiological dependence, and addiction.Withdrawal symptoms occur after chronic use of a drug is reduced or stopped.Withdrawal happens when the body becomes accustomed to having the drug, and then the drug is taken away.Heroin and oxycontin. Heroin is an illegal narcotic. Heroin is made from morphine, which is another narcotic. Oxycontin is a legal narcotic, available through a doctors prescription. Oxycontin can be abused.Stimulants are drugs that speed up activity in the human brain and spinal cord. The biggest risk factor associated with stimulant abuse is damage to your heart sometimes causing heart attacks or death. Some stimulants are so mild people may not realize they are ingesting a drug. For example caffeine, found in coffee, tea, soda, and chocolate, is a stimulant. Amphetamines are also known as speed, is a drug that stimulates the central nervous system. Amphetamines are highly addicting. Cocaine is an illegal stimulant derived from the coca plant. Usually sold as fine white powder and snorted, or mixed with the water and injected into the veins.Crack is when cocaine is heated and processed with baking soda and water, it forms a substance that is smoked. Crack is an extremely addictive and dangerous drug. Methamphetamine is a highly addictive stimulant drug that strongly affects the central nervous system. Commonly known as meth. Initially may make user feel confident and full of energy. Users behavior is often unpredictable. CNS depressants are substances that slow down normal brain function. Sometimes called sedatives or tranquilizers. Formative / Summative Assessment of Students 1.7:Students will be assessed by completing the Break a Bad Habit worksheet that is attached at the end of this lesson. Students will have a week to complete this assignment. Lesson Objectives 1.1:Students will be able to name the most commonly abused narcotics.Students will be able to describe the effects that narcotics can have on a user's health.Students will be able to identify specific stimulants and central nervous system depressants.Students will be able to name the health risks linked to stimulant and central nervous system depressant abuse.Content Development (1.4 WCU Unit Procedures), Part 1 Lesson Introduction 1.3:Students will be asked to get with a partner and answer the four questions below to start class off. This is a review from previous lesson. Have students share their answers and discuss as a class.Write about 1 of the drugs we talked about yesterday and tell me how that drug would alter your life.What is the main active chemical in marijuana?What are the 4 different club drugs?What are the synthetic substances related to the male sex hormones called?Today we are going to start talking about narcotics, stimulants, and depressants. When someone becomes physically and physiologically dependent on a drug what are they to the drug? ....Yes, which means they are addicted. The different drugs we are talking about today can be extremely addicting and become a bad habit for user. Instructional Tasks 1.4:Go through the PowerPoint slides. Stop throughout and ask students questions and start conversations. Slide 3-The liquid from the poppy plant contains substances that numb the body.Slide 4-Narcotics affect the body by attaching themselves to certain receptors in the brain to block any painful messages that are being sent.Slide 5- Withdrawal symptoms can be unbearable.Withdrawal from narcotics usually requires detoxification in a hospital. People who suffer from long-term addictions may never be able to withdrawal completely, because withdrawal is so severe it can leave lasting effects.Morphine is a legal narcotic. Morphine is commonly given to patients in pain and are closely monitored. Why do you think these patients would be strictly supervised by doctors?Slide 6- Heroin is an illegal narcotic that users become easily addicted to.Slide 8- My cousins best friend got his wisdom teeth out 2 years ago and he was given oxycontin for his pain. He got addicted to oxycontin and is still going to rehab to get help.Slide 11- Lead to extreme weight loss and loss of physical strength. Adderall is an example of a commonly used stimulant, given to treat ADHD.Slide 12- Sold as a fine white powder but can often mixed with water and injected into the body intravenously Can also be smoked or snorted up the nose and is one of the most addictive drugs on the street today.Cocaine effects the user almost immediately, and the effects can last up to a few hours. Taking larger amounts of the drug increases the effects, but can also lead to violent and unpredictable behavior.As cocaine use continues, the user develops a tolerance for the drug.Slide 13- Crack gets its name from the cracking sound that occurs when the mixture is smoked.For Meth- Users may go days without food or sleep Users find it impossible to feel any pleasure without the drug Unpredictable behaviorSlide 14- CNS: Central Nervous System CNS depressants are sometimes abused. When used for extended periods of time, they can result in drug tolerance and S depressants produce a feeling of calm or drowsiness in the person taking the drug.The students will follow along in their note packets and fill in any spaces that are blank.At the end of the power point ask students to define the word habit? Have students make the connection between a bad habit and relate that to drug addiction. Something the person knows is not good or healthy for them but they cannot help but do it anyway.Simplifying Task 1.5:- Could provide student with the notes packet already filled in.- For the assignment at the end, tell students to just track their habit behavior for four days instead of a full week. Challenge Task 1.5:- Provide student with a chart defining and identifying each vocabulary word from the lesson. Have them sectioned off by category under narcotics, stimulants, and depressants. Closure 1.6:Ask students some questions to wrap up the lesson and see if they retained the content.- What is a narcotic?- What are some commonly abused narcotics?- How do taking narcotics effects a user's health?- What are some specific stimulants?- What are some health risks that go along with stimulant abuse?- What are some examples of CNS depressants?- What are a few health risks that go along with CNS depressant abuse?Materials/Equipment 1.8 (Resources):Worksheets for the studentsStudents will each need their own pencilBook for each studentNote sheet for each studentTechnology 1.9:PowerPoint slidesProjectorReflection on Planning 2.1:Planning this lesson I wanted to make sure I gave the students the chance to relate to the feeling of addiction. As the drugs discussed in this lesson are extremely addictive. This is why I came up with the assignment for them to monitor a habit of theirs and or something they are addicted to. I wanted to make sure student knew the difference between narcotics, stimulants, and depressants. Reflection on Instruction 2.2:This lesson was very content heavy and after teaching this lesson to the first class I wanted to get the students up and moving around somehow. I felt in the first lesson I was losing a few students and they were not paying attention. So I started talking about stimulants I explained how caffeine is a stimulant. I had the students get up and talk to three different people about two different products they used in the past week with caffeine in them. Then at the end of the lesson I had the students think about different habits that they hold. Had them reflect and think about their habits or addictions they had to things such as their phones, video games, etc. They then were given the assignment where they will monitor their habit or addiction for a week with how many times a day they do the habit and after a week they have questions to answer about their feelings on the assignment. This will give the students to relate on some level to how drug addicts feel about their addictions. Name:___________________________Class Period: __________ Date:_____________Break a Bad Habit Chapter 14: Lesson # 3 WorksheetEveryone has habits some habits can be good while others are bad. In class we have been talking about drugs and how people get into the bad habit of abusing these drugs. For this assignment I want you to individually come up with a habit of yours that you would like to break. Some examples might be, staying up too late, eating junk food, procrastinating, watching too much TV, playing video games for hours, biting your nails, etc. I want you for the next week to keep track in the chart below of how many times a day you are doing the habit you have chosen. Then in the right column write down what you were doing at the time you did your habit, and what caused you to do the habit.Habit:__________________________________________________________Day of weekHow many times?What caused you to do the habit? What were you doing at the time?MondayTuesdayWednesdayThursdayFridaySaturdaySundayAfter the week is over of you monitoring your habit, I want you to answer the following four questions with 1-2 complete sentences:What triggered you or caused you to do your habit the most?Did you catch yourself doing your habit every time?What could you do instead the next time you feel the urge to do your habit? Were you surprised with your results on how often you do that habit?Student Teacher: Brittani Keys Placement: Downingtown Middle School Lesson #4Health Education Lesson Plan TemplateIntroductory Information Grade Level: 8th gradeStandards 1.2 National Health Education Standard: 1.8.8Examine the likelihood of injury or illness if engaging in unhealthy behaviors.1.8.9Examine the potential seriousness of injury or illness if engaging in unhealthy behaviors.2.8.9Describe how some health risk behaviors can influence the likelihood of engaging in unhealthy behaviors.5.8.1Identify circumstances that can help or hinder healthy decision making.5.8.7Analyze the outcomes of a health-related decision.6.8.2Develop a goal to adopt, maintain, or improve a personal health practice.8.8.2Demonstrate how to influence and support others to make positive health choices.8.8.3Work cooperatively to advocate for healthy individuals, families, and schools.Pennsylvania Health Education Standard: 10.1.9 A. Analyze factors that impact growth and development between adolescence and adulthood.risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns)10.1.9 D. Analyze prevention and intervention strategies in relation to adolescent and adult drug use.decision-making/refusal skills situation avoidance?goal settingprofessional assistance (e.g., medical, counseling. support groups)Essential Question(s) (EQ) 1.2:What are hallucinogens?How do hallucinogens affect the user?What are examples of hallucinogens?What is LSD?What are other names for LSD?What form does LSD come in?What are the harmful effects of LDS?What is PCP?What are some other names for PCP? What are harmful effects of PCP?What are inhalants? What are street names for inhalants? What are some harmful effects of inhalants?What are some warning signs of inhalant abuse?Essential Content(s) (EC)1.2:Hallucinogens are drugs that distort moods, thoughts, and senses. Some of these drugs are made from natural substances in plants, such as mushrooms and cactus. Hallucinogens get their name from the word hallucinate, which means to have visions. Hallucinogens affect how a user perceives the passage of time, sees colors, senses motion, or hears sound. These drugs can interfere with a persons thought process and ability to communicate.LSD and PCP LSD is a drug made from lysergic acid, and is one of the strongest and most widely abused hallucinogen. The psychological effects of LSD are often very difficult to predict. Users may experience hallucinations. They may not know who they are or where they are. A tiny amount produces a powerful effect.Some other names for LSD include acid, blotter, microdot, white lightning.LSD is sold as tablets, capsules, liquid, or on absorbent paper.Increased blood pressure, heart rate, and body temperature; chills nausea, tremors, and sleeplessness; unpredictable behavior; flashbacks; false feeling of super powers.PCP (phencyclidine) is not a true hallucinogen in its chemical makeup. It is grouped with hallucinogens because its effects are very similar to those of LSD.PCP is also known as angel dust, supergrass, killer weed, and rocket fuel. Loss of coordination, increased heart rate, blood pressure, and body temperature; convulsions; heart and lung failure; broken blood vessels; bizarre or violent behavior. People on PCP are a threat to others and themselves.Inhalants are any substance whose fumes are sniffed and inhaled to produce mind-altering sensations. They can be found in many household products. Whippets, poppers, and snappers. Inhalants can cause suffocation, choking, seizures, and even death. Even a person experimenting with inhalants for the first time can die from choking, suffocation or heart attack. Eyes that are runny or red, sores or spots near the mouth, breath that smells strange or like chemicals, or holding marker or pen near nose. Formative / Summative Assessment of Students 1.7:Students will be assessed by their participation in class discussion and by their participation during the in class activities. Lesson Objectives 1.1:Students will be able to define inhalants.Students will be able to identify the health risks to a person who uses inhalants.Students will be able to identify the health risks to a person who use hallucinogens.Students will be able to define hallucinogens.Students will be able to explain how hallucinogens affect the user.Content Development (1.4 WCU Unit Procedures), Part 1 Lesson Introduction 1.3:Students will come into class and sit in their seats. Then we will start class by passing around the color cards for the opening activity. Each class has a plastic bag with their class period number on it. In the bags are the proper amounts of each color card for the percentages for the first six slides of the PowerPoint for this lesson. Percentages relate to inhalant use. Students will stand up based on what color their card is while teacher reads the statistics.Instructional Tasks 1.4:Go through the PowerPoint slides. Stop throughout and ask students questions and start conversations. Slide 7- Don’t gamble with your life.Slide 9- Breathable chemical vapors inhaled to produce mind-altering effect.Can anyone think of an inhalant that is given to people as medicine? Think about people who have trouble breathing… yes, people with asthma are given an inhaler.Slide 10- Paint, air fresheners, glue, markers and pens, hairsprays, cooking spray, lighter fluid, cool whip (whippets) Using any of these products for something other than its intended use is drug abuse.Inhaling these products can cause serious health effects and even death.Hundreds of teens die each year from sniffing or huffing inhalants.Slide 11- Why do we think young teens abuse inhalants the most? Good easiest drug for them to get.….Yes because they are easily to access and cheap to get. Common household products.…..to get high, can be obtained legally, feel sleepy or clumsy.Slide 13- Inhalants can be found in any kitchen, garage, or bathroom.Inhalants are cheap and easy to find.Slide 14- If the myelin is damaged, nerve cells may not be able to send messages to other parts of the body. Permanent effects can include an impaired ability to walk, talk, or think.Slide 15- Signs of withdrawal include: Physical: shaking, chill, nausea, cramps, sweating, convulsionsPsychological: hallucinations, depression, cravings for inhalants.Emotional: Anxiety attacks, mood disorder, personality change.Get with a partner and answer the following questions, discuss your answer within your small group. What might you say to someone you know who is thinking of abusing inhalant for the first time? What is something you could suggest them to do instead? Slide 16- When a user takes hallucinogens it causes them to hallucinate and see things differently than the reality. Natural sources of hallucinogens include plants, such as cactus and mushrooms.Slide 17- Under the influence of an hallucinogen, the user can no longer distinguish between what is real and what is not. This can lead to strange or risky behaviorSlide 22- Made from lysergic acid, lsd is the strongest and most widely abused hallucinogen.Effects are extremely difficult to predict and vary from person to person.Most commonly called es in different forms.Slide 23- Sleeplessness, Unpredictable behavior, Flash backs, False feelings of having super powersMay cause flashbacks weeks or months after taking the drug.Slide 24- Not a true hallucinogen in its chemical makeup. It is grouped with hallucinogens because its effects are similar to those of LSD.PCP users are a threat to others and themselves. The students will follow along in their note packets and fill in any spaces that are blank.On slide 15 when students get into small groups write What you could say on the front board for the students to write their responses under. Then on the back board write Fun activity to do instead; for the students to write what they came up with as suggestions for them to do instead.Simplifying Task 1.5:- Could provide student with the notes packet already filled in.- Provide students with an outline of the chapter.Challenge Task 1.5:- Have students be creative and draw a picture pointing out signs of inhalant abuse. Then include text of how you would talk to someone you think is abusing inhalants. Closure 1.6:Ask students some questions to wrap up the lesson and see if they retained the content.- What are hallucinogens?- What are 2 possible consequences of using hallucinogens?- What are inhalants?- What are 3 health risks to a person who uses inhalants?- What are 2 warning signs of inhalant abuse?Materials/Equipment 1.8 (Resources):Students will each need their own pencilBook for each studentNote sheet for each studentPlastic bags for each class with the color cards for opening activity.Technology 1.9:PowerPoint slidesProjectorReflection on Planning 2.1:When planning the opening activity I had to figure out the different percentages of students and the card color amounts needed for each class period. I felt this opening activity would be engaging for the students and help them understand the percentages by visualizing using the students in the class. I had planned getting through this entire lesson in one class period.Reflection on Instruction 2.2:This lesson was originally made for one day but turned into a two-day lesson. Some classes had more questions about inhalants and wanted to talk more about inhalants then other classes. The second day of the lesson was a half-day for in-services, so my challenging task was used. This gave me the chance to catch my other classes up and all classes would be on the same page. Students understood instructions and I felt everything was very clearly explained. The students had a lot of ideas when I asked why they thought inhalant abuse was higher in 8th graders compared to 12th graders. The students then created great ways to say something to someone who is thinking of trying inhalants and were very creative in their thought process of coming up with alternative activities that could be suggested. Name: __________________________Class Period: _________ Date:_____________Signs of Inhalant Abuse ImageDirections: Students will make an illustration that shows signs of inhalant abuse. Be creative and draw a picture pointing out warning signs of someone abusing inhalants. Then include text of how you would talk to someone you think is abusing inhalants and convince them not to use them. Name:________________________ Class Period:_______Date:_____________What You Should KnowStudents will work in their groups to complete this assignment. In the left column they will come up with a reason why teens may drink. Then in the right column write what teens should know that combat why a teen may drink. For more help reference your green Teen Health textbook, page #279. Reason Teens Might DrinkWhat Teens Should KnowExample:"Drinking will help me forget my problems."The problems will still be there when the effects of alcohol wear off.Student Teacher: Brittani Keys Placement: Downingtown Middle School Lesson #5Health Education Lesson Plan TemplateIntroductory Information Grade Level: 8th gradeStandards 1.2 National Health Education Standard: 1.8.1Analyze the relationship between healthy behaviors and personal health.1.8.2Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.1.8.5Describe ways to reduce or prevent injuries and other adolescent health problems.1.8.6Explain how appropriate health care can promote personal health.1.8.7Describe the benefits of and barriers to practicing healthy behaviors.2.8.7Explain how the perceptions of norms influence healthy and unhealthy behaviors.2.8.8Explain the influence of personal values and beliefs on individual health practices and behaviors.3.8.4Describe situations that may require professional health services.4.8.2Demonstrate refusal and negotiation skills that avoid or reduce health risks.4.8.4Demonstrate how to ask for assistance to enhance the health of self and others.5.8.2Determine when health-related situations require the application of a thoughtful decision-making process.5.8.3Distinguish when individual or collaborative decision making is appropriate.5.8.4Distinguish between healthy and unhealthy alternatives to health-related issues or problems.5.8.5Predict the potential short-term impact of each alternative on self and others.5.8.6Choose healthy alternatives over unhealthy alternatives when making a decision.6.8.1Assess personal health practices.7.8.2Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others.8.8.2Demonstrate how to influence and support others to make positive health choices.Pennsylvania Health Education Standard: 10.1.9 A. Analyze factors that impact growth and development between adolescence and adulthood.risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns)10.1.9 D. Analyze prevention and intervention strategies in relation to adolescent and adult drug use.decision-making/refusal skills situation avoidance?goal settingprofessional assistance (e.g., medical, counseling. support groups)Essential Question(s) (EQ) 1.2:What is the first step in getting help for drug abuse?Why is it important to get help if you have a drug problem?What are some signs someone you know has a drug problem?What should you do if someone you care about has a drug problem?What are the three different treatment options?What different type of treatment programs for substance abuse are out there?How could counseling help someone with a drug problem?What are support groups?What is detoxification?What are steps towards becoming drug free?Essential Content(s) (EC)1.2:The first step in getting help for drug abuse is for the user to recognize that he or she has a problem. This can be very difficult for users to do. Users may try to hide the problem or deny that one exists. It is important to get help because although some effects of drug abuse are permanent, drug addiction is treatable. Talk to a trusted adult to start the process of getting help for your drug problem.Users may lose interest in activities or family and friends. They may also frequently lie to cover up their addiction. A user will have built up a tolerance and need more and more of the drug. When someone will feel a strong need, desire, or urge to use drugs. Uses the drug despite the negative consequences. When someone takes more drugs than he or she is meant to, or uses the drug at a time or place he or she had not planned. Person may have tried to reduce or stop using drugs many times, but has failed. When someone has a physical dependence or withdrawal symptoms. If you think a friend needs help, try talking to them about your concerns. If you do not want to talk to them directly, ask for help from a trusted adult. There are different treatment programs, there is counseling someone can go to get help, And there are a number of support groups out there. Inpatient treatment- is provided units of hospitals or medical clinics, and offers both detoxification and rehabilitation services.Residential programs- provides a living environment with treatment services. Treatment in these programs lasts from a month to a year or more. Partial hospitalization or day treatment programs- are located in hospitals or freestanding clinics. In these programs, the person attends treatment for 4 to 8 hours a day but lives at home.Out patient programs- provide treatment at a program site. Many meet in the evenings and on weekends so participants can go to school or work. Some programs meet daily while others meet less frequently.Intensive outpatient treatment programs- require a person to attend 9 to 20 hours of treatment activities per week. These programs last usually a month to a year.Counseling provides an opportunity to openly share thoughts and feelings with a trained expert. It can help addicts deal with their physiological dependency on drugs. Counseling may involve on the addict, or the addicts entire family.Support groups are groups of people who work together to help one another stay drug free. Often, recovering addicts find strength in being surrounded by people who are working toward the same goal. Common supports groups for addiction include Narcotics Anonymous, and Cocaine Anonymous. Detoxification is the physical process of freeing the body of an addictive substance.- First step toward becoming drug free, user needs to realize they have a problem. - Seeking out help from someone you trust, parent/guardian, aunt, teacher.- Figuring out which treatment program would work best- Having the support to stick to your treatment program and plan to stay drug free.Formative / Summative Assessment of Students 1.7:Students will be assessed by the completion of their treatment program matching worksheet. They will also be assessed by the completion of their timeline and goals they have for their future.Lesson Objectives 1.1:Students will be able to explain why it is important to get help for drug use.Students will be able to identify symptoms of drug abuse.Students will be able to describe different treatment options for drug abuse.Students will be able to provide goals for their futureContent Development (1.4 WCU Unit Procedures), Part 1 Lesson Introduction 1.3:Students will be asked to get with a partner or in a group of 3. In their small groups students will be given 2 sets of index cards. The first set of index cards is going to be the five steps of addiction. The following steps of addiction terms will be provided: First use, continued use, tolerance, dependence, and addiction. The students will need to write the definition of each stage of addiction on the back of the index card. The second set of index cards is going to be the steps to getting help for an addiction. They will need put both sets of the index cards in the correct order. Instructional Tasks 1.4:Students will be asked to get with a partner or in a group of 3. In their small groups students will be given 2 sets of index cards. The first set of index cards is going to be the five steps of addiction. The following steps of addiction terms will be provided: First use, continued use, tolerance, dependence, and addiction. The students will need to write the definition of each stage of addiction on the back of the index card. The second set of index cards is going to be the steps to getting help for an addiction. They will need put both sets of the index cards in the correct order. After students do the opening activity as a class we will then discuss the order students put them in and I will write the correct order for both sets on the board. I will then ask students why they put them in that order and what was their thought process.Next start to explain symptoms of drug abuse that are signs that someone needs help.- Users may lose interest in activities or family and friends. - They may also frequently lie to cover up their addiction. - A user will have built up a tolerance and need more and more of the drug. When someone will feel a strong need, desire, or urge to use drugs. - Uses the drug despite the negative consequences. - When someone takes more drugs than he or she is meant to, or uses the drug at a time or place he or she had not planned. - Person may have tried to reduce or stop using drugs many times, but has failed. - When someone has a physical dependence or withdrawal symptoms. Why is it important to get help if you or someone you know has a drug problem?It is important to get help because although some effects of drug abuse are permanent, drug addiction is treatable. You can start the process of getting help by talking to a trusted adult. Who are some adults we trust we could go talk to?- Parents, guardians, teachers, older sibling, guidance counselor, and coach.There are different treatment options for people with drug problems....There are 5 different treatment programs, someone could go to counseling, and there are many support groups.The five different treatment programs areInpatient treatmentResidential programsPartial hospitalization or day treatment programsOut patient programsIntensive out patient treatment programsHave the students turn to page #358-359 in their green books. The figure at the bottom of the page will help them with the treatment program matching worksheet. (attached to lesson)Talk about each of the treatment programs and have the students explain each of them.Besides the different treatment programs "what are some other ways a drug addict could get help?"- Counseling: Counseling provides an opportunity to openly share thoughts and feelings with a trained expert. It can help addicts deal with their physiological dependency on drugs. Counseling may involve on the addict, or the addicts entire family."Where can we find counselors?"Support groups: Support groups are groups of people who work together to help one another stay drug free. Often, recovering addicts find strength in being surrounded by people who are working toward the same goal. Common supports groups for addiction include Narcotics Anonymous, and Cocaine Anonymous. Then ask the students..."What is the easiest way someone can avoid having a drug problem?" ...Good! Choosing to be drug free and never using a drug. Prompt the student by asking before a drug addict starts using a drug, do you think they know they are going to become an addict? Do you think they are thinking about the future? Next pass out the Timeline of future goals worksheet. Then draw a timeline on the board. Make the timeline for your life of what has happened and future goals I have in my life. Ask the students the questions below to help get them thinking. Why is it a good idea to outline life goals? What does it take to make goals and dreams become reality? What effect would using or selling drugs have on your ability to reach your goals and dreams? Do you think drug addicts were thinking about goals in their life the first time they used the drug? What can you do this week (month, year) to help you reach your goals? Ask the students to think about their future and goals that they would like to accomplish.Then have them create their own timeline of goals they have in their future.Simplifying Task 1.5:- Provide students with an outline of the chapter/notes to follow along with lesson.Challenge Task 1.5:- Have students create pictures of what they want their life to look like in 10 years, 20 years, and 30 years from now.Closure 1.6:Ask students some questions to wrap up the lesson and see if they retained the content.Why is it important to get help for drug problems?What are two different treatment options?What are three signs of drug abuse or that someone needs help for drug abuse?Materials/Equipment 1.8 (Resources):WhiteboardWhiteboard markersStudents will each need their own pencilBook for each studentTreatment Program Matching WorksheetTechnology 1.9:NoneReflection on Planning 2.1:Reflection on Instruction 2.2:Name:___________________________Class Period: __________ Date:_____________Treatment Programs Matching228600913765Key A. Residential programsD. Inpatient treatment B. Intensive outpatient treatment programsE. Out patient programs C. Partial hospitalization or day treatment programs0Key A. Residential programsD. Inpatient treatment B. Intensive outpatient treatment programsE. Out patient programs C. Partial hospitalization or day treatment programsDirections: Students will use page #358- 359 in the green Teen Health textbook to help them complete this assessment. They will have to match the correct treatment program listed in the key and place the letter to the correct corresponding explanation of the program on the line provided to the left. Then at the bottom students will define detoxification on the lines provided below. 1. ___________is provided units of hospitals or medical clinics, and offers both detoxification and rehabilitation services.2. ___________ provides a living environment with treatment services. Treatment in these programs lasts from a month to a year or more. 3. ___________ are located in hospitals or freestanding clinics. In these programs, the person attends treatment for 4 to 8 hours a day but lives at home.4. ___________ provide treatment at a program site. Many meet in the evenings and on weekends so participants can go to school or work. Some programs meet daily while others meet less frequently.5. ___________ require a person to attend 9 to 20 hours of treatment activities per week. These programs last usually a month to a year.6. What is detoxification?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________Student Teacher: Brittani Keys Placement: Downingtown Middle School Lesson #6Health Education Lesson Plan TemplateIntroductory Information Grade Level: 8th gradeStandards 1.2 National Health Education Standard: 1.8.1Analyze the relationship between healthy behaviors and personal health.1.8.2Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.1.8.5Describe ways to reduce or prevent injuries and other adolescent health problems.1.8.6Explain how appropriate health care can promote personal health.1.8.7Describe the benefits of and barriers to practicing healthy behaviors.2.8.7Explain how the perceptions of norms influence healthy and unhealthy behaviors.2.8.8Explain the influence of personal values and beliefs on individual health practices and behaviors.3.8.4Describe situations that may require professional health services.4.8.2Demonstrate refusal and negotiation skills that avoid or reduce health risks.4.8.4Demonstrate how to ask for assistance to enhance the health of self and others.5.8.2Determine when health-related situations require the application of a thoughtful decision-making process.5.8.3Distinguish when individual or collaborative decision making is appropriate.5.8.4Distinguish between healthy and unhealthy alternatives to health-related issues or problems.5.8.5Predict the potential short-term impact of each alternative on self and others.5.8.6Choose healthy alternatives over unhealthy alternatives when making a decision.6.8.1Assess personal health practices.7.8.2Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others.8.8.2Demonstrate how to influence and support others to make positive health choices.Pennsylvania Health Education Standard: 10.1.9 A. Analyze factors that impact growth and development between adolescence and adulthood.risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns)10.1.9 D. Analyze prevention and intervention strategies in relation to adolescent and adult drug use.decision-making/refusal skills situation avoidance?goal settingprofessional assistance (e.g., medical, counseling. support groups)Essential Question(s) (EQ) 1.2:Why is choosing to be drug free so important and sometimes easier said than done?What does it mean to be drug free?What is the strategy to help refuse drugs?What is effective verbal communication?What is an "I" message?Other good communication skills include...What are some benefits of staying drug free?What are some positive alternatives to drug use?Essential Content(s) (EC)1.2:It is important to be true to yourself and make decisions that will promote a healthy body and mind. However challenging it may be to resist negative peer pressure to experiment with drugs, stopping drug abuse once it has started is much harder.Choosing to be drug free is one of the most important decisions you can make. Drug free is a characteristic of a person not taking illegal drugs or of a place where no illegal drugs are used. The S.T.O.P. strategy can help with refusing drugs. Say no in a firm voice.Tell why not.Offer alternative ideas or activities.Promptly leave.Developing skills for refusing drugs is very important. learning refusal skills will help you say not to unhealthy behaviors. These skills can help resist negative peer pressure in a way that you will not fell guilty or uncomfortable. Saying no in a clear and confident way lets others know you respect yourself and your health. 4. These speaking skills include how a message is delivered. Message needs to be as clear as possible. 5. An "I" message is a statement that presents a situation from the speaker's personal viewpoint. "I" messages do not scold or accuse the way "you" messages do. "I" messages allow the speaker to tell someone how they feel in an effective way. 6. ~ Staying calm: remember the louder you speak the less likely you are to be heard.~ Stick to the point: Think your ideas through before you speak and be specific.~ Body language: be sure you are sending the right body language. Be sure you are making eye contact. Looking away could send signs of hesitation in your decision. 7. Making wise decisions about drugs will have a positive effect on your physical, mental/emotional, and social health. You protect your body against harmful drugs. You can enjoy other interests, family, and friends. More natural energy, you're not breaking the law, respect yourself for taking care of your body and mind.8. Some positive alternatives to drug use are:- begin a daily physical activity routine- volunteer to help someone at school or in the community- join a school club or sport- form friendships with people who are drug free- write down your thoughts or express yourself through artPositive alternatives allow you to have fun and spend time with family and friends in more healthful ways.Formative / Summative Assessment of Students 1.7:Students will be assessed on the completion of the S.T.O.P. worksheet assignment that is attached to the lesson. Lesson Objectives 1.1:Students will be able to explain health benefits of staying drug free.Students will be able to describe good refusal skills.Students will be able to demonstrate alternative behaviors to drug use.Content Development (1.4 WCU Unit Procedures), Part 1 Lesson Introduction 1.3:Students will come into class and sit in their seats. They will then get into groups of 1, 2 or 3 for the opening activity. Students will make a list of why people use drugs? / Why people try drugs? Each group will write 2-3 reasons on the back whiteboard. Instructional Tasks 1.4:Students will come into class sit in their seats. Then instruct the students to get into small groups. In their small groups tell them to come up with a list of reasons why people their age try drugs. Have the question written on the front board at the top. Give small groups time (2 minutes) to discuss and come up with a list. Then give the students (2 minutes) to write the things on their list that they came up with on the board.After that have students return to their seats. Look at some of their answers and discuss with them reasons people try drugs. Then ask the students..."What is the easiest way someone can avoid having a drug problem?" ...Good! Choosing to be drug free and never using a drug. We are going to learn a refusal skill today to help refuse drugs in a peer pressure situation. Developing skills for refusing drugs is very important. learning refusal skills will help you say not to unhealthy behaviors. These skills can help resist negative peer pressure in a way that you will not fell guilty or uncomfortable. Saying no in a clear and confident way lets others know you respect yourself and your health. The strategy we are going to learn is S.T.O.P. Write each letter on the board and write out what each letter stands for. Then for tell why not be sure to explain Say no in a firm voice.Be direct and clearly state how you feel. Use direct eye contact and keep your statement short.Tell why not.Use "I" messages to give your reason. Explain that an "I" message tells how the speaker feels and is a very powerful communication tool. Ask students if they know exactly what an "I" message is."I" message is a statement that presents a situation from the speaker's personal viewpoint.Refer to poster. The first column says I feel_______ when______ because___________.Have three different examples of "I" messages. Then have the students say when an "I" message could come in handy and be used. Have them think of three things that they have been mad about in the past and have them write an "I" message for them. Whether it was a fight with a friend, sibling, parent etc. "I" messages do not scold or accuse the way "you" messages do. "I" messages allow the speaker to tell someone how they feel in an effective way. Offer alternative ideas or activities.Suggest an activity that does not involve drugs.-ask students to give alternative activities to avoid drug use.Then do "that's me" activity. I will be calling out hobbies and interests, such as fishing, sewing, cooking, playing soccer, etc., in a format such as “Who likes...?” Each time a question is asked, if the activity is of interest to a student, that student jumps up and says, “That's me!” Continue until the entire class is standing. Once everyone is standing have them look around the room and acknowledge that everyone can stand up and be counted as having an interest or Anti-Drug that matters in their lives. Ask why they enjoy those interests and hobbies? Have some students explain why they like to do the activity they stood up for.Promptly leave.If you have to, just walk away. If the person is still trying to get you to use drugs just remove yourself from the situation.It is important to stay calm cool when refusing drugs. "Why would that be important?" Be sure to stick to the point. Be clear in your expectations and that you are not interested. Then hand out to the students the S.T.O.P. strategy worksheet. Have them complete this individually. Then end class with going over the closure questions to be sure students retained the information taught in the lesson. Simplifying Task 1.5:- Provide students with an outline of the chapter/notes to follow along with lesson.Challenge Task 1.5:- Students will pick a peer pressure scenario out of a hat and they will have to refuse the drug.- Have students create a cartoon strip of a peer pressure drug situation someone their age could find themselves in, and then show how to use the refusal skills learned in class in the scenario. - Students will make an Anti-Drug bumper sticker.Closure 1.6:Ask students some questions to wrap up the lesson and see if they retained the content.What are 4 health benefits of staying drug free?What is the strategy we learned to help with refusing drugs?What does each letter of the S.T.O.P. strategy stand for?What are 5 things you could do as a positive alternative to drug use?Materials/Equipment 1.8 (Resources):WhiteboardWhiteboard markersStudents will each need their own pencilBook for each studentS.T.O.P. worksheet for all studentsTechnology 1.9:NoneReflection on Planning 2.1:Reflection on Instruction 2.2:Name:___________________________Class Period: __________ Date:_____________Drug FreeChapter 14: Lesson # 5 WorksheetDirections: Read each scenario given. Then refer to the steps in the S.T.O.P. strategy and apply it to help say no to drugs in these situations. Under the tell why not step give 2 reasons in the spaces provided as to why you don't want to participate in the scenario. Under step 3, offer alternative ideas, suggest 2 other activities that do not involve drugs in the spaces provided.Scenario 1- During reach, a guy or girl you like suggests that you leave class to go behind school to get high. You really like this person and don't want to embarrass yourself. But you also don’t want to get high. Some things you can say:Say no in a firm voice.Tell why not.1. _________________________________________________________________________2. _________________________________________________________________________Offer alternative ideas or activities.1. _________________________________________________________________________2. _________________________________________________________________________Promptly leave.Scenario 2- A friend is at your house and wants you to steal some cough medicine from your medicine cabinet. ''Your parents will never notice,'' he/she says. Some things you might say:Say no in a firm voice.Tell why not.1. _________________________________________________________________________2. _________________________________________________________________________Offer alternative ideas or activities.1. _________________________________________________________________________2. _________________________________________________________________________Promptly leave.Scenario 3- You are hanging with a group of your friends and one of them pulls out a can of spray paint and says that he/she wants to try inhaling it. He/she decided to try and get other people to join in. Some things you can say:Say no in a firm voice.Tell why not.1. _________________________________________________________________________2. _________________________________________________________________________Offer alternative ideas or activities.1. _________________________________________________________________________2. _________________________________________________________________________Promptly leave.Scenario 4- You are going to a school dance and the guy or girl you like wants to do molly together before you go. Some things you might say: Say no in a firm voice.Tell why not.1. _________________________________________________________________________2. _________________________________________________________________________Offer alternative ideas or activities.1. _________________________________________________________________________2. _________________________________________________________________________Promptly leave.Student Teacher: Brittani Keys Placement: Downingtown Middle School Lesson #1Chapter 12: AlcoholHealth Education Lesson Plan TemplateIntroductory Information Grade Level: 8th gradeStandards 1.2 National Health Education Standard: 1.8.1Analyze the relationship between healthy behaviors and personal health.1.8.2Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.1.8.5Describe ways to reduce or prevent injuries and other adolescent health problems.1.8.7Describe the benefits of and barriers to practicing healthy behaviors.2.8.7Explain how the perceptions of norms influence healthy and unhealthy behaviors.2.8.8Explain the influence of personal values and beliefs on individual health practices and behaviors.4.8.2Demonstrate refusal and negotiation skills that avoid or reduce health risks.5.8.1Identify circumstances that can help or hinder healthy decision making.5.8.4Distinguish between healthy and unhealthy alternatives to health-related issues or problems.5.8.5Predict the potential short-term impact of each alternative on self and others.5.8.6Choose healthy alternatives over unhealthy alternatives when making a decision.6.8.1Assess personal health practices.7.8.2Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others.8.8.2Demonstrate how to influence and support others to make positive health choices.8.8.3Work cooperatively to advocate for healthy individuals, families, and schools.Pennsylvania Health Education Standard: 10.1.9 A. Analyze factors that impact growth and development between adolescence and adulthood.risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns)10.1.9 D. Analyze prevention and intervention strategies in relation to adolescent and adult drug use.decision-making/refusal skills situation avoidance?goal settingprofessional assistance (e.g., medical, counseling. support groups)Essential Question(s) (EQ) 1.2:What is alcohol?How does alcohol affects the body?What is ethanol alcohol?What group of drugs does alcohol belong to?What is the standard drink size?What does intoxication mean?What is Blood Alcohol Content (BAC)?What is alcohol poisoning?What is the legal drinking age?Why is the legal drinking age 21?What are some reasons not to drink?What can a teen who does not drink do instead.Essential Content(s) (EC)1.2:Alcohol is a drug that is produced by a chemical reaction in fruits, vegetables, and grains.Alcohol affects the brain and central nervous system, causing changes in behavior. Even small amounts of alcohol can affect a person feels and behaves. Some people become relaxed and friendly and others become depressed and angry. Alcohol makes it hard to think clearly and make good decisions. That is why many people say and do things they regret after they drink.Ethanol alcohol is produced by a chemical reaction called fermentation.Alcohol belongs to a group of drugs known as depressants. Standard drink size is 12 oz. for beer, 5 oz. of wine, and 1.5 oz. of spirits.Intoxication means a persons mental and physical abilities have been impaired by alcohol. Blood alcohol content is a measure of the amount of alcohol present in a persons blood. BAC is expressed as a percentage of the total amount of blood in the body. a BAC of 0.02 will make a person feel lightheaded, 0.08 makes driving a car dangerous and is legally intoxicated. Alcohol poisoning is a dangerous condition that results when a person drinks excessive amounts of alcohol over a short period of time. It is illegal for anyone under the age of 21 to use alcohol.A teens body and mind are still growing and developing. Research has shown that alcohol use can interfere with long term and short term growth. Alcohol can harm the brain's ability to learn and its ability to remember. Teens who drink are more likely to fall behind in school. Alcohol increases the risk of social problems, depression, suicidal thoughts, and violence. Teens who drink are at risk of getting into trouble with the law. AChoosing not to use alcohol is a healthy choice. It shows you understand how risky drinking can be and are choosing to stay alcohol free. Many teens realize the negative effects alcohol can have on their health and are saying no to alcohol. When drinking you are risking your health. Using alcohol for teens is illegal. You want to make decisions that will help you become a stronger person. Teens who stay alcohol free are better able to handle the challenges of everyday life. Teens who avoid alcohol may way to seek positive alternatives to drinking. Other interests and activities to take part in. Formative / Summative Assessment of Students 1.7:Students will be assessed by the completion of the assignments and throughout class on their participation. Lesson Objectives 1.1:Students will be able to explain why some teens drink alcohol.Students will be able to state reasons not to drink alcohol.Students will be able to identify alternatives to drinking alcohol.Content Development (1.4 WCU Unit Procedures), Part 1 Lesson Introduction 1.3:Students will come into class and sit in their desks. Students will then be given the true or false how much do you know? worksheet to test their knowledge about alcohol. (Attached to lesson)Instructional Tasks 1.4:Students will be asked to complete the How much do you know? worksheet. They will first answer the true or false on the front. Then on the back they will write one thing they know about alcohol and two things about alcohol that they are curious about. First we will look at the true and false answers. I will discuss and go over the answers and clear up any confusion. Then call on students to share what they wrote on the backs on their papers. First ask for things that the students already know about alcohol. Make a list on the board. Involve all students by asking for a show of hands of those who wrote something similar as each student shares. Share about the things students are curious about and make a list of that too.Talk about alcohol use in teens and how low the percentages are. Show students the graph on slide 4. A standard drink size is Standard drink size is 12 oz. for beer, 5 oz. of wine, and 1.5 oz. of spirits. Intoxication means persons mental and physical abilities have been impaired by alcohol. Blood alcohol content is a measure of the amount of alcohol present in a persons blood. BAC is expressed as a percentage of the total amount of blood in the body. a BAC of 0.02 will make a person feel lightheaded, 0.08 makes driving a car dangerous and is legally intoxicated. Show the video on how alcohol works and what it does to the body. Have students write down 2 things that stuck out to them in the clip. Discuss as a class after the movie. Ask students what they wrote down. Tie the conversation into why do teens still drink then?...Then we will do an activity where the students will be able to share their thoughts on why people their age drink. They will be asked to think outside the box and come up with 3 reasons why 8th graders drink. They will write these down on three different pieces of paper and crumble them up. Students will close their eyes and throw their pieces of paper to the center of the room. Then they will open their eyes and pick up three random slips of paper. We will share what are on the pieces of paper and make a list. Then have the students get into groups of 1, 2, or 3.Once students are in their small groups they will pick 2 different reasons why teens may drink. They will then come up with reasons to combat the 2 reasons why teens drink with why teens should not drink. (if they need help, reference pg. 279) Students will then return to their desks and one student from every group will share what their group came up with. Talk more about reasons not to drink.Choosing not to use alcohol is a healthy choice. It shows you understand how risky drinking can be and are choosing to stay alcohol free. Many teens realize the negative effects alcohol can have on their health and are saying no to alcohol. When drinking you are risking your health. You want to make decisions that will help you become a stronger person. Teens who stay alcohol free are better able to handle the challenges of everyday life. Simplifying Task 1.5:- Provide students with an outline of the chapter/notes to follow along with lesson.Challenge Task 1.5:- Students may create an illustration and why teens drink and what teens need to know about drinking.- Draw pictures instead of using the columns and writing on what should you know worksheet.Closure 1.6:Ask students some questions to wrap up the lesson and see if they retained the content.What are reasons not to drink?What is alcohol?Why do some teens drink?What are positive alternatives to drinking?Materials/Equipment 1.8 (Resources):WhiteboardWhiteboard markersStudents will each need their own pencilBook for each studentWorksheets for each student.Technology 1.9:NoneName:________________________ Class Period:_______Date:_____________Chapter 12: AlcoholHow much do you know?Directions: Identify whether each statement is True (+) or False (-) on the line to the left. Place a + for true and a - for false. 1.________ Alcohol affects every system in the body.?2.________ Alcohol only affects the body in the short term.? 3.________ Alcohol affects teens the same way it affects adults.? 4.________ Alcohol is a stimulant, meaning that it accelerates the workings of the body'skey functions.? 5.________ Alcohol abuse can cause problems just as marijuana and other drugs can.? 6.________ Coffee or a shower helps people become sober faster.? 7.________ Teens who drink are more likely to be victims of violent crimes and be involved in alcohol-related traffic accidents.8.________ People who begin to drink alcohol before age 15 are more likely to get addicted than those who begin at the legal age of 21 or later.9.________ Alcoholism is not a disease.10.________ Most teens do not drink alcohol.Write one thing you know about alcohol in the space below.Write two things you are curious about alcohol.How much do you know? -AnswersChapter 12: Alcohol Lesson 1Alcohol affects every system in the body.?True. Consuming too much alcohol affects the brain and causes unclear thinking, poor coordination, and slurred speech. It affects the eyes and causes blurred vision by affecting the metabolism of glucose in the brain. Alcohol can affect the heart by causing an irregular heartbeat and high blood pressure. Drinking too much alcohol over a period of years also can cause damage to the liver, stomach, pancreas, or kidneys. It can cause blood vessels to widen, resulting in headaches. Finally, alcohol abuse can cause systemic muscle weakness.Alcohol only affects the body in the short term.?False. Over time, alcohol abuse can cause even greater damage to other body systems, resulting in permanent liver damage and damage to the frontal lobes of the brain.Alcohol affects teens the same way it affects adults.?False. Alcohol has a less sedating effect on teens than it does on adults. As a result, teens may be more likely to drive under the influence, which can lead to car accidents. Teens also show signs of reduced function in the hippocampus, the part of the brain critical for forming new memories. As a result, young drinkers score lower on standardized tests than non-drinkers.Alcohol is a stimulant, meaning that it accelerates the workings of the body's key functions.?False. Alcohol is a depressant. It slows the body's key functions, including breathing, heartbeat, and thinking.Alcohol abuse can cause problems just as marijuana and other drugs can.?True. Like marijuana, alcohol is a drug, and it affects all body systems over the short and long term.A 12-ounce can of beer, a five-ounce glass of wine, and a standard mixed drink (1.5 ounces of hard liquor) all contain the same amount of alcohol.?True.Coffee or a shower helps people become sober faster.?False. It takes over one hour for a standard drink of alcohol [beer, wine, or liquor] to work its way out of the bloodstream.Teens who drink are more likely to be victims of violent crimes and be involved in alcohol-related traffic accidents.?True, in part because of the impaired judgment and coordination that results from alcohol use.Most teen don't drink alcohol. TrueMany people have mistakenly think that teens drink because the media often report negative news about teens and drinking. The truth is that most kids your age do not drink. Official surveys show that more than 85% of people between ages of 12-17 have not had a drink in the last month. Student Teacher: Brittani Keys Placement: Downingtown Middle School Lesson #2Chapter 12: AlcoholHealth Education Lesson Plan TemplateIntroductory Information Grade Level: 8th gradeStandards 1.2 National Health Education Standard: 1.8.1Analyze the relationship between healthy behaviors and personal health.1.8.2Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.1.8.5Describe ways to reduce or prevent injuries and other adolescent health problems.1.8.7Describe the benefits of and barriers to practicing healthy behaviors.2.8.7Explain how the perceptions of norms influence healthy and unhealthy behaviors.2.8.8Explain the influence of personal values and beliefs on individual health practices and behaviors.4.8.2Demonstrate refusal and negotiation skills that avoid or reduce health risks.5.8.1Identify circumstances that can help or hinder healthy decision making.5.8.4Distinguish between healthy and unhealthy alternatives to health-related issues or problems.5.8.5Predict the potential short-term impact of each alternative on self and others.5.8.6Choose healthy alternatives over unhealthy alternatives when making a decision.6.8.1Assess personal health practices.7.8.2Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others.8.8.2Demonstrate how to influence and support others to make positive health choices.8.8.3Work cooperatively to advocate for healthy individuals, families, and schools.Pennsylvania Health Education Standard: 10.1.9 A. Analyze factors that impact growth and development between adolescence and adulthood.risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns)10.1.9 D. Analyze prevention and intervention strategies in relation to adolescent and adult drug use.decision-making/refusal skills situation avoidance?goal settingprofessional assistance (e.g., medical, counseling. support groups)Essential Question(s) (EQ) 1.2:What is alcohol?How quickly does the body absorb alcohol?What is reaction time?How does alcohol effect reaction time? What is intoxication?What is Blood Alcohol Content?What is alcohol poisoning?How does alcohol travel through the body?Does alcohol affect everyone the same way?Why do people get in more fights when they drink?Essential Content(s) (EC)1.2:Alcohol is a drug that is produced by a chemical reaction (fermentation) in fruits, vegetables, and grains.Alcohol is a fast acting drug. It is quickly absorbed by the bloodstream and reaches the brain within 30 seconds after being consumed. Reaction time is the ability of the body to respond quickly and appropriately to situationsOnce alcohol reaches the brain it slows reaction time. This is what makes drinking and driving so deadly. People with slowed reaction time cannot respond quickly enough to dangers on the road.Intoxication means a person's mental and physical abilities have been impaired by alcohol.Blood Alcohol Content or BAC is a measure of the amount of alcohol present in a persons blood stream. BAC is expressed as percentages of the total amount of blood in the body. A 0.02 BAC makes someone feel light headed. If a person has a BAC of 0.08 percent he or she is considered legally intoxicated. People who are heavily intoxicated are at risk of alcohol poisoning. Alcohol poisoning is a dangerous condition that results when a person drinks excessive amounts of alcohol over a short period of time. And just like with any drug overdose, alcohol poisoning can kill you?The Path of Alcohol in the bodyMouth: alcohol enters the body.Stomach: some alcohol gets into the bloodstream in the stomach, but most goes on to the small intestine.Small Intestine: alcohol enters the bloodstream through the walls of the small intestine.Heart: pumps alcohol throughout the body.Brain: alcohol reaches the brain.Liver: alcohol is oxidized by the liver at a rate of about 0.5 oz per hour. One of the greatest dangers of alcohol is that there is no way to tell how a person will act when alcohol is in his or her body. There are several factors that determine the effect alcohol may have. Gender and body size: Females and smaller people are affected more quickly than males and larger people.Other drugs: Alcohol mixed with other drugs or medicines can be deadly.Food: Food in the stomach prior to drinking slows down alcohol absorption. General health: How healthy and well rested a person is affects how the body responds to alcohol. Someone who is tired or sick will be affected by alcohol more quickly.How fast you drink: The faster a person drinks the more he or she will be affected by alcohol.How much you drink: The amount a person drinks affects how his or her body reacts. Different alcoholic beverages contain different amounts of alcohol.Those who drink alcohol are more likely to fight or have violent behavior. Formative / Summative Assessment of Students 1.7:Students will be assessed by the completion of the worksheet entitled Alcohol and Your Body.Lesson Objectives 1.1:Students will be able to describe how alcohol travels through the body. Students will be able to explain the short-term effects alcohol has on a person.Students will be able to identify factors that account for different reactions to alcohol among different people.Content Development (1.4 WCU Unit Procedures), Part 1 Lesson Introduction 1.3:Students will get into groups of one, two or three and discuss why they think not drinking alcohol is important. Then students will make a list of effects alcohol has on the body. For example what alcohol does to their vision and coordination when consumed. They should be thinking about how alcohol could affects all three sides of their health triangle. Instructional Tasks 1.4:Students will get into groups of one, two or three and discuss why they think not drinking alcohol is important. Then students will make a list of effects alcohol has on the body. For example what alcohol does to their vision and coordination when consumed. They should be thinking about how alcohol could affects all three sides of their health triangle. Then there will be a hat with multiple slips of paper that say mental, healthy, and social on them. Students will pick one piece of paper out of the hat and that is the part of the health triangle. Their group will then create a small poster (8.5" by 11") of how alcohol would affect that part of the health triangle that they chose. Students will then share their groups little posters with the rest of the class.Then students will return to seats and receive note packets of the PowerPoint. Note packets will have blank spaces for students to fill in as lesson continues. Start going through slides. Notes for each slide are in the PowerPoint note section. Then after the PowerPoint do the experiment with the food coloring. Have one small water bottle of water. A middle sized water bottle. And one large water bottle. Drop the same number of green food dye drops into each water bottle. The smallest bottle will be the darkest. Alcohol will have the greatest effect on a smaller person. The middle one will be the next darkest. And the largest one will be the lightest. Explain that not only does size matter, but gender matters too. Discuss the several factors that determine the effect alcohol may have. Gender and body size: Females and smaller people are affected more quickly than males and larger people.Other drugs: Alcohol mixed with other drugs or medicines can be deadly.Food: Food in the stomach prior to drinking slows down alcohol absorption. General health: How healthy and well rested a person is affects how the body responds to alcohol. Someone who is tired or sick will be affected by alcohol more quickly.How fast you drink: The faster a person drinks the more he or she will be affected by alcohol.How much you drink: The amount a person drinks affects how his or her body reacts. Different alcoholic beverages contain different amounts of alcohol.Then give students the worksheet Alcohol and Your Body. (attached at end of lesson)Simplifying Task 1.5:- Provide students with an outline of the chapter/notes to follow along with lesson.- Give the student how alcohol affects a person’s body chart before class.Challenge Task 1.5:- On a piece of poster paper, draw the outline of a person. Then label basic areas and systems of the body such as brain, stomach, lungs, spinal cord, heart, muscular system, nervous system, and respiratory system. Then under each of those labels for the body system alcohol affects; label the effects alcohol has on that part of the body. - Students can make a chart/graph. Having one column listing the different parts of the body alcohol affects and then another column of how alcohol affects those certain areas of the body. Closure 1.6:Ask students some questions to wrap up the lesson and see if they retained the content.How quickly does the body absorb alcohol?How does alcohol travel through the body?How does alcohol effect reaction time? What is Blood Alcohol Content?Does alcohol affect everyone the same way?What are different factors that determine the effect alcohol may have on an individual?Materials/Equipment 1.8 (Resources):WhiteboardWhiteboard markersStudents will each need their own pencilBook for each studentPapers for studentsPowerPoint Enough worksheets for all studentsTechnology 1.9:NoneReflection on Planning 2.1:Reflection on Instruction 2.2:Student Teacher: Brittani Keys Placement: Downingtown Middle School Lesson #3Chapter 12: AlcoholHealth Education Lesson Plan TemplateIntroductory Information Grade Level: 8th gradeStandards 1.2 National Health Education Standard: 1.8.1Analyze the relationship between healthy behaviors and personal health.1.8.2Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.1.8.5Describe ways to reduce or prevent injuries and other adolescent health problems.1.8.7Describe the benefits of and barriers to practicing healthy behaviors.2.8.7Explain how the perceptions of norms influence healthy and unhealthy behaviors.2.8.8Explain the influence of personal values and beliefs on individual health practices and behaviors.4.8.2Demonstrate refusal and negotiation skills that avoid or reduce health risks.5.8.1Identify circumstances that can help or hinder healthy decision making.5.8.4Distinguish between healthy and unhealthy alternatives to health-related issues or problems.5.8.5Predict the potential short-term impact of each alternative on self and others.5.8.6Choose healthy alternatives over unhealthy alternatives when making a decision.6.8.1Assess personal health practices.7.8.2Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others.8.8.2Demonstrate how to influence and support others to make positive health choices.8.8.3Work cooperatively to advocate for healthy individuals, families, and schools.Pennsylvania Health Education Standard: 10.1.9 A. Analyze factors that impact growth and development between adolescence and adulthood.risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns)10.1.9 D. Analyze prevention and intervention strategies in relation to adolescent and adult drug use.decision-making/refusal skills situation avoidance?goal settingprofessional assistance (e.g., medical, counseling. support groups)Essential Question(s) (EQ) 1.2:What is alcohol?How quickly does the body absorb alcohol?What is reaction time?How does alcohol effect reaction time? What is intoxication?What is Blood Alcohol Content?What is alcohol poisoning?How does alcohol travel through the body?Does alcohol affect everyone the same way?Why do people get in more fights when they drink?Essential Content(s) (EC)1.2:Alcohol is a drug that is produced by a chemical reaction (fermentation) in fruits, vegetables, and grains.Alcohol is a fast acting drug. It is quickly absorbed by the bloodstream and reaches the brain within 30 seconds after being consumed. Reaction time is the ability of the body to respond quickly and appropriately to situationsOnce alcohol reaches the brain it slows reaction time. This is what makes drinking and driving so deadly. People with slowed reaction time cannot respond quickly enough to dangers on the road.Intoxication means a person's mental and physical abilities have been impaired by alcohol.Blood Alcohol Content or BAC is a measure of the amount of alcohol present in a persons blood stream. BAC is expressed as percentages of the total amount of blood in the body. A 0.02 BAC makes someone feel light headed. If a person has a BAC of 0.08 percent he or she is considered legally intoxicated. People who are heavily intoxicated are at risk of alcohol poisoning. Alcohol poisoning is a dangerous condition that results when a person drinks excessive amounts of alcohol over a short period of time. And just like with any drug overdose, alcohol poisoning can kill you?The Path of Alcohol in the bodyMouth: alcohol enters the body.Stomach: some alcohol gets into the bloodstream in the stomach, but most goes on to the small intestine.Small Intestine: alcohol enters the bloodstream through the walls of the small intestine.Heart: pumps alcohol throughout the body.Brain: alcohol reaches the brain.Liver: alcohol is oxidized by the liver at a rate of about 0.5 oz per hour. One of the greatest dangers of alcohol is that there is no way to tell how a person will act when alcohol is in his or her body. There are several factors that determine the effect alcohol may have. Gender and body size: Females and smaller people are affected more quickly than males and larger people.Other drugs: Alcohol mixed with other drugs or medicines can be deadly.Food: Food in the stomach prior to drinking slows down alcohol absorption. General health: How healthy and well rested a person is affects how the body responds to alcohol. Someone who is tired or sick will be affected by alcohol more quickly.How fast you drink: The faster a person drinks the more he or she will be affected by alcohol.How much you drink: The amount a person drinks affects how his or her body reacts. Different alcoholic beverages contain different amounts of alcohol.Those who drink alcohol are more likely to fight or have violent behavior. Formative / Summative Assessment of Students 1.7:Students will be assessed by the completion of the worksheet entitled Alcohol and Your Body.Lesson Objectives 1.1:Students will be able to describe how alcohol travels through the body. Students will be able to explain the short-term effects alcohol has on a person.Students will be able to identify factors that account for different reactions to alcohol among different people.Content Development (1.4 WCU Unit Procedures), Part 1 Lesson Introduction 1.3:Students will get into groups of one, two or three and discuss why they think not drinking alcohol is important. Then students will make a list of effects alcohol has on the body. For example what alcohol does to their vision and coordination when consumed. They should be thinking about how alcohol could affects all three sides of their health triangle. Instructional Tasks 1.4:Students will get into groups of one, two or three and discuss why they think not drinking alcohol is important. Then students will make a list of effects alcohol has on the body. For example what alcohol does to their vision and coordination when consumed. They should be thinking about how alcohol could affects all three sides of their health triangle. Then there will be a hat with multiple slips of paper that say mental, healthy, and social on them. Students will pick one piece of paper out of the hat and that is the part of the health triangle. Their group will then create a small poster (8.5" by 11") of how alcohol would affect that part of the health triangle that they chose. Students will then share their groups little posters with the rest of the class.Then students will return to seats and receive note packets of the PowerPoint. Note packets will have blank spaces for students to fill in as lesson continues. Start going through slides. Notes for each slide are in the PowerPoint note section. Then after the PowerPoint do the experiment with the food coloring. Have one small water bottle of water. A middle sized water bottle. And one large water bottle. Drop the same number of green food dye drops into each water bottle. The smallest bottle will be the darkest. Alcohol will have the greatest effect on a smaller person. The middle one will be the next darkest. And the largest one will be the lightest. Explain that not only does size matter, but gender matters too. Discuss the several factors that determine the effect alcohol may have. Gender and body size: Females and smaller people are affected more quickly than males and larger people.Other drugs: Alcohol mixed with other drugs or medicines can be deadly.Food: Food in the stomach prior to drinking slows down alcohol absorption. General health: How healthy and well rested a person is affects how the body responds to alcohol. Someone who is tired or sick will be affected by alcohol more quickly.How fast you drink: The faster a person drinks the more he or she will be affected by alcohol.How much you drink: The amount a person drinks affects how his or her body reacts. Different alcoholic beverages contain different amounts of alcohol.Then give students the worksheet Alcohol and Your Body. (attached at end of lesson)Simplifying Task 1.5:- Provide students with an outline of the chapter/notes to follow along with lesson.- Give the student how alcohol affects a person’s body chart before class.Challenge Task 1.5:- On a piece of poster paper, draw the outline of a person. Then label basic areas and systems of the body such as brain, stomach, lungs, spinal cord, heart, muscular system, nervous system, and respiratory system. Then under each of those labels for the body system alcohol affects; label the effects alcohol has on that part of the body. - Students can make a chart/graph. Having one column listing the different parts of the body alcohol affects and then another column of how alcohol affects those certain areas of the body. Closure 1.6:Ask students some questions to wrap up the lesson and see if they retained the content.How quickly does the body absorb alcohol?How does alcohol travel through the body?How does alcohol effect reaction time? What is Blood Alcohol Content?Does alcohol affect everyone the same way?What are different factors that determine the effect alcohol may have on an individual?Materials/Equipment 1.8 (Resources):WhiteboardWhiteboard markersStudents will each need their own pencilBook for each studentPapers for studentsPowerPoint Enough worksheets for all studentsTechnology 1.9:NoneReflection on Planning 2.1:Reflection on Instruction 2.2:Student Teacher: Brittani Keys Placement: Downingtown Middle School Lesson #4Chapter 12: AlcoholHealth Education Lesson Plan TemplateIntroductory Information Grade Level: 8th gradeStandards 1.2 National Health Education Standard: 1.8.1Analyze the relationship between healthy behaviors and personal health.1.8.2Describe the interrelationships of emotional, intellectual, physical, and social health in adolescence.1.8.5Describe ways to reduce or prevent injuries and other adolescent health problems.1.8.7Describe the benefits of and barriers to practicing healthy behaviors.2.8.7Explain how the perceptions of norms influence healthy and unhealthy behaviors.2.8.8Explain the influence of personal values and beliefs on individual health practices and behaviors.4.8.2Demonstrate refusal and negotiation skills that avoid or reduce health risks.5.8.1Identify circumstances that can help or hinder healthy decision making.5.8.4Distinguish between healthy and unhealthy alternatives to health-related issues or problems.5.8.5Predict the potential short-term impact of each alternative on self and others.5.8.6Choose healthy alternatives over unhealthy alternatives when making a decision.6.8.1Assess personal health practices.7.8.2Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others.8.8.2Demonstrate how to influence and support others to make positive health choices.8.8.3Work cooperatively to advocate for healthy individuals, families, and schools.Pennsylvania Health Education Standard: 10.1.9 A. Analyze factors that impact growth and development between adolescence and adulthood.risk factors (e.g., physical inactivity, substance abuse, intentional/unintentional injuries, dietary patterns)10.1.9 D. Analyze prevention and intervention strategies in relation to adolescent and adult drug use.decision-making/refusal skills situation avoidance?goal settingprofessional assistance (e.g., medical, counseling. support groups)Essential Question(s) (EQ) 1.2:What are long-term health consequences to alcohol use?What is alcohol poisoning?Does alcohol affect everyone the same way?What are different areas in the body that alcohol use effects?What is binge drinking?What is alcoholism? Essential Content(s) (EC)1.2:Alcohol affects all areas of a person's life. Drinking alcohol regularly can lead to a number of serious health problems, including damage to major organs like the stomach, liver, pancreas, and heart. It can also worsen existing health problems. Research has shown that drinking alcohol as a teen can lead to a long-lasting learning and memory problems.People who are heavily intoxicated are at risk of alcohol poisoning. Alcohol poisoning is a dangerous condition that results when a person drinks excessive amounts of alcohol over a short period of time. And just like with any drug overdose, alcohol poisoning can kill you? One of the greatest dangers of alcohol is that there is no way to tell how a person will act when alcohol is in his or her body. There are several factors that determine the effect alcohol may have. People who drink alcohol are more likely to develop mouth and throat cancer than people who don't drink alcohol. Alcohol irritates the stomach lining and increases the amount of acid there. Extra acid makes the lining red and swollen, and can produce ulcers. Ulcers are sores that cause bleeding. Drinking also weakens the valve that separates the stomach from the esophagus. One of the most serious effects of alcohol is damage to the liver. Fatty liver is a condition in which fat builds up in the liver and cannot be broken down. This prevents the liver from working properly. Cirrhosis is a life-threatening problem that is a disease characterized by scarring and eventually destruction of the liver. Alcohol disrupts the part of the brain responsible for memory and problem solving. Alcohol damages the heart muscle, causing the heart to become weakened and enlarged, and leads to high blood pressure. Increasing the risk of congestive heart failure and stroke. Binge drinking is the consumption of large quantity of alcohol in a very short period of time. People who are addicted to alcohol suffer from alcoholism. Alcoholism is a progressive, chronic disease involving a mental and physical need for alcohol. Formative / Summative Assessment of Students 1.7:Students will be assessed on their alcohol brochure project and by the rubric attached. (See at end of lesson plan) Lesson Objectives 1.1:Students will be able to describe the long-term effects of alcohol use.Students will be able to explain the short-term effects alcohol has on a person.Students will be able to identify body organs and systems negatively affected by long-term alcohol use.Students will be able to identify symptoms of alcoholism and alcohol abuse.Content Development (1.4 WCU Unit Procedures), Part 1 Lesson Introduction 1.3:Students will get into small groups to complete this task. Students should first discuss why it is important as a teen to stay alcohol free. They should complete the Plan an Alcohol Free Party worksheet to help plan an alcohol free party.Instructional Tasks 1.4:Students will come into class and take a seat.They will then be told to get into small groups of 1, 2, or 3.In their groups they will work on the completion of creating an alcohol free party plan. The groups should use the Plan an Alcohol Free Party worksheet to help them complete the task. Then students will be asked to share what they came up with as their party plans.Students will then be given their alcohol brochure project assignment instructions and rubric. They will have the rest of class time to work individually on their brochures. Simplifying Task 1.5:- Provide students with an outline of the chapter/notes to follow along with lesson.- Give the student how alcohol affects a person’s body long-term and short-term chart before class.Challenge Task 1.5:- Students will make a poster advocating against alcohol use that points of different short-term and long-term effects of alcohol abuse.- Students can make a commercial that warns watchers about the dangers and risks of alcohol use.- Students can make a chart/graph. Having one column listing the different parts of the body alcohol affects and then another column of how alcohol affects those certain areas of the body. Closure 1.6:Ask students some questions to wrap up the lesson and see if they retained the content.What are short-term effects alcohol use has on the body?What are long-term effects alcohol use has on the body?What are signs of alcoholism and alcohol abuse?Does alcohol affect everyone the same way?What are ways someone can get help for alcoholism?Materials/Equipment 1.8 (Resources):WhiteboardWhiteboard markersStudents will each need their own pencilBook for each studentPapers for studentsEnough rubrics for all studentsTechnology 1.9:NoneReflection on Planning 2.1:Reflection on Instruction 2.2:Name _____________________________ Class Period:________ Date:____________Plan an Alcohol Free Party598614546164500Instructions: Students will get into small groups to complete this task. Students should first discuss why it is important as a teen to stay alcohol free. They should then answer the questions below to help plan an alcohol free party.Setting: Where will the party be held?Entertainment: List at least 10 activities/games to engage in for fun.1. 6.2.7.3.8.4.9.5.10.Food: What food will be at the party?Drinks: List 10 different alcohol FREE beverages that will be at the party for guests to drink. 1. 6.2.7.3.8.4.9.5.10.Name _____________________________ Class Period:________ Date:____________Alcohol Brochure ProjectInstructions:1. You will be researching about Alcohol and making an informational brochure.2. You are to create a brochure that meets the following requirements:a. It must have 6 complete panels; 3 on the front, 3 on the back.b. It must be visually pleasing! (Neat, pictures, and color.)c. Make it clear and concise. To the point and informational!d. It must contain accurate information taken from reliable sources.e. There should be at least 5 graphics.f. Brochure should be free of spelling errors and sentences are complete. The following information must be included:First panel should include a title, your name and class period, a picture, and a slogan or catch phrase discouraging the use of alcohol. What is alcohol? What are at least 5 short-term effects of alcohol use?What are at least 5 long-term effects of alcohol use?Must include and define fatty liver, and cirrhosis as 2 of the 5.How is alcohol dangerous?What are the consequences of using alcohol? With the law? At school? At home?What are the warning signs of alcohol addiction? Include at least 3 statistics about alcoholism.How can someone get help for alcohol addiction? Include where someone could go for help or HOTLINES for help.36576003232150022860032321500You must include a works cited and list the resources you used to access your information. (Small print on back of brochure) Name _____________________________ Class Period:________ Date:____________Alcohol Brochure RubricCATEGORY(4)ADVANCED(3) PROGRESSING(2) PROFICIENT(1)BEGINNINGAttractiveness & Organization? (Organization)The brochure has exceptionally attractive formatting and well-organized information.The brochure has attractive formatting and well-organized information.The brochure has well-organized information.The brochure's formatting and organization of material are confusing to the reader.Content - Accuracy (Ideas)The brochure has all of the required information, and all facts are accurate (see instructions) The brochure has all of the required information but is missing 1-2 pieces that should be included and 90-99% of facts are accurate. (See instructions).The brochure has most of the required information but is missing 3-4 pieces that should be included and 80-89% of facts are accurate. (See instructions).The brochure has little of the required information and is missing 5 or more pieces that should be included and 79-0% of facts are accurate. (See instructions).Writing - Mechanics? (Conventions)All of the writing is done in complete sentences. Capitalization and punctuation are correct throughout the brochure.Most of the writing is done in complete sentences. Most of the capitalization and punctuation are correct throughout the brochure.Some of the writing is done in complete sentences. Some of the capitalization and punctuation are correct throughout the brochure.Most of the writing is not done in complete sentences. Most of the capitalization and punctuation are not correct throughout the brochure.Graphics/PicturesThe graphics go well with the text and there is a good mix of text and graphics.The graphics go well with the text, but there are so many that they distract from the text.The graphics go well with the text, but there are too few.The graphics do not go with the accompanying text or appear to be randomly chosen.SourcesThere are citations from a variety of sources accurately listed.There are some citations from a variety of sources accurately listed on the brochure.There are a few citations accurately listed on the brochure.Incomplete citations are listed on the brochure.__________/20 ................
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