Health Education Lesson Plan

Descriptive Information

Skill Emphasis (NHES): Self-Management

Grade Level: High School (9th

)

Content Area of Health: Alcohol & Other Drugs

Content Descriptor & Sub-Descriptor(s):

2. Short-term & Long-term Effects of AOD Use 2.1 Risks of dependence and addiction 2.2 Physical, social, and emotional effects of AOD use 2.7 Effects of other illicit drugs 2.12 Benefits of not using AOD 3. Positive & Negative Influences on AOD Use 3.1 Pressures to use 3.4 Peer influences 3.7 Influences on different levels of AOD use

Title of Lesson: Narcotics

PA Standard (Health & PE):

National Health Education Standard 1: Students will comprehend concepts related to health promotion and disease prevention. National Health Education Standard 3: Students will demonstrate the ability to practice heath-enhancing behaviors and avoid or reduce health risks. Pennsylvania State Health Education Standard: 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)

Curricular Connections: Biology, Math, P.E., English

Adolescent Risk Behavior: Drug Use

Behavioral Objective(s)

Cognitive: Students will describe effects of drugs and alcohol and how they impair the stations.

Affective: Students will reflect upon each of the drug and alcohol related stations.

Skill-Based: Students will demonstrate the ability to practice heath-enhancing behaviors and avoid or reduce health risks.

.

Brief Outline of Today’s Lesson

Set Induction

Bell Ringer

Content

o NHES Skill – Self-Management

o Narcotics

o Heroin

o Hallucinogens

PCP

LSD

Ketamine

Mushrooms

o Ecstasy & Designer Drugs

In-Class Learning Activity – Drug and Alcohol Stations

In-Class Learning Activity Assessment

Conclusion

1. Introduction to the Lesson (Set Induction):

2. Bell Ringer (Instant Activity):

In their notebooks, the students will write down as many different types of effects of drugs as

they can.

3. Content & Instructional Strategies:

NHES Skill – Self-Management – Use self-management to make healthful choices and decisions – (Lecture)

Demonstrate habits that contribute to health Describe or demonstrate specific first aid and safety techniques Identify strategies to avoid or manage unhealthy or dangerous situations List the steps in the correct order if there is one

4. Drug & Alcohol Stations Before class prepare the materials needed for the various stations. The students may work with two partners of their choice for this activity. Throughout the room, there will be 7 drug/alcohol based stations, as the students move to

the different stations, they must wear their sunglasses. Every object they bump into signifies $500 worth of damage. Every person they bump into signifies someone they hurt or killed because they were driving under the influence of drugs or alcohol.

o Station 1 – Balloons At this station, there will be 6-10 inflated balloons that have a subject of

value written on them. (Ex: family, pet, car, grades, etc.) While wearing the sunglasses, the students (one at a time) will try and keep

as many of the balloons in the air as possible.

Naturally, some of the balloons will fall to the ground. Ask students to look at which balloons were lost first, and how they would feel if they lost something valuable (like family, etc.) due to drug/alcohol use.

o Station 2 – Nuts & Bolts While wearing heavy, thick gloves, the students must try to screw a nut and a

bolt together. This station signifies the dexterity impairment that affects people who may

be under the influence of drugs and alcohol. o Station 3 – Write Up

Have a pile of notecards at the station. Each notecard should have an anti-drug phrase written on it.

One at a time, the students will take turns writing a phrase on the board. The students must wear a heavy pair of gloves and their sunglasses as they write.

Ask students how they felt as they wrote the phrases on the board. o Station 4 – Smoking Aerobics

Have the students complete 20 normal jumping jacks. Then, have each student breathe through a straw and attempt the 20 jumping

jacks. Afterwards, tell the students that aerobic exercise is extremely difficult for

individuals who smoke on a regular basis and have student reflect upon their experience.

Write down two facts you know about smoking. Write down two of your most favorite physical activities. How did you feel when you were breathing through the straw and

completing the jumping jacks? How can smoking affect your participation in the two activities you

listed? o Station 5 – Tobacco Math

At this station, compile a price list of various cigarettes. Give the students a hypothetical situation: “Pretend that you smoke 2 packs

of cigarettes every single day.” (This activity can be adapted for a six-pack of beer every day or a bottle of wine every day).

Let the students calculate the price of a pack of cigarettes times the number of packs they smoke each day. For example, Marlboros: $3.20 multiplied by 2 = $6.40 per day

Multiply that number by 7 to show the weekly cost of smoking those two packs a day: $6.40 times 7 = $44.80 per week.

Now multiply that number by 52 to show the annual amount of money you would spend in a year: $44.80 times 52 = $2329.60 per year.

Next, give students some time to discuss other ways that money could be better spent.

Be sure to ask the students if smoking is really worth that amount of money.

o Station 6 – Tongue Tied

One at a time, have the students recite their name, birthday, and the alphabet out loud.

Then, using a tongue depressor, have the students recite the same three items again. This simulates how difficult communicating can be when intoxicated.

If there is extra time, have one-two students pretend to be police officers who are talking with an intoxicated person. The other student will keep the tongue depressor on his or her tongue and attempt to converse with the officers. Have the students switch roles.

o Station 7 – “Beer” Goggles One at a time, the students will take turns wearing the “beer” goggles. While wearing the goggles, the students will try to walk along a taped path.

The path can be straight or zig-zagged. Also, have the students spin around 10 times (as fast as possible) before

walking along the line. As a safety precaution, the students who are not wearing the goggles

should act as spotters.

5. In-Class Learning Activity Assessment-Description & Criteria

6. Final Thoughts/Conclusion to the Lesson “After completing today’s activities, I hope that you all can see how drugs and alcohol can have detrimental effects on a person’s life. Keep in mind that not only can these substances affect your physical body, but also your relationships, career, activities, and so on.” 7. Classroom Management & Materials

Classroom Materials

o Handouts/Worksheets: PowerPoint slide handouts, station cards, analytical rubric, student instruction sheet

o Other Materials: PowerPoint slides, glued sunglasses, balloons, Sharpie marker, nuts/bolts, thick gloves, chalk/chalkboard, plastic straws, calculator, tongue depressors, “beer” goggles

Classroom Management

o For Content Delivery: Students will be seated at their assigned desks

o For In-Class Learning Activity: The students will move from station to station throughout the room with their group.

Content References Bronson, M.H. (2011). Glencoe health. McGraw-Hill Publishing; Columbus, OH. Pp. 608-610. Activity Reference(s) Carter, Matt. (2003). Tobacco math. PE Central.

http://www.pecentral.org/lessonideas/ViewLesson.asp? ID=4330 D’Angelo, R. (2010). Smoking aerobics. PE Central. http://www.pecentral.org/lessonideas/View

Lesson.asp?ID=930 Irvine, E. (2001). Sobriety testing stations. PE Central. http://www.pecentral.org/LessonIdeas/

ViewLesson.asp?ID=932 Appendices

Student Instruction Sheet

In-Class Learning Activity: Drug & Alcohol Stations

Split up into groups of 2-3 students of your choice. Throughout the room, there will be 7 drug/alcohol based stations, as the students

move to the different stations, they must wear their sunglasses. Every object they bump into signifies $500 worth of damage. Every person

they bump into signifies someone they hurt or killed because they were riving under the influence of drugs or alcohol.

Score the “Drug & Alcohol Stations” activity using the following core concepts criteria, skill cues, additional criteria, and analytical rubric.

Core Concepts Content for Healthful Eating shows:

Accuracy Comprehensiveness Relationships among concepts Conclusions drawn

NHES Skill – Self-Management Demonstrate habits that contribute to health Describe or demonstrate specific first aid and safety techniques Identify strategies to avoid or manage unhealthy or dangerous situations List the steps in the correct order if there is one

Additional Criteria: Score the “Drug and Alcohol Station” Activity using the following core concepts criteria, skill cues, additional criteria, and Analytical Rubric.

Each reflection question is completed Each answer is detailed and appropriate

Student Reflection Questions

Station 1:

Which were the first balloons to fall to the ground? Did you feel as though you were out of control and overwhelmed as you tried to keep up all

of the balloons? How does drug and alcohol use affect the most important aspects of life?

Station 2: How difficult was it to screw together the nut and bolt? What did you feel as you completed this station?

Station 3: How did you feel as you wrote the phrase? Did the phrase look like you thought it would, or was it messier than it would have

been if you wrote it without “being under the influence?” Station 4:

Write down two of your most favorite physical activities. How did you feel when you were breathing through the straw and completing the

jumping jacks? How can smoking affect your participation in the two activities you listed?

Station 5: Complete all of the math equations. Discuss other ways that money could be better spent. Write down three things you

would buy with the money you could save by not smoking. Station 6:

Was it difficult to speak with the tongue depressor? Imagine that you did need to speak with a police officer, a doctor, or a family

member. If there was an emergency and people could not understand you, how would that affect the situation?

Station 7: As you walked across the line, did you fumble and step off of the path? How did you feel as you “drunkenly” walked the line?

Name:______________________________________________________________ **Staple your reflection questions from all of the stations to this sheet of paper!!** Keep track of the number of times you bump into an object. Each time you bump into something, it results in $500 worth of damage. After you visit each station, calculate how much damage you did during the activity. Number of objects bumped into: _________________________ Number of objects x 500 = $_________________ worth of damage Keep track of the number of people you bumped into. Each person you ran into results in an injury or death due to intoxicated driving. Number of people bumped into: ____________________________ Think about the physical damage and life damage you were responsible for as you completed the activity. If this were a real scenario, how would you feel about ruining physical property or someone’s life? When you were not wearing the sunglasses or goggles, you signified the “sober friend.” How did you feel seeing your “drunk friend” completing the various tasks?