Lesson Plans 8-19-23-13

THE TRUTH ABOUT ALCOHOL LESSON  6: LESSON  PLAN

Competency: 3a,b,e,f, 7cCCS:WHST.9-12 4&9  CCS:RST.9-12.4-5                                    Monday 8-19-13 

Pre-Bell: The students will complete main idea objectives 1-4 on page562 = discuss after completion.

A. SHOW PSA (3 min.): Play the public service announcement: "One of the Guys" (alcohol). Ask students for their views on what they just saw and get several students to tell the rest of the class what they learned from watching the PSA.

B. SHOW DOCUMENTARY CHAPTER (9 min.): Play "The Truth About Alcohol.”

C. DISCUSSION (5 min.): Invite students to give their views about the film they just saw. Do they consider alcohol is a drug?

D.VOCABULARY(4 min.):  Use the following definitions  to guide the class to a clear understanding   of the meaning  of each word:

Blackout: a temporary loss of consciousness, sight or memory.

Delirium   Tremens: a psychotic condition typical of withdrawal in chronic alcoholics, involving tremors, hallucinations, anxiety and disorientation.

Dependence: having  a physical  or  mental  "need"  to  use  a drug  or  other substance regularly, despite the fact that  it is likely to have a damaging  effect.

High Blood Pressure: blood pressure is the amount of force with which blood flows through the body. When someone has high blood pressure, it means the heart must work harder to pump blood through the arteries. If the condition persists, damage to the heart and blood vessels is likely.

Motor   Skills:  dexterity and ease of coordination in the execution of body motions.

Nerve Cells: cells that are part of the nervous system and send messages to and from the brain.

Toxicity: the state of being poisonous to somebody or something.

E. READING  (5 min.): Have students  take turns  reading  aloud  these  sections from The  Truth  About  Alcohol  booklet:  "What  Is Alcohol?"   "Understanding How Alcohol Affects   the   Body"   "What Is Binge Drinking?"   "What Is Alcoholism or Alcohol Dependence?"   "Short-term   Effects"  "Long-term Effects" and  "The Youngest Victims:'

F.   DISCUSSION  (5 min.):  Ask your  students   to  write  the  answers  to  these questions  on  a sheet  of paper. Then discuss the correct answers and have students grade their own papers. Does alcohol affect teenagers more than adults? Why?

What can happen to a pregnant woman who drinks alcohol?

What are some of the short-term effects of alcohol?

What are some of the long-term effects of alcohol?

 

G.  SKIT (20 min.): Arrange students into groups of four.  Have  each  group write  and  perform  a short  skit  that  demonstrates  how someone’s  life could be affected by alcohol. The skits should  be approximately  2-5  minutes  long and  should  demonstrate   what  the  students  in the  group  learned  about  the effects of alcohol during  this lesson.

Give the teams a few minutes to write the scripts for their skits. Review the scripts  to  ensure  that  they  are aligned  with  the  purpose   of this  lesson  and activity.

Then have the groups perform their skits for the class.

 

H.  ASSIGNMENT   (4 min.): Hand out a copy of the Understanding Drugs Assignment Sheet to 'each student.  Have them  fill in the  name  of the  drug studied  in this lesson at the top of the form and then write what they learned about  it  and  turn  it in. Note: If the lesson is running too long you can use this in-class assignment as a homework assignment.

I. CLASS ASSIGNMENT: Tell students  to  complete  reading  The  Truth  About  Alcohol booklet.

Resources: The teacher and students will use questions, worksheets, Glencoe software, online, videos, IAS.G, and “The Truth About Drugs Educators Guide” and booklets and Health textbook.

Progress Monitoring: Peer- helper(s), Teacher’s Notes, Students notes, Re-test, Make-up day for missed or incomplete work, Teacher Observation, Test Scores, Conference with student and parent, Pre and  Post Test

Homework: None

Assessment: Take up G assessment for a grade.

THE TRUTH ABOUT  ECSTASY  LESSON  7: LESSON  PLAN                                           Tuesday 8-20-13 

Competency: 3a,b,e,f, 7cCCS:WHST.9-12 4&9  CCS:RST.9-12.4-5

Pre-Bell: The students will complete WKSHT on ecstasy = discuss after completion.

A. SHOW PSA (3 min.):  Play the public service announcement: 60 "E" (Ecstasy). Ask  students   for  their  views  on  what  they  just  saw  and  get  several  students to  tell the  rest  of the  class what  they  learned   from  watching   the  PSA.

B. SHOW DOCUMENTARY CHAPTER (10 min.):  Play "The   Truth   About Ecstasy.”

C. DISCUSSION   (5 min.): Ask students for their views about the film they just saw. Have  students   volunteer   stories  about  times  when  they  partied   and  had fun  without   being  high.

D. VOCABULARY   (12  min.): Use  the  following  definitions  to  guide  the  class to  a clear  understanding     of the  meaning   of each  word: Amphetamine:  any  of  a  group   of  powerful    stimulant    drugs,   often   called "speed;'  that  act on  the  central  nervous   system  (the brain  and  the  spinal  cord), increasing   heart  rate  and  blood   pressure   while  reducing   fatigue.  Exhaustion and depression follow when the effects of the amphetamine wear off. Serious mental problems can develop from repeated use.

Convulsion:  a violent   shaking   of the  body  or limbs  caused  by  uncontrollable muscle  contractions   (strong  and  painful  movements),   which  can be a symptom of brain  disorders   and  other  conditions.

Depressants: often referred to as central   nervous   system depressants, these drugs slow down brain function. They include sedatives and tranquilizers. Designer Drug: a drug that has been chemically altered to enhance its properties or to evade a legal prohibition. Dog De-worming Substance:  a chemical   substance used to get rid of worms, parasites that live in a dog's intestines and other tissues.

Drug Enforcement Administration   (DEA): an agency of the US Government established in 1973. The  primary   task  of the  agency  is to reduce  the  supply  of illegal  drugs  produced   inside  the  US or  entering   the  US from  abroad. Heatstroke:  a condition   caused  by too  long  an exposure  to high  temperatures, causing  high  fever, headaches,  hot  dry skin, physical  exhaustion  and  sometimes physical  collapse  and  coma.

Hemorrhaging:  heavy, serious bleeding of the body. Kidney Failure:  a breakdown   or lessening  of the  performance   of the  kidneys  or an  occasion   when  they  stop  working   or  stop  working  adequately. Nerve  Ending:  one  of the  millions   of points   on  the  surface   of the  body  and inside  it that  sends  messages   to  the  brain,   causing  people  to  feel sensations such  as heat,  cold  and  pain. Nervous   system: all the nerves in the body together with the brain   and spinal cord. Psychological Warfare: the use of propaganda, threats and other psychological techniques to mislead,   intimidate, demoralize or otherwise   influence the thinking or behavior of an opponent. UN  Office on Drugs and Crime: the  United   Nations   Office  on  Drugs   and Crime  helps  countries   fight  illegal  drugs,  crime  and  terrorism.

E. READING   (10 min.): Have  students   take  turns   reading  aloud  the following sections  from The  Truth  About  Ecstasy  booklet: “Dancing   with  Death?"   “Do You Really Want to Party?"  "What Is Ecstasy?"   "Imaginary Love  Pill-Off with  the  Mask"   "Consequences of Using  Ecstasy"   "Short-term  Effects" "Long-term  Effects"  and  "Can  I Get Addicted to  Ecstasy?"

F. DISCUSSION (10 min.): Tell your students to write the answers to these questions on a sheet of paper. Then discuss the correct answers and have the student’s grade their own papers Explain what is unknown about the way an Ecstasy tablet is manufactured.

Is Ecstasy dangerous to mix with alcohol?  Explain what can be the result of Ecstasy shutting down the natural alarm Signals given out by the body.  What are some of the short-term effects of Ecstasy?  What are some of the long-term effects of Ecstasy?

G. IN-CLASS ASSIGNMENT (5 min.):  Hand out a copy of the Understanding Drugs Assignment Sheet to each student. Have them fill in  the  name  of the  drug studied  in this lesson at the top of the form and then  write what they learned about  it and  turn  it in.

H.  HOMEWORK: Tell students to complete reading The Truth About Ecstasy booklet.

Resources: The teacher and students will use questions, worksheets, Glencoe software, online, videos, IAS.G, and “The Truth About Drugs Educators Guide” and booklets and Health textbook.

Progress Monitoring: Peer- helper(s), Teacher’s Notes, Students notes, Re-test, Make-up day for missed or incomplete work, Teacher Observation, Test Scores, Conference with student and parent, Pre and  Post Test

Homework: None

Assessment: Take up G assessment for a grade.

 

THE TRUTH ABOUT  COCAINE  LESSON  8: LESSON  PLAN                             Wednesday 8-21-13 

Competency: 3a,b,e,f, 7cCCS:WHST.9-12 4&9  CCS:RST.9-12.4-5

Pre-Bell: The students will complete WKSHT on ecstasy = discuss after completion.

A. SHOW PSA (3 min.): Play the public service announcement: "Party All Night" (cocaine). Ask students for their views on what they just saw and get several students to tell the rest of the class what they learned from watching the PSA.

B. SHOW DOCUMENTARY CHAPTER (8 min.): Play "The Truth About Cocaine.”

C. DISCUSSION (10 min.): Have students give their views about the film they just saw. Ask students: What were the effects they observed or heard about that they can relate to?

D. VOCABULARY (10 min.):Use the following definitions  to guide  the class to a clear understanding  of the meaning  of each word: Delirium: a state marked  by extreme  restlessness, confusion  and  sometimes

hallucinations, caused by fever, poisoning  or brain injury. Dilated:  enlarged, usually describing the pupils of the eyes. Edginess: a state of being nervous and anxious and likely to lose control. Erratic: unpredictable and unstable. Euphoria:  a feeling of great joy, excitement or well-being. Hallucination: the perception of somebody or something that is not really there, which is often a response to some drugs. Hyper-excitability: hyper-excitability hyper- means excessive, unusually high. Therefore, means unusually high excitability (nervous and liable to become quickly excited). Hyper-Stimulation: hyper-stimulation hyper- means excessive, unusually high. Therefore, means unusually stimulated (to cause physical activity in something such as a nerve or an organ). Methamphetamine: a highly  addictive  central  nervous  system  (brain  and spinal cord) stimulant; an illegal, man-made  synthetic drug in the same class as cocaine and  other  powerful  street drugs. Narcotic: a drug affecting the central nervous system (the brain and spinal cord), which can cause dizziness, euphoria, loss of memory, lack of coordination and unconsciousness. Many narcotics are derived from the opium poppy. Respiratory Failure: respiratory   means  relating  to  or  used  in  breathing  or the  system  in the  body that  takes  in  and  distributes  oxygen. Failure means a breakdown or lessening of the performance of something.  Therefore a respiratory failure is a lessening or breakdown of the ability to breathe oxygen into the body. Sleep Deprivation: not having or being prevented from having sufficient sleep. Stroke: a sudden blockage or rupture (the breakage of something) of a blood vessel in the brain resulting in, for example, loss of consciousness, partial loss of movement or loss of speech. Tactile:  relating to or used for the sense of touch.

E. READING  (3 min.): Have students  take  turns  reading  aloud  the  following sections  from  The  Truth  About   Cocaine  booklet:  "What  Is Cocaine?"  and "A Deadly White  Powder:'

F. DISCUSSION (5 min.): Ask students for their views on what they just read. What did they learn about cocaine that they did not know before?

G.   READING  (3 min.):Have students  take  turns  reading  aloud  the following sections from  The  Truth  About   Cocaine  booklet: "Why Is Cocaine So Highly Addictive?" and  "Effects of Cocaine.”

H. DISCUSSION (3 min.): Ask students for their views on what they just read. What did they learn that they did not know before?

I. READING  (2 min.): Have  students  take  turns   reading  aloud  the  section from  The  Truth  About Cocaine  booklet "Effects of Cocaine", including  the "Short-term  Effects" and  "Long-term  Effects.”

J. DISCUSSION  (3 min.): Tell your  students   to  write  the  answers  to  these questions  on  a sheet  of paper. Then discuss the correct answers and have students grade their own papers. How addictive is cocaine? Where does cocaine come from? What happens when someone comes down from cocaine "high"?  What are some of the short-term effects of cocaine? What are some of the long-term effects of cocaine?

K. CLASS ASSIGNMENT (5 min.): Hand out a copy of the Understanding   Drugs Assignment Sheet to each student.  Have them  fill in the  name  of the  drug studied  in  this lesson  at the  top  of the form  and  then  write  what they have learned  about  it and  turn  it in.  L. HOMEWORK: Tell students to complete reading The Truth About   Cocaine booklet.

Resources: The teacher and students will use questions, worksheets, Glencoe software, online, videos, IAS.G, and “The Truth About Drugs Educators Guide” and booklets and Health textbook.

Progress Monitoring: Peer- helper(s), Teacher’s Notes, Students notes, Re-test, Make-up day for missed or incomplete work, Teacher Observation, Test Scores, Conference with student and parent, Pre and  Post Test

Homework: None

Assessment: Take up G assessment for a grade.

THE TRUTH ABOUT CRACK COCAINE LESSON  9: LESSON  PLAN                            Thursday 8-22-13 

Competency: 3a,b,e,f, 7cCCS:WHST.9-12 4&9  CCS:RST.9-12.4-5

Pre-Bell: The students will complete question # 6 from discussion sheet = discuss after completion.

A.    SHOW   PSA (3 min.): Play the public service announcement: "Love Lost" (crack).  Ask the  students   for their  views  on  what  they  just  saw and  get several students  to  tell  the  rest  of  the  class  what   they   learned   from   watching    the PSA.

B. SHOW DOCUMENTARY CHAPTER   (8 min.): Play "The   Truth   About “Crack.”

C. DISCUSSION (8 min.): Ask students for their views about the film they just saw. Why  do they  think people  who  do  crack  get so desperate  that  they  would do  anything   to  get more?

D. VOCABULARY  (8 min.): Use the  following   definitions   to  guide  the  class to a clear  understanding     of the  meaning  of each  word:

Audltorv: related to hearing.  Blood  Vessel: any  of the  veins  (large and  small)  that  transport   blood  through the  body.  Mood Disturbances: disturbances in a person’s emotional life. These  may include feelings  of  sadness, hopelessness  and  worthlessness, complaints  of physical  pain,  and  changes  in appetite,  sleep patterns   and  energy  level. Reproductive  Damage: damage  caused  to  the  parts  of the  body  having  to  do with  the  production    of children. Tactile  Hallucinations: tactile  means   having   to  do  with  the  sense  of touch and  a hallucination   means   experiencing   a seemingly  real  perception   that is not  actually  present. Tactile hallucination   is when  someone  experiences  some perception   related  to touch  when  it is not  really  there.

E. READING  (8 min.): Have students  take turns  reading  aloud  the  following sections   from   The  Truth  About  Crack  Cocaine booklet:   "What   Is Crack Cocaine?"  "Why Is Crack Cocaine So Highly Addictive?" "Effects of Crack Cocaine" and "Physical & Mental Effects.”

 

F. DISCUSSION  (10 min.):  Tell your  students  to  write  the  answers  to  these questions  on  a sheet  of paper. Then discuss the correct answers and have students grade their own papers.

What makes crack cocaine different from cocaine?

Where does crack's name come from?

How addictive is crack cocaine?

What are some of the short-term effects of crack cocaine?

What are some of the long-term effects of crack cocaine?

G. ASSIGNMENT (10 min.): Hand out a copy of the Understanding Drugs Assignment Sheet to each student.  Have them  fill in the  name  of the drug studied  in this  lesson  at the top  of the form  and  then  write  what  they have learned  about  it and  turn  it in.  Note: If the lesson is running too long you can use this in-class assignment as a homework assignment.

H.  CLASS ASSIGNMENT: Tell students to complete  reading  The  Truth  About  Crack Cocaine  booklet.

Progress Monitoring: Peer- helper(s), Teacher’s Notes, Students notes, Re-test, Make-up day for missed or incomplete work, Teacher Observation, Test Scores, Conference with student and parent, Pre and  Post Test

Homework: None

Assessment: Take up G assessment for a grade.

 

THE TRUTH ABOUT  CRYSTAL  METH  AND  METHAMPHAMPHETAMINE  LESSON  10 : LESSON PLAN

   Competency: 3a,b,e,f, 7cCCS:WHST.9-12 4&9  CCS:RST.9-12.4-5                                Friday 8-23-13 

Pre-Bell: The students will complete WKSHT on ecstasy = discuss after completion.

A. SHOW   PSA (3 min.): Play the public service announcement: Study" (crystal   meth).  Ask  students    for  their   views  on  what   they  just  saw and  get  several   students   to  tell  the  rest  of the  class  what  they  learned   from watching   the  PSA.

B. SHOW DOCUMENTARY Crystal Meth."

C. CHAPTER (8 min.): DISCUSSION (5 min.): Ask students for their views about the film they just saw. Why  do  they  think   people  who  do  meth  keep  doing  it even  though   it is destroying   their  body  from  the  inside  out?

D. VOCABULARY  (4 min.): Use the  following  definitions  to  guide the class to a clear  understanding  of the  meaning  of each  word: Abstract: thought of apart from concrete  realities, specific  objects or actual instances,  as an  abstract  idea. Delusions of Power: gross and false overestimation importance, powerfulness or attractiveness of personal worth. Derivative: chemical substance formed from a related substance. Metric Ton: a unit of weight equal to 1,000 kilograms   (2,205 pounds).  Mood Swings: sudden and extreme changes in a person’s emotions feelings. Rush: the first surge in sensation felt when smoking or injecting a drug, varying in length depending on the drug. Systematically: done or acting according to fixed plan or system, methodical.

E. READING  (5  min.):  Have students  take  turns  reading  aloud  the  following sections    from  The   Truth  About   Crystal  Meth   and   Methamphetamine booklet:  "What Is Crystal Meth?" "What Is Methamphetamine?"  and "What Does Methamphetamine   Look Like?"

F. DISCUSSION (3 min.): Ask students for their views on what they just read. What did they learn that they did not know before?

G. READING (3 min.) Have students  take  turns  reading  aloud  the  following sections from  The Truth About  Crystal Meth and Methamphetamine  booklet: What  Is Meth  Made From?"  and ''A Worldwide Epidemic  of Addiction:'

H. DISCUSSION (3 min.): Ask students for their views on what they just read. What did they learn about crystal meth that they did not know before?

I. READING (2 min.): Have students take turns reading aloud the following sections from The Truth  About  Crystal  Meth and Methamphetamine booklet: "The Deadly Effects of Meth" and the subsection Meth  Harm.

J. DISCUSSION  (4 min.): Tell your  students   to  write  the  answers  to  these questions  on  a sheet  of paper. Then discuss the correct answers and have students grade their own papers. What does crystal meth look like? Why is methamphetamine   dangerous? Can someone become addicted to crystal meth the first time it is used? What are some of the short-term effects of methamphetamine? What are some of the long-term effects of methamphetamine?

K. ACTIVITY (10 min.): Give students a sheet of 8Yz"   x 11" paper and have them draw a line down the center to divide the sheet in half. On the left side, have students draw a face and make it look as pretty or handsome as they can. At the top  of the page they write  "Before taking  crystal meth"  Then  on the  right  side of the  page, they draw the  same character showing  how the features  have changed  after the person  has  been  taking  crystal  meth  for a few years. Have them head  the top  of the right  side of the page "After taking crystal meth"  Then  have the students  post  their  sketches so they can  all see each other's. Show Pictures of real people addicted to Meth.

L. ASSIGNMENT (5 min.):  Hand out a copy of the Understanding Drugs Assignment Sheet to each student.  Have them  fill in the  name  of the  drug studied  in this  lesson  at the  top  of the form  and  then  write  what  they  have learned  about  it  and  turn  it in.

M. ASSIGNMENT: Tell students to complete reading The Truth About Crystal Meth and Methamphetamine booklet.

Resources: The teacher and students will use questions, worksheets, Glencoe software, online, videos, IAS.G, and “The Truth About Drugs Educators Guide” and booklets and Health textbook.

Progress Monitoring: Peer- helper(s), Teacher’s Notes, Students notes, Re-test, Make-up day for missed or incomplete work, Teacher Observation, Test Scores, Conference with student and parent, Pre and  Post Test

Homework: None

Assessment: Take up G assessment for a grade.