(6) Marijuana Lesson Plan 04-28-30- (05-1-2)-14 Inhalants

Wayne County High School Daily Lesson Plan

Teacher: Kathy Hundley

Course:                Drug Education = Marijuana (Hashish = Hashish Oil) to Inhalants

Date(s 04-28-30 - (05-1-2)-14  

Mississippi Frameworks        

3. Demonstrate the ability to practice health-enhancing behaviors and reduce health risks.

    b. Identify websites regarding sources that provide valid health information.

    e. Describe how individuals can help reduce the misuse and abuse of drugs.

    f. Explain how drugs and medicines have affected the life span of human beings.

    g. List future positive effects of drugs and medicines on society.

    k. Explain other measures for at-risk behavior involving communicable diseases.

 7. Demonstrate the ability to advocate for personal, family, and community health.

     c. Illustrate how drug use, misuse, and abuse cause problems in society.

 Common Core

  RST.9-12.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of

explanations or descriptions. RST.9-12.2: Determine the central ideas or conclusions of a text; trace the text’s explanation or

depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. RST.9-12.4: Determine the

meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical

context relevant to grade texts and topics.

 WHST:9-12.1a.Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations,

or other information and examples appropriate to the audience’s knowledge of the topic. WHST: 9-12.4: Produce clear and

coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST:9-12.5.

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing

what is most significant for a specific purpose and audience. WHST: 9-12.9: Draw evidence from informational texts to support

analysis, reflection, and research

Monday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Subject: “The Truth About Hashish.” The students will define hashish; describe forms of; how taken; short-long-term effects of; identify slang names; and list and explain help available for people who abuse “Hashish.”

Eagle Challenge (3-5 minutes)

Finish completing summative from Friday. RST:9-12.1 WHST:9-12.9

Learning Tasks/Activities

Intro/Set: After finishing Eagle Challenge (closure assignment from previous day), the students and teacher will discuss after completion.

Guided Practice/Discussion: Reading: Have students take turns reading aloud the following sections: “Hashish Facts", including “The Effects”  “The Dangers”  “The Law"  “Prevention and Treatment.”  After students read ask students to complete Q&A on hashish. Show pictures/Images of hashish during discussion. Then discuss after completion. RST:9-12.1 WHST:9-12.9

Text/Materials

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

Closure

The students will start on “The Most Commonly Abused Drug “Hashish” and then write a brief summative on what they learned about “Hashish.”

Remediation (if needed)

     

Enrichment (Write in as needed)

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Take up Independent Practice for a grade.

Tuesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

The students will explain facts about “The Most Commonly Abused Drug “Hashish.”

The students will pass test with 80% accuracy on “The Truth About Marijuana.”

The students will define inhalants; describe forms of; how taken; short-long-term effects of; identify slang names; and list and explain help available for people who abuse Inhalants.

Eagle Challenge (3-5 minutes)

 Intro/Set: Finishing Eagle Challenge (closure assignment from previous day).

Learning Tasks/Activities

Subject: The students will finish “The Most Commonly Abused Drug “Hashish/Hashish Oil.” Start on new lesson after testing “The Harmful Effects of Inhalants.”

Intro/Set: After finishing Eagle Challenge, the students and teacher will discuss “The Most Commonly Abused Drug “Hashish.”

Guided Practice/Discussion: Reading: Have students take turns reading aloud the following sections: " Hashish Oil Facts:” including “The Drug”  “What is hashish Oil?" Street terms for hashish Oil are"  “Description of” “The Problem.” “Hashish Facts", including “The Effects”  “The Dangers”  “The Law"  “Prevention and Treatment.” After students read ask students to complete Q&A on hashish Oil. After completion = discuss and show pictures/Images of hashish.

Independent Practice: Afterward, organize notes and pre-bells to turn in for a grade later. Study notes for test. The students will complete test. Turn in organize notes, pre-bells, and test. Start new lesson.

Text/Materials

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

Closure

The students will start on Understanding Drugs = Inhalants.

Remediation (if needed)

     

Enrichment Write in (if needed)

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Take up Rubric using organize notes, test and pre-bells in for a grade.

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

The students will define inhalants; describe forms of; how taken; short-long-term effects of; identify slang names; and list and explain help available for people who abuse Inhalants.

Eagle Challenge (3-5 minutes)

Intro/Set: Finishing Eagle Challenge (closure assignment from previous day).

Learning Tasks/Activities

Intro/Set: After finishing Eagle Challenge, the students and teacher will discuss after completion. Start on today’s lesson on “Inhalants.” Guided Practice: Play the public service announcement: "Sniffing" (inhalants). 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.

Guided Practice/Discussion: Show documentary "The Truth About Inhalants.” Discussion: Have students give their views about the film they just saw. Why do they think kids who see others around them die from inhalant use, or nearly die from it themselves, keep right on doing it? Independent Practice: Have students take turns reading aloud the following sections: " Inhalants Facts:” including “The Drug”  “What are Inhalants?" “Who abuse Inhalants?"  “Types of Inhalants” “Forms of inhaling.” After reading the students will complete Q&A based on sections above. Then discuss after completion.

Textbook/Materials

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

Closure

The students will start on chapter23.4 Q&A = Reading the label.

Remediation (if needed)

     

Enrichment (Write in As needed)

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Rubric: Note - Taking Skills =Take up Guided practice for a grade.

Thursday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

Subject: The Health Risks of Marijuana = The students will list and describe the physical, mental, emotional, risks and legal consequences of marijuana.

Eagle Challenge (3-5 minutes)

“The History of Marijuana.”

Learning Tasks/Activities

Intro/Set: After finishing Eagle Challenge, the students and teacher will discuss after completion. Start on today’s lesson on “The Health Risks of Marijuana.”

Guided Practice/Discussion: Reading: Have students take turns reading aloud the following sections: " Inhalants Facts:” including “The Inhalant High”  “Health Effects?" “Caution: Watch for Signs of Inhalants Abuse“ “Long- term users Health Effects.”  After reading the students will complete Q&A based on sections above. Then discuss after completion.

Textbook/Materials

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

Closure

The students will write a brief summative on what they have learned thus far on Inhalants. Also include personal account(s) of someone they know who abuse Inhalants. Show in writing how they know someone is abusing Inhalants. How do you know a person is high on Inhalants?  BECAUSE YOU KNOW THE FACTS: What would you tell a friend who is considering Inhalants? What would you tell a friend now, who abuse Inhalants?

Remediation Write in (if needed)

     

Enrichment Write in (if needed)

      

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Take up Guided practice for a grade.

Friday

 

Focus of Lesson

 (Student-Friendly Objective)

The students will define Volatile Substances; describe forms of; how taken; short-long-term effects of; identify slang names; and list and explain help available for people who abuse Volatile Substances.

Eagle Challenge (3-5 minutes)

Finish Eagle Challenge (closure assignment from previous day.)

Learning Tasks/Activities

Intro/Set: After finishing Eagle Challenge (closure assignment from previous day), the students and teacher will discuss after completion.

Guided Practice/Discussion: Reading: The students will work in groups and complete chapter 23.4 Q&A on volatile substances. Then discuss after completion.

Textbook/Materials

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

Closure

The students will complete matching WKSHT on volatile substances.

Remediation Write in (if needed)

 

Enrichment Write in (if needed)

 

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Take up Guided practice for a grade.

IEP Accommodation (if applicable)

Provide support and structure. Clearly specify rules, assignments, and responsibilities.

Practice skills frequently. Use games and drills to help maintain student interest.

Incorporate many modalities into the learning process. Provide opportunities to say, hear, write, read, and act out important concepts and information.

Link new skills and concepts to those already mastered.

Allow students to record answers on audiotape.

Allow extra time to complete tests and assignments.

Let students demonstrate proficiency with alternative presentations, including oral reports, role-plays, art projects, and musical presentations.

Provide outlines, notes, or tape recordings of lecture material.

Pair students with peer helpers, and provide class time for pair interaction.

Other Information

(Questions, special instructions, etc.)