(7) Inhalants Lesson Plan 9-16-20-13 Hallucinogens

Wayne County High School Daily Lesson Plan

Teacher: Kathy Hundley(7)

Course:Drug Education Inhalants to Hallucinogens  

              (7) Date(s): 9-16-20-13   

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 VOLATILE SUBSTANCES” = 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)

The students will finish completing matching WKSHT on Volatile Substances. RST:9-12.1 WHST:9-12.9

Learning Tasks/Activities

Intro/Set: Complete Eagle Challenge =   Volatile Substances WKSHT. Then discuss after completion.

Guided Practice: The students will complete Using What You Learned (7-8(1-5) activity WKSHT. The discuss activity after completion. Show 9 min video on “Inhalants.” Ask students to write six things they learned from the video. Then discuss after completion. The students will start on closure activity questions #3 (Analyzing) and #5 (Synthesizing).

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 complete lesson 3 review on page 602, questions #3 (Analyzing) and #5 (Synthesizing).

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 analyze harmful effects and synthesize risk factors of “Inhalants.”

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

Eagle Challenge (3-5 minutes)

The students will finish completing lesson 3 review on page 602, questions #3 (Analyzing) and #5 (Synthesizing). Then discuss after completion

Learning Tasks/Activities

Subject: Finish and Test on “The Harmful Effects of Inhalants.”

Subject: “The Harmful Effects of Hallucinogens.”

Intro/Set: After completing “Eagle Challenge (INHALANTS),” the teacher and students will discuss lesson 3 review on page 602, questions #3 (Analyzing) and #5 (Synthesizing). Ask students to write a brief summary on what they learned about inhalants. The students will share summative with class.  Intro/Set: The students will organize notes and pre-bells to turn in for a grade later. Study notes for test. The students will complete test on “Inhalants”. Turn in organize notes, pre-bells, and test for a grade. Start on New Lesson: Closure Activity on “Hallucinogens.” 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

READING: Have students read pages 609=610 and start on “Understanding Drugs Assignment on Hallucinogens.”

Remediation (if needed)

     

Enrichment Write in (if needed)

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

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

Wednesday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

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

Eagle Challenge (3-5 minutes)

 “Understanding Drugs Assignment on Hallucinogens.”

Learning Tasks/Activities

Guided Reading/Discussion: The students will finish “Understanding Drugs Assignment on Hallucinogens.” Then discuss after completion. During discussion, the teacher will show picture/images of “Hallucinogens.” Also have students read stories about real victims of people who have abuse “Hallucinogens (INTERNET).” Reinforcing What you Learned: Ask students to complete WKSHT without Notes/TXTBK. Also ask students to write a brief summary on what they learned about “Hallucinogens.” Then discuss for understanding.  Start on New Lesson: Closure Activity on “LSD.” RST:9-12.1 WHST:9-12.9

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 “Understanding Drugs Assignment on LSD.”

Remediation (if needed)

     

Enrichment (Write in As needed)

     

Group Composition (if used)

     

Assessment(s)-Pretests & Posttests

Formal and Informal

Take up Guided practice for a grade.

Thursday

 

Focus of Lesson

 (Student-Friendly Objective & #s)

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

Eagle Challenge (3-5 minutes)

The students will finish “Understanding Drugs Assignment on LSD.”

Learning Tasks/Activities

INTRO/Set: Discussion: The students will finish “Understanding Drugs Assignment on LSD.” Then discuss after completion. Guided Practice: Play the Public Service Announcement: "Tripping" (LSD).  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: Show “The Truth About LSD.” Ask students for their views about the film they just saw. Does  LSD expand  the  mind  or does  it  really distort  the  perception   of reality in a way that  could  permanently  damage the user? Independent Practice: Reading : Have students  take  turns  reading  aloud  the  following sections from  The  Truth  About  LSD  booklet: "What Is LSD?" "What Are the Risks of LSD?"  "The Harmful Effects of LSD.”  Independent Practice: The students will answer the following questions after reading. What did they learn about LSD that they did not know before?

Does  LSD expand  the  mind  or does  it  really distort  the  perception   of reality in a way that  could  permanently  damage the user?

What did they learn about LSD that they did not know before?

What is LSD made from?

How long do the effects from LSD last?

In what different forms is LSD produced?

What are some of the physical effects of LSD?

What are some of the mental effects of LSD?

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 the risks of taking LSD questions.

"What Are the Risks of LSD?" section: What is a bad trip? How long can a “bad Trip” last?  What is acid-induced psychosis? How would a person act who has gone into "an   acid-induced psychosis?"   What is a flashback? Can flashbacks occur without warning? How long after taking LSD can a flashback occur? Reinforcing What you Learned: Ask students to complete WKSHT without Notes/TXTBK. Also ask students (BECAUSE YOU KNOW THE FACTS :) to write a brief summary on what they learned about “Hallucinogens.” Then discuss for understanding.  Start on New Lesson: Closure Activity on “PCP.” RST:9-12.1 WHST:9-12.9

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)

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

Eagle Challenge (3-5 minutes)

 “Understanding Drugs Assignment on PCP.”

Learning Tasks/Activities

INTRO/Set: The students will finish “Understanding Drugs Assignment on PCP.” Then discuss after completion. Guided Reading: During discussion, the teacher will show picture/images of “LSD.” Also have students read stories about real victims of people who have abuse “PCP (INTERNET).” Independent Practice: Reading: Have students take turns reading aloud the following sections from Hallucinogens Packet on PCP: "What Is PCP?" "What Are the Risks of PCP?"  "The Harmful Effects of PCP.”  Independent Practice: The students will answer the following questions after reading. What did they learn about PCP that they did not know before?

What did they learn about PCP that they did not know before?

What is PCP made from?

How long do the effects from PCP last?

In what different forms is PCP produced?

What are some of the physical effects of PCP?

What are some of the mental effects of PCP?

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

Reinforcing What you Learned: Ask students to complete WKSHT without Notes/TXTBK on PCP. Also ask students to write a brief summary on what they learned about “PCP.” Then discuss for understanding.  Start on New Lesson: Closure Activity. RST: 9-12.1 WHST:9-12.9

Start on New Lesson: Closure Activity on “Understanding Drugs Assignment Ketamine.”

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.

Provide opportunities to say, hear, write, read, and act out important concepts and information.

Link new skills and concepts to those already mastered.

Allow extra time to complete tests and assignments.

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

Provide outlines and notes of lecture material.

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

Other Information

(Questions, special instructions, etc.)