GRADE 7-8

Contents Page

 

 

GRADE: 10

TOPIC: Alcohol and Other Drug Use Prevention

 

STAGE 1: IDENTIFY DESIRED RESULTS

Content Standards(s)

Generalizations about what students should know and be able to do

Established Goals:

 

National/State Standards:

  1. Core Concepts: What do I need to know to stay healthy?
  2.  Accessing Health Information:  How and where do I find information and resources.
  3. Self Management of Healthy Behaviors:  What can I do to reduce health risks?
  4. Analyzing Internal and External Influences: What influences my healthy behaviors?
  5. Communication Skills:  How can I communication enhance my personal health?
  6. Decision Making Skills:  How do I make good decisions to keep myself healthy?
  7. Goal-Setting:  How do I use the goal-setting process to improve my health?
  8. Advocacy:  What can I do to promote health information and healthy behaviors?

 

Enduring Understandings

Insights earned from exploring generalizations via the essential questions (Students will understand) .

Essential Questions

Inquiry used to explore generalizations
  1. how addiction affects family and others.
  2. that addiction is identifiable through visible signs and behaviors.
  3. how to help someone with an addiction problem.
  4. the physiological aspects of addiction.
  5. that health problems are associated with chronic use of alcohol and other drugs.
  6. that there are dangers associated with being physically impaired by alcohol and other drugs.
  7. the physiology of being “drunk”.
  8. why teenagers are more susceptible to addiction.
  9. the economic and social impact of addiction.
  10. the myth of society’s acceptance of certain drugs such as alcohol, marijuana and steroids.
  11. the use of marijuana for medical purposes.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  1. The physical effects of marijuana, ecstasy, cocaine, inhalants, and club drugs on the body and the brain.  

 

 

1.     What is the impact of addiction on children in the family?

a.     What roles do the children and other family members assume due to addiction within the family?

2.     What would make you suspect that a person has a problem with alcohol?

3.     What is an intervention?

a.                What is enabling?

4.     What makes addictive substances addictive?

a.               What are neurotransmitters and how do they work?

5.     What diseases are associated with excessive use of alcohol?

a.                 What impact may excessive use of alcohol have on the fetus?

6.     What kinds of risks do you take when you are drunk?

7.     What is alcohol poisoning?

a.               How are coordination, reaction time, emotions, judgment, and the ability to make decisions, i.e. sexual activity, driving and other risk-taking behaviors influenced by alcohol and other drugs?

b.              What is happening in your body that makes you drunk?

8.     Does the teenage brain function differently than an adult brain?

9.     How does addiction financially impact society?

10. Why do people tolerate the use of alcohol, marijuana and steroids more than cocaine or heroin?

11. What medical conditions may use medical marijuana for treatment?

a. Why is marijuana used for these conditions?

b. What are the arguments for and against the use of medical marijuana?

12.  How does ________affect the body and the brain?

Knowledge and Skills

What students are expected to know and be able to do

Students will know:

 

  1. the anatomy of addiction.

 

 

 

 

 

 

  1. the visible signs and behaviors of addiction.

 

 

  1. about neurotransmitters, how they work in the brain, and their impact on addiction, be familiar with the neurotransmitters dopamine and serotonin and how they work in the brain.

 

 

  1.  the specific damage alcohol, tobacco, and other drugs do to the body and brain, i.e. heart disease, cirrhosis, depression, brain damage.

 

  1. the risks that are associated with being impaired by alcohol or drugs i.e. drunk driving accidents, drowning, fires, unwanted sexual encounters.

 

  1. -  that the more alcohol in the blood stream, the less capable it is to carry oxygen.

-  how alcohol is processed in the body.

-  the definition of binge drinking.

 

 

  1. that due to differences in how their brain works compared to an adult brain, they are more easily addicted to a substance and influenced by outside pressures.

 

  1. how addiction impacts society: family,  crime, insurance, loss of productivity, social services, medical costs

 

  1. the counter arguments that dispel the myths around the acceptance of certain drugs like alcohol, marijuana and steroids. 

 

 

 

 

 

 

 

Students will be able to:

 

1.     define Hero, Scapegoat, Lost Child and Mascot.

a.     define: denial, enabling and co-dependency

b.     describe situations where one enables

 

2.     evaluate situations and recognize an individual’s potential for substance abuse.

 

3.     understand how drugs are addictive and potentially harmful to their health, and as a result, be more likely to make good choices about their drug use.

 

 

4.     make better decisions about alcohol and drug use.

 

 

 

5.     make better decisions about alcohol and drug use.

 

 

 

6.     understand how alcohol works on the brain to cause inebriation, and the dangers of binge drinking.

 

a.                         make better decisions about drinking.

 

 

7.     analyze their physiological and psychological make up in order to make better decisions about use of addictive substances.

 

 

8.   analyze and discuss with their peers how substance abuse impacts their community.

 

9.     discuss the “social use” and “abuse” of alcohol. Discuss the role of the media in alcohol use.

a.   discuss why marijuana is seen as an innocent drug by many and the potentially harmful effects of marijuana on the body.

b.   discuss why people are driven to use steroids in spite of the physical dangers.  Discuss the role the media plays in steroid use.

STAGE 2:  DETERMINE ACCEPTABLE EVIDENCE

Performance Task(s)

Authentic application in new context to evaluate student achievement of desired results designed according to GRASPS(Goal, Role, Audience, Setting Performance, Standards)

Other Evidence

Application that is functional in a classroom context only to evaluate student achievement of desired results

1.  Advertisement Project

Goal: Create an anti-drug advertisement that is geared to teenagers.

 

Role:  An anti-drug advocate who designs advertisements for activities to assist teenagers in resisting the use of drugs

 

Audience: Teenagers

 

Situation:  Advertisement (poster, video, web-page, etc.) must be designed in such a way to motivate students to select alternative activities to using drugs

 

Product Performance and Purpose:  Students will apply knowledge gained of implied and conveyed messages used by companies that distribute alcohol and other drugs. This knowledge will be utilized to create anti-drug advertisements.

 

Standards and Criteria for Success/Rubric:

 

3-Students demonstrate an understanding of the task

*      Students include implied and conveyed message about anti-drug activity.

*      Student project is visually attractive to teenage audience.

*      Anti-drug message is clearly conveyed.

 

2- Students demonstrate some understanding of the task.

*      Student’s attempt to include implied and conveyed message about anti-drug activity is vague.

*      Student effort in creating visually attractive display is limited.

*      Anti-drug message is only minimally conveyed.

 

1-Students demonstrate little understanding of the task.

*      Student’s message about anti-drug activity is unclear.

*      Student’s project shows little effort.

*      Anti-drug message is not clearly conveyed.

 

0-Student dos not demonstrate any understanding of the task.

*      Student’s project does not convey any anti-drug message.

*      Display/project shows minimal effort.

*      Intent of project is absent.

 

2. Creative Story Writing Assignments

a.     Write a story about a teenager who endures a crisis due to drinking and drug use. For example: an unwanted sexual encounter or a motor vehicle accident that results in death.

b.     Write a “position paper” arguing for or against disqualification of athletes who use steroids.

c.      Write an opinion on whether or not owners of bars, bartenders, waitresses, and private home owners should be held liable for the actions of people who consume too much alcohol on their property.

d.     Pretend that you are a family member or friend of an alcoholic. You will be participating in an Intervention that has been planned. Write a letter to the person describing how that person’s behavior has affected you and how they have hurt you. Use the guidelines you learned in the video; don’t be confrontational, stick to the facts, give examples of their behavior, keep the love in, and most of all be very explicit about how they made you feel. You can write from the view point of a child, spouse, friend, boyfriend or girlfriend.

e.     Write a story about being in an alcoholic family. Use the information you have learned about alcoholism….i.e. denial, enabling, signs, COA, progression of chemical dependency, etc. to write your story. You can be any member of the family. You can write from the viewpoint of the spouse, child, sibling, or the parent. It is important to include how the alcoholic affects you.

 

*      RUBRIC

Introduction

5 pts

Closure

5 pts

Penmanship/neatness  

5 pts

Use of paragraphs

5 pts

Required length

5 pts

Sentence structure

5 pts

Avoiding awkward wording

5 pts

Proper use of words i.e. “their” “there”

5 pts

Reads well smooth transitions

10 pts

Good ideas, insight

50 pts

Teacher Observations

Class Discussions

Cooperative Learning Groups

Class Work/Skill Checks

Topic Assessments

Homework

RESOURCES

Health: A Guide to Wellness, Editors Cleary, Michael,Ed.D, and Flynn, Gale, Glencoe Mcgraw-Hill, New York, NY, 2001.

 

Lifetime Health, Holt, Rinehart, and Winston, A Harcourt Education Company, New York, NY, 2004

 

Substance Abuse Prevention Activities, Gerne, Patricia and Gerne, Timothy, Prentice Hall, New Jersey, 1991.

 

Binge Drinking: The Facts,(Video)Human Relations, Media, 1998.

 

Confronting Brandon, Intervention of an Addict, (Video)  HBO Production, Ambrose Video Publishing, 1290 Avenue of the Americas, Suite 2245, New York, NY 10104.

 

Shattered Spirits, (Video) ABC Monday Night Movie.

 

The Glitter: Sex, Drugs and the Media(Video), Human Relations Media, 175 Tompkins Ave., Pleasantville, NY 10570.

 

Battle of the Binge, TIME Magazine, September 8, 1997.

 

Children of Alcoholics, Current Health,

February, 1990.

 

What’s Wrong with Marijuana?(Video), Human Relations Media, 2000.

 

Think Twice:  Marijuana and Cancer (Video), Human Relations Media, 2002.

 

Ecstasy: The Facts (Video), Human Relations Media, 2002.

 

www.comeover.to/fasstar/FASresearch

 

 

www.answers.com/topic/fetal-alcohol-syndrome

 

www.intheknowzone.com/binge/stats.htm

 

http://www.sadd.org/stats.htm

 

www.rubistar.com

 

www.backtoschool.drugabuse.gov.htm

 

 

 

TOPIC:  Family Life and Sexuality

 

STAGE 1: IDENTIFY DESIRED RESULTS

Content Standards(s)

Generalizations about what students should know and be able to do

Established Goals:

 

National/State Standards:

  1. Core Concepts:  What do I need to know to stay healthy?
  2. Assessing Health Information:  How and where do I find information and resources?
  3. Self-Management of Healthy Behaviors:  What can I do to reduce health risks?
  4. Analyzing Internal and External Influences:  What influences my healthy behaviors and decisions?
  5. Communication Skills:  How can communication enhance my personal health?
  6. Decision-Making Skills:  How do I make good decisions to keep myself healthy?
  7. Goal-Setting:  How do I use the goal-setting process to improve my health?
  8. Advocacy:  What can I do to promote health information and healthy behaviors?

 

Enduring Understandings

Insights earned from exploring generalizations via the essential questions (Students will understand …)

Essential Questions

Inquiry used to explore generalizations

1.     differences between men and women in today’s society.

2.     male and female stereotyping.

 

 

 

 

 

 

 

 

3.     social and emotional implications that arise from interpersonal relationships between young adults.

 

4.     the importance of responsible, age-appropriate behaviors associated with their sexuality.

 

5.     the impact of sexual intercourse in a relationship and the benefits of postponing sexual intercourse in a relationship.

6.     the practice of abstinence at this point in their lives.

7.     options to unwanted pregnancy.

 

 

 

8.     what constitutes rape and date rape.

 

 

 

 

 

 

 

 

9.     different opinions concerning abortion, based on factual knowledge of prenatal development.

 

10. skills necessary to good parenting.

 

11. the difficulties of parenting and single parenting.

 

12. anatomy and physiology of the male and female reproductive systems.

 

 

 

 

13. the development of the fetus through the birth process. (natural and Cesarean)

 

 

14. methods of birth control and their effectiveness in preventing sexually-transmitted diseases.

 

 

15. alternative lifestyles and alternative family configurations.

1.     What differences exist in our society between men and women?

2.     What male and female stereotypes exist in today’s society?

a.     What is the reason for the decline and prevalence of stereotypes in today’s society?

b.     How can stereotypes that still exist in our society possibly be overturned?

3.     What are good and bad aspects of relationships between young adults?

 

4.     What consequences may occur from irresponsible behaviors associated with sexuality?

 

5.     What are the benefits of postponing sexual intercourse in a relationship?

 

6.     What are the positive aspects of practicing abstinence as a young adult?

7.     What are the various options for unwanted pregnancy? (adoption, abortion etc)

8.     What are the differences between stranger rape and acquaintance rape?

a.     What preventative measures will assist in protecting you against being the victim of stranger rape or acquaintance rape?

 

 

9.     Where do you believe life begins?

 

10. What are some qualities that make a good parent?

 

11. What are some difficulties associated with parenting and single parenting?

12. Why is it important to know and understand the anatomy and physiology of your reproductive system?

 

 

13. Why is prenatal care important?

 

 

 

14. Which birth control methods would be most effective at this point in your life?