Health Substance Abuse Unit Plan March27

Lesson Title SLOs Assessmen Key Questions related Learning Activities Instructional Equipment/
t to this Lesson Strategies Resources/

Technology
1. Drugs W-9.6 Can students Kahoot quiz Direct Computer &

Quiz (F) recognize the different Lecture Instruction projector
type of recreational Drug guide/Flyers
Flyer (F) drugs? Peer Instruction Print out of
Drug Investigator
drug guide for
Assignment Do students Inquiry Based each student
(S) understand the Learning
consequences of drug Blank pieces
use? of paper
Prints of drug
investigators
worksheet
2. Resilience W-9.9 Observatio Do students What is resilience Direct Computer &

(Friday class) R- 9.4 n (F) understand the video? Instruction projector
R-9.8 definition of resiliency
Discussion and how it relates to Resiliency slideshow Characteristics
(F) drug & alcohol abuse? of Resiliency
Characteristics of checklist
Checklist Do students Resiliency checklist
(F) understand what it
takes to build their own
resiliency?
3. W-9.6 addiction
When is it an W-9.9 Discussion Do students symptoms
addiction? R- 9.4 (F) understand abuse and Personal levels of use Direct checklist
addiction? Instruction The Fourth R
Checklist 3.1H handout
(F) Signs of addiction with scenarios.
Paper (S) Addiction

How to respond when Scenarios
a loved one may have
an addiction AHS Resource
handout
Where to go for help
4.
Consequences W-9.6 Discussion Do students Constable Wiggins Direct 25 blank copies
W-9.9 (F) understand the visit Instruction of consequence
consequences of drug worksheet from
Class discussion and 4th R binder
Table abuse and addiction? filling out tables Peer Instruction
Assignmen Thank you cards 25 thank you
t (F) cards
Reflection
(S)
5. W-9.6
Alcohol, W-9.9 Observatio Do students Marijuana debate Direct 14 copies of
Marijuana, understand the affects Instruction each Diamond 9
n (F) E-cigs Myth or Fact sheet
Pills & E- these commonly used Game
Cigarettes substance have on Brainstorm Session; Peer Instruction
Assignment teens health and lives? Why teens use
(S) prescription drugs
Diamond 9 activity;
Why do/dont teens
drink?
Advertisement
awareness discussion
Alcohol interview
6. Peer influence skit

Building Skills W-9.9 Observatio Do students have Written assignment Direct 25 copies skit
to Resist R- 9.4 n (F) strategies for dealing Instruction scenarios to
Social R-9.8 with pressure to use hand out
Influence Assignment drugs?
25 copies of
(S) written
scenarios
worksheet
Self-
Evaluation
(S)
Introduction
In this unit, students are to learn about drug use, substance abuse, and addictions. I want this unit
to be a frank and open discussion where students distinguish the differences between common
drugs and to recognize abuse and addiction. I also want to talk about ways for students to handle
stress and life events in a way without turning to drugs and alcohol as a coping mechanism.
We will also discuss peer influence and communication strategies for students when faced with
pressure to experiment with drugs and alcohol.
SLOs
W-9.6 analyze addictions; e.g. stages, kinds, and resources available to treat addictions
W-9.9- develop strategies to promote harm reduction/risk management; e.g. differentiate between
choosing personal challenges or acting impulsively, encourage others to evaluate risks
R- 9.4 analyze, evaluate and refine personal communication patterns
R-9.8- analyze skills required to maintain individuality within a group; e.g. self-respect,
assertiveness, refusal skills
Unit Plan Goals
To give students an understanding of the most common drugs and what they do
Enhance students understanding of what qualifies as substance abuse
Help students understand the signs of addictions and ways to overcome them
Key Questions/Ques:
Can student recognize the different type of recreational drugs?

Do students understand abuse and addiction?
Do students understand the consequences of drug use?
Do students have strategies for dealing with pressure to use drugs?
Do students understand the consequences of drug abuse and addiction?
Do students know how to cope in life without the use of alcohol or drugs?
FINAL SUMMATIVE EVALUATION (SCORE: / ?? points)
Self-Evaluation- Final evaluation where student grades reflects on their participation in
class and reflect on what their mark should be. (20 points)
Addiction- How would you respond? (10 minutes)- Students choose 3 of 6 given
scenarios and must answer four questions for each scenario. They get a mark for each
question answered. (12 marks)
Reflection- A one page reflection based on Constable Wiggins talk. They are to talk
about one thing he said that really interested them and why as well as two things they
learned from his talk. Students that miss his talk can write a reflection based on a class
they were in with the same criteria. (10 marks)
Ways to Refuse Written Practice- Students will be given a worksheet with six
scenarios. They are to craft responses based on the three styles discussed in class.
They get 0.5 mark for each response. (9 marks)
Participation/Attitude- Student participated in activities and demonstrated a good
attitude throughout the unit. (?? points)

Lesson 1- Drugs
Unit: Substance Abuse, Addictions, and Related Behaviours Lesson Duration: 72 minutes
SPECIFIC OUTCOMES FROM ALBERTA LEARNING OBJECTIVES Formative & Summative

PROGRAM OF STUDIES
(2-3, clear, and measurable) ASSESSMENTS (How
will you know they met
learning objectives?)
Students will:
W-9.6 analyze addictions; e.g. 1. Recognize the different type of Quiz (F)
stages, kinds, and resources recreational drugs and the Observation (F)
available to treat addictions effects they have
Flyer (F)
2. Understand the dangers each
Assignment (S)
type of drug poses
LEARNING RESOURCES CONSULTED

Resource #1: https://www.drugfreekidscanada.org/wp-
content/uploads/2012/11/drug_chart_10.25.10_opt.pdf
http://www.albertahealthservices.ca/assets/programs/ps-7344-substance-use-gr9.pdf
INSTRUCTIONAL STRATEGIES
Direct Instruction
Peer Teaching
Inquiry Based Learning
MATERIALS/ EQUIPMENT/ GYM SET UP
Cardboard name plates

Markers
Printouts: Drug guide & Drug Investigators
Prior to Lesson: Create slides & Kahoot quiz needed for this lesson
PROCEDURE
Introduction (2 min.):
(hook, pre-assessment, connection to curriculum, focus/learning area, expectations, Transition, groupings, overview)
Assessment
Seating: Ask students to write their names on cards. Tell them that you will have their
cards in the desk they are to sit in from now on. This is to get them to move around and
have discussions with other people. Sitting in the same place every day with the same
people prevents you from forming more acquaintances and getting different
perspectives.
Body (65 min.):

Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner Considerations: Transitions
Learning Activity #1: Kahoot Quiz (10 minutes)
Quiz (F)
Today we are going to learn about the different types of drugs, how they affect
the body, and the consequences of use. First, lets test your knowledge.
Flyer (F)
I want you to get into teams of 2-4 and pull out ONE phone or iPad per group.
Login info is on the slide. Ill wait until everyone is logged in an ready. Assignment (S)
10 basic quiz questions ranging from questions about types of drugs, drug
street names, stats on teen use, and signs of abuse.
Talk about each stat after the question.
Learning Activity #2: Learning About Drugs (35 minutes)
PowerPoint Slides- Uppers, Downers, and All-Arounders (10 minutes)

Basic info on the three categories of drugs.
Flyer Making (10 minutes)
Hand out the Drug Guide from Drugfree.org to each student. Assign each
student one drug that they have to create an 8.5x11 flyer that shares the
information.
** Assign one self-starting student to use a phone to research fentanyll**
They are to work on individually. There may be a couple of repeats. When

finished, have them tape their flyer to the whiteboard.
Present to Class (15 minutes)
Ask students to read the stats from their flyer to the class. Tell them its
important they all know this information for the next game.
Learning Activity #3: Drugs investigator (20 minutes)
In groups of two, read through the scenarios and identify what drugs are being
used.
Go over answers as a class. Have students hand in for marks.
Closure (5 min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning, Feedback from Students, Feedback to Students, Transition to Next Lesson
Assessment
Its important to know what drugs are out there and what they do to make smart and
informed decisions. I personally know someone who thought she was smoking weed
and it turned out to be meth and she had an awful experience because of that.
Recognizing the effects of these drugs could help you help others in the future if you
have a friend or family member using.
Lesson Reflections (After you teach):
What went well:
What can be improved upon:
Describe how the students met your lesson objectives:

DRUG INVESTIGATORS
Names: _____________________________________________________________________
Scenario 1: Hot Mess at the Hockey Game
Sara is at her little brothers hockey game with her friend Max. Max is drinking out of a coffee
mug. Sara notices as the game goes on that Maxs speech becomes slurred. Whoa! These
kids are moving so fast, its so trippy! Max says she feel nauseous and gets up to go to the
bathroom but trips and falls down the bleachers on her way. When she gets to the bathroom
Max starts throwing up and says her stomach hurts.
What could she have been drinking? Answer: Cough medicine
Scenario 2: Party People
Doug has been looking forward to his parents going away for the weekend so he can throw a
big party. Everyone arrives with their own alcohol, cigarettes, weed, and pills. Pills are being
passed around and Doug pops one. At the end of the night Doug is feeling so happy. Hes
going around giving everyone a big kiss (male and female). Hes also grabbing everyone elses
drinks and chugging them saying hes super thirsty.
What pill did he take? Answer: Ecstasy
Scenario 3: What did I smoke?
Cheryl enjoys smoking weed with her friends. But one day, after passing around someone
elses pipe she is feeling off. Shes gets home feeling really nervous and cant fall asleep.
Instead, she spends the night pacing the floor wondering what she smoked.
What did she smoke? Answer: Methamphetamine
Scenario 4: Life of the Party
Trevor is on fire at Dougs party. He is dancing up a storm, running around to talk to everyone,
and so full of energy! His girlfriend notices that he hasnt been drinking though. At the end of the
night, their DD drives through the 24 hours McDonalds and Trevor says he isnt hungry.
What drug did Trevor take? Answer: Prescription Stimulant
Scenario 5: Speak Up
Marys older sister Tanya stumbled into their bedroom window way past curfew. She fell on the
ground and just lay their moaning. When Mary tried to help her get to bed, Tanya was clumsy
and had problems standing up and walking. She slurred out I dont feel so good and
proceeded to vomit all over the carpet.
What could Tanya have consumed?: Answer: Alcohol, Cough medicine, OR heroin
Lesson 2- Resiliency

PROGRAM OF STUDIES
Students will:
W-9.6 analyze addictions; e.g. 1. Become familiar with the

Observation (F)
stages, kinds, and resources definition of resiliency and
available to treat addictions how it relates to drug &
alcohol abuse
R- 9.4 analyze, evaluate and 2. Explore their own resiliency

Discussion (F)
refine personal communication
patterns Checklist (F)
R-9.8- analyze skills required to

maintain individuality within a
group; e.g. self-respect,

Resource #1:
http://www.albertahealthservices.ca/assets/healthinfo/AddictionsSubstanceAbuse/if-tch-
teacher-info-series-resiliency.pdf
https://www.mindtools.com/pages/article/resilience.htm
Direct Instruction

Characteristics of Resiliency checklist
Prior to Lesson: Place name cards in different places so students are in different seats.
PROCEDURE
Assessment
Today we are going to use the shorter class to talk about resiliency and how it can relate
to drug and alcohol abuse.
Body ( min.):
Learning Activity #1: What is Resiliency? (10 minutes) Discussion (F)

Show video: Resilience in Hard Times.
Checklist (F)
Afterward, pull up slides with following information:
Resiliency is the ability that we all have to overcome difficult life circumstances.
Often when people have hardships in their lives, they choose unhealthy ways to
cope such as gambling, drugs, and alcohol. But if you understand that you can
rely on yourself and others to get you through good and bad times you can
resist using these crutches to cope.
Everyone is born with the potential for resiliency, we just have different factors
that help us including;
a) having caring & positive relationships in our lives

b) having high expectations placed on us
c) having the opportunity to contribute and participate in our families, schools,
and communities
When children have these three conditions in their lives, it helps them develop
resiliency. But that doesnt mean you HAVE to have all these things to build
resiliency. At the end of the day, you control how you react to the things in your
life. These things help.
Learning Activity #2: Characteristics of Resiliency (10 minutes)
There are 10 common characteristics that build personal resiliency. They are;
Perceptiveness
Service
Independence
Optimism
Connection
Self-Motivation
Creativity
Spirituality
Sense of Humour
Morality
**Hand out Characteristics of Resiliency checklist **
On your own, fill out this characteristics of resiliency checklist. It will describe
the characteristics and you will check always, sometimes and never. Just fill out
page 1, dont move on to page 2 until later.
Learning Activity #2: Developing Resiliency (10 minutes)
If you answered never to any of those characteristics, thats ok. You can build
your own resiliency.
Get enough sleep and exercise, and learn to manage stress. When you
take care of your mind and body, you're better able to cope effectively
with challenges in your life.
Practice thought awareness. Resilient people don't let negative

thoughts derail their efforts. Instead, they consistently practice positive
thinking. Also, "listen" to how you talk to yourself when something goes
wrong if you find yourself making statements that are permanent,
pervasive or personalized, correct these thoughts in your mind.
Learn from your mistakes and failures. Every mistake has the power to
teach you something important; so don't stop searching until you've
found the lesson in every situation. Also, make sure that you
understand the idea of "post-traumatic growth" there can be real truth
in the saying that "if it doesn't kill you, it makes you stronger."
Choose your response. Remember, we all experience bad days and we

all go through our share of crises. But we have a choice in how we
respond; we can choose to react negatively or in a panic, or we can
choose to remain calm and logical to find a solution. Your reaction is
always up to you.
Maintain perspective. Resilient people understand that, although a

situation or crisis may seem overwhelming in the moment, it may not
make that much of an impact over the long-term. Try to avoid blowing
events out of proportion.
Set SMART personal goals it's incredibly important to set and achieve
goals that match your values, and to learn from your experiences.
Build your self confidence. Remember, resilient people are confident

that they're going to succeed eventually, despite the setbacks or
stresses that they might be facing. This belief in themselves also
enables them to take risks: when you develop confidence and a strong
sense of self, you have the strength to keep moving forward, and to
take the risks you need to get ahead.
Develop strong relationships.. The more real friendships you develop,

the more resilient you're going to be, because you have a strong
support network to fall back on.
Focus on being flexible. Resilient people understand that things

change, and that carefully-made plans may, occasionally, need to be
amended or scrapped.
Looking at your checklist, if you answered NEVER to any of the characteristics,

see if one of these strategies or one that I havent mentioned that could help
you work on it.
** Leave this slide up so students can defer to it for ideas **

Assessment
I hope that this has helped you gain perspective on how to overcome stresses and life
problems. Please hand in your completed checklist before you leave class today. Questioning (F)
Are there any questions?

What went well:

Lesson 3- When is it Addiction?

PROGRAM OF STUDIES
Students will:
W-9.6 analyze addictions; e.g.

stages, kinds, and resources 1. Discuss their viewpoints on what Discussion (F)
available to treat addictions constitutes as addiction or abuse
Assignment (F)
W-9.9 develop strategies to 2. Explore local resources for drug
promote harm reduction/risk addiction
management; e.g. differentiate
between choosing personal
challenges or acting impulsively,
encourage others to evaluate risks
R- 9.4 analyze, evaluate and refine

personal communication patterns 3. Analyze communication Assignment (S)
strategies to approach a loved
one who they believe may have
an addiction

Resource #1: http://www.suicidepreventiontaskforce.org/files/dmfile/SPTF-Suvey---Substance-Abuse-Symptoms-
Checklist1.pdf
http://www.albertahealthservices.ca/assets/healthinfo/AddictionsSubstanceAbuse/if-tch-teacher-info-series-
process-of-addictions.pdf
Direct Instruction

25 Copies of the addiction symptoms checklist
1 copy of the Fourth R 3.1H handout with scenarios.
25 copies Emergency Treatment Scenarios
25 copies AHS Resource handout
Draw the continuum on the whiteboard or the first activity.
PROCEDURE
Assessment
On Friday we talked about resiliency. What is resiliency?
And what does resiliency have to do with substance abuse and addiction?
SAY: Today we are going to talk about addiction and I want to kick off with this very
interesting point about addictions and teens. The speaker does use very scientific words
but the general message he gives is great.
Watch Video: Teenage Brain is Primed or Addiction https://www.youtube.com/watch?
v=UNAbf3J3lR0
SAY: So just to clarify, as a teen, your genes are more open making them way more
susceptible to developing addictions with very little use.
If you use a drug before you are 18, you have a 25% chance of becoming addicted
But after the age of 21, you only have a 4% chance of becoming addicted.
This is very important for you to know and understand in your adolescents.
Body (60 min.):

Learning Activity #1: Exploring Addiction (25 minutes) Discussion (F)
Checklist (2 minutes) Checklist (F)

SAY: I want you to fill in this substance abuse self assessment checklist. Like
the resiliency one, it is confidential and you dont have to hand it in. This is to
get you thinking for the rest of the lesson.
Stages of Addiction (3 minutes)
Go over continuum on PP.
The progression of an addiction reflects a continuum, ranging from no use to

dependency.
People may move back and forth within this continuum, but generally they
advance from no use, to use, misuse, abuse, and finally to dependency.
Once a person is dependent, they may have to stay abstinent from all
substances, or gambling, to get their health back.
No use
In this stage there is no use of alcohol, other drugs, or gambling. People have
their own reasons not to be involved, including religious beliefs, their age, etc.
Use
People begin to experiment with alcohol, other drugs, or gambling to see what it
is like, or to fit in with friends and peers. They may use a substance or gamble
to enhance an already pleasurable experience.
Misuse
A person begins to experience problems associated with their use of alcohol,
other drugs, or gambling. They may get hangovers, get in trouble at home or
school because they were drunk or high, spend more money than they intended
to on gambling, or do something they regret while under the influence of alcohol
or another drug. All these problems, although they may seem small at the time,
can escalate into a much larger problem.
Abuse
Problems become much more regular. The person uses or gambles more
frequently and it begins to interfere with major areas of their life such as family,
parents, school, legal issues, money, friends, and leisure. The person may
become obsessive about when and where they are going to get drugs or money
to gamble.
Dependency
The person at this stage has lost the ability to choose to use or not to use.
Using substances or gambling has become a way of life. They continue despite
the negative consequences and those consequences are occurring more and
more frequently. The person may experience physical or psychological
withdrawal, cravings, and decreased physical, mental, and emotional health.
Partner Activity: Is it a problem? (15 minutes)
Read through the various behaviours with your elbow partner. Decide where on
the Stages of Addiction Continuum the behaviours belong and come up and
tape them to the line on the white board.
DO: After students tape their various behaviours, read through each one and
ask the class I they agree or I they think to belongs somewhere else on the
continuum and why.
Some signs of addiction (5 minutes)
ASK: What are some potential signs of addiction? Lets fill in this blank slide.
1. Often taking more of the substance for a longer period than intended
2. Ongoing desire or unsuccessful efforts to reduce use
3. Great deal of time spent to obtain, use or recover from substance
4. Craving the substance
5. Failing to fulfill obligations at work, home or school
6. Continued use despite ongoing social or relationship problems caused
or worsened by use
7. Giving up or reducing social, occupational or recreational activities
8. Repeated use in physically dangerous situations
9. Continued use despite ongoing physical or mental health problems
caused or worsened by use
10. Developing tolerance (feeling less effect from the substance with
continued use)
11. Experiencing withdrawal symptoms after reducing use (symptoms vary
by substance). Withdrawal does not happen with all substances;
examples include inhalants and hallucinogens
Learning Activity #2: Communication- When someone needs
help (25 minutes)
Four Corners (10 minutes)
Ask students to choose a corner based on their answer to:
Is it possible to help a friend who is struggling with an addiction or are

showing signs that their behaviours are having a negative impact?
Once they choose a corner, have them number themselves off.
In that order they should share with the people in their group why they chose
that corner.
After everyone has discussed their opinion, call out a random number and that
person will tell the rest of the class the reasons their group discussed.
Ways to Respond to a friends abuse (5 minutes)
Read through the three types of responses.
Interfering
some people will worry that saying or doing anything is
interfering, so they will not do or say anything.
ASK: What is an examples of interfering?
Enabling
doing things that actually (without realizing it) help their friend stay in trouble or
get deeper into trouble.
ASK: What are some examples of enabling? (ie. Lending money, lying to cover
for them)
Helping
ASK: What are some examples of helping? (speaking to their friend, expressing
their concern and offering their support)
How would you respond? (10 minutes) Paper (S)
****** If running behind- assign this as homework *****
Have kids pull out a piece of paper. They are to choose three of the six
scenarios and answer the following questions for each scenario. This is for
marks. You get one mark for answering each question. 4 x 3= 12 marks.
1. What would you do?

2. Why did you decide to do that?
3. How likely is it that this scenario could occur in real life?
4. Could this situation have been prevented?
If everyone finished early, read the scenarios aloud and discuss.

Must end by: 2:45pm
Learning Activity #3: Where to Go to Seek Help (10 minutes)

See AHS handout and have students use phones with their elbow partners to
look up local centres to find treatment. Tell them to stop after detox centres or
hospitals and wait.
When all are done, have them fill out the remaining part on their own and
identify teachers, family members and friends they think could help them if they
ever needed it.
Closure ( min.): * Connect your closure with learning objectives*

Assessment
Addiction is a serious thing and needs to be addressed.
Questioning (F)
Are there any questions?
SPONGE ACTIVITY: Kahoot Quiz

What went well:

Instructions: Choose three of the six scenarios below and answer the following
questions for each scenario. (/12)
1. What would you do?

2. Why did you decide to do that?
3. How likely is it that this scenario could occur in real life?
4. Could this situation have been prevented?
Scenario 1
You are looking in your younger brother's room for a calculator. In one of his desk drawers you
find a package of cigarettes. What would you do?
Scenario 2
Your father gets off work at 4:00, but he never gets home until 7:00. He always smells of smoke
and alcohol and has trouble walking when he gets home. He has a few drinks and then goes to
bed. You are afraid he might have a drinking problem. What would you do?
Scenario 3
You find out one of your friends is not only using illegal drugs, but he is also selling them to
elementary school students. What would you do?
Scenario 4
You are invited to the party of the year. When you get there, you find out its a pill party.
Everybody has brought different prescription drugs from their parents medicine cabinets and
dropped them into a bowl. Everyone is grabbing a pill and passing the bowl. What would you
do?
Scenario 5
Your friend, Jim, has a drug problem, which he refuses to admit. His personality has changed,
he is flunking most of his classes, and he has lost most of his friends. His parents are unaware
of the drug problem. They only know Jim is having some problems. They invite you over and
ask if you know what is bothering Jim. What would you do?
Scenario 6
Your eight-year-old sister has a friend visiting. When her friend's older brother comes to drive
her home, his speech is slurred, and you smell alcohol on his breath. What would you do?
Lesson 4- Consequences

PROGRAM OF STUDIES
Students will:

stages, kinds, and resources 1. Discuss the consequences of Table Assignment (F)
available to treat addictions drug use from a physical,
Reflection (S)
emotional, social, and financial
W-9.9 develop strategies to perspectives
promote harm reduction/risk
management; e.g. differentiate 2. Compose a one page reflection
between choosing personal analyzing the presentation from
challenges or acting impulsively, the class speaker and what
encourage others to evaluate risks points resonated with them.

th
Resource #1: 4 R Binder
Direct Instruction

24 blank copies of consequence worksheet from 4th R binder
24 thank you cards
PROCEDURE
Assessment
Today our school officer Constable Wiggins will be coming in to talk about the
current drug climate in Lethbridge and the consequences of use.
When he comes in, I suggest you take notes because your assignment will be
to write me a one page reflection. It should include:
1. One thing he said that really interested you and why.
2. Two things you learned from his talk.
Body (60 min.):

Formative & Summative Assessments, Key Content Areas, Game/Activity Rules & Expectations, Specific Learner Considerations:
Transitions
Learning Activity #1: Consequences (20 minutes) Discussion (F)
Jigsaw- Let students pick their own groups. Need FOUR groups total. Give
Table Assignment (F)
them each member one of four colours of popsicle sticks.
Based on their colour- They will be discussing and filling in the following: Reflection (S)
Blue- Prescription pain, gaming, other prescriptions

Yellow- Performance enhancing, alcohol, over the counter
Green- Tobacco, chewing tobacco, energy drinks
Orange- Gambling, screen time, cannabis
Give 5-7 minutes to fill in. After that, tell them to find another group with people
with different coloured popsicle sticks and tell them what they came up with.
When finished, I want the other students to brainstorm other ideas to ill in the
tables.
As a class, read through the table and share all ideas. Have students fill in any
ideas they didnt have.
Learning Activity #2: Constable Wiggins (15-30 minutes)
Learning Activity #3: Sponge Activities. (10-25 minutes)
1. Work on one page reflection and turn in.

2. Watch 8 minute video on real life teen drug addiction stories
https://www.youtube.com/watch?v=lOLb21bii-A&t=202s
3. Kahoot Quiz
Closure ( min.): * Connect your closure with learning objectives*

Assessment
We are going to use these last 5 minutes to write thank you notes to Constable Wiggins.
Its always polite to do something like this when someone goes out of their way to do
you a favour.

What went well:

Lesson 5- Alcohol, Pills, E-Cigarettes & Marijuana

PROGRAM OF STUDIES
Students will:

stages, kinds, and resources Demonstrate an understanding of
available to treat addictions Observation (F)
the effects of teen use of alcohol,
prescription medication, e-
W-9.9 develop strategies to cigarettes and marijuana on the
promote harm reduction/risk teen brain
management; e.g. differentiate
between choosing personal
challenges or acting impulsively,

Resource #1: https://www.toosmarttostart.samhsa.gov/media/LessonPlan.pdf
Resource #2: http://www.albertahealthservices.ca/assets/healthinfo/AddictionsSubstanceAbuse/if-tch-

teacher-info-series-marijuana-myths.pdf
Direct Instruction
14 copies of Diamond 9 sheet
PROCEDURE
Assessment
SAY: Today were going to talk about common drugs used among teens. The
ones that many teens dont consider bad because they arent hard drugs like
cocaine or heroin. But these drugs all have the same potential for addiction and
so its important to know about them.
Body (60 min.):
Learning Activity #1: Marijuana Debate (15 minutes) Observation (F)
SAY: We are going to start out with our marijuana debate. You had time to work
on it last Friday, but Ill give you 5 minutes to fill in the folks who missed that
class and to make sure you have your sources and statistics ready.
After the debate, everyone will fill in an anonymous survey voting for who
presented the better arguments and whether they learned anything new or had
their opinions changed because of this debate.
DEBATE (5-10 minutes)
DO: After debate, hand out survey and let students fill it in. Maybe ask Mrs.
Dilworth to go over the results while you talk about teens and marijuana.
Marijuana & Teens: Many teens think marijuana is harmless because its
natural. And despite popular belief, it is possible to become addicted.
Weve already covered a lot about marijuana and the good and bad effects of it.
But lets quickly mention how it can effect on teens.
ASK: Are there any other behaviours or consequences of teen marijuana use
that is missing from this list?
Learning Activity #2: E-Cigarettes (10 minutes)
Myth or Fact Game
With elbow partner, each group gets two cards, one that says truth and one that
says fact. They are to see what they know about e-cigarettes/vaporizers.
E-cigarettes are safe.- MYTH
E-cigarettes are unregulated tobacco products.

Nearly 500 brands and 7,700 flavors of e-cigarettes are on the market and none
of them have been evaluated by the FDA. We don't know for sure what's in
them. Because the FDA doesn't regulate these products, there aren't
requirements around ingredient disclosure.
E-cigarettes expose others to secondhand emissions. FACT
The aerosol (vapor) emitted by e-cigarettes does include a number of

unregulated ingredients. Little is known about these emissions or the potential
harm they can cause. Breathing it in directly or indirectly carries the potential or
risk.
E-cigarettes don't have nicotine.- MYTH
Almost all e-cigarettes contain nicotineincluding many that claim they are
nicotine-free.
FACT: E-cigarette use among middle and high school students tripled from 2011
to 2013.
Have you ever seen e-cigarette juice bottles? They have cartoon characters and
candy flavors including bubble gum, fruit loops, chocolate and strawberry, it's no
surprise studies show a dramatic increase in kids using e-cigarettes. For the
first time ever, teens are smoking e-cigarettes more than traditional cigarettes.
E-Cigs and Teens
e-Cigarettes are increasingly popular among teens.
Some states have banned sale of e-cigarettes to minors, but teens have been
ordering them online. Their easy availability (online or via mall kiosks), in
addition to their wide array of cartridge flavors (such as coffee, mint, candy, and
fruit flavors), have helped make them particularly appealing to this age group.
A recent study showed that students who have used e-cigarettes by the time
they start 9th grade are more likely than others to start smoking traditional
cigarettes and other smokable tobacco products within the next year (Rigotti,
2015).
Learning Activity #1: Prescription Pills (10 minutes)
As a class, brainstorm reasons why a teen would take a prescription drug that
wasnt theirs.
Review list on PP.
Read through why its dangerous.
Side effects
SAY: All of these side effects are much more likely when the drug is mixed with
alcohol, over the counter drug medications or alcohol.
Learning Activity #4: Binge Drinking (20 minutes)
Diamond Activity: Why do teens drink? Why dont teens drink?

(5 minutes)
Hand out one sheet of each to partners. Have them fill in both worksheets.
As a class, read aloud the reasons and fill in a class diamond for each on the
slides.
Slides: Stats on Teens & Drinking
Advertisement Awareness (10 minutes)
Show different recent advertisements for alcohol. After each one as the class
the following questions:
1. What is the main message of this ad? What does the advertiser want
you to think about this drink?
2. Who do you think advertisers want to buy the drink?
3. How does this ad compare to what you know about alcohol?
Identifying the Risks (5 minutes)
Give students one minute to write down as many risks or underage drinking as
they can think of. Go around from student to student naming the risks until all
reasons are given.

Assessment
Dont forget your reflection on Constable Wiggins visit is due tomorrow. If you were
not here yesterday, then I want you to write a one page reflection on one thing we talked
about today that really interested you and why as well as two new things you learned
today. It will be due Friday.

What went well:

Marijuana Debate Survey
FOR AGAINST
legalizatio legalizatio
n n
Which side presented the better arguments?
Which side used statistics and reliable sources during the

debate?
Which side do you think won?
YES NO
Did you learn anything new about marijuana because of this

debate?
Has this debate changed your attitude toward legalizing

marijuana?
Diamond 9- Why Dont Teens Drink?
Write the reasons in order from the top down. Put the reasons most important to you at the top.
Diamond 9- Why Do Teens Drink?
Write the reasons in order from the top down. Put the reasons that are most common at the top.
Lesson 6- Building Skills to Resist Social Influence

PROGRAM OF STUDIES
Students will:
W-9.9 develop strategies to

promote harm reduction/risk 1. Understand that the adolescent
management; e.g. differentiate brain is still developing and Observation (F)
between choosing personal therefore scientifically more
challenges or acting impulsively, susceptible to influence
R- 9.4 analyze, evaluate and refine

personal communication patterns 2. increase awareness of peers as Observation (F)
influences on personal
R-9.8- analyze skills required to decision making Assignment (S)
maintain individuality within a
group; e.g. self-respect, 3. practise and build refusal skills

th
Resource #1: 4 R Binder
Direct Instruction

25 copies skit scenarios to hand out
25 copies of written scenarios worksheet
PROCEDURE
Assessment
SAY: Weve talked a lot about the different types of drugs, what they do, and
how to help someone who has an addiction but today we are talking about you.
We will focus on practicing communication skills, problem-solving, and decision
making. #adulting
Body (60 min.):
Learning Activity #1: Reviewing Social Influence (15 minutes) Observation (F)
There are two types of influences: direct and indirect.
Assignment (S)
With your elbow partner take a minute to discuss the difference between the
two.
ASK: What are some of the examples you and your partner thought of? Whats
an example of direct influence? Indirect influence?
Peer Influence-
Scientific research tells us that during early adolescence, teenagers are drawn
to the immediate rewards of a potential choice and are less attentive to the
possible risks.
Teenagers in general are still learning to control their impulses, to think ahead,
and to resist pressure from others."
These skills develop gradually, as a teen's ability to control his or her behavior
gets better throughout adolescence.
Peer influence is not necessarily a bad thing. Peer pressure often has a
negative vibe but it can be for good too. We are all influenced by our peers, both
negatively and positively, at any age.
For teens, as school and other activities take you away from home, you may
spend more time with your friends than you do with your parents and siblings.
As you become more independent, your peers naturally play a greater role in
your life.
*** Get into groups of 3-4 (you can choose) and create two lists. Ways your
peers can influence you for good and ways they can influence you for not so
great decisions ****
Learning Activity #2: Communicating (20 minutes)
SAY: When I first came here, you were just finishing up your unit on
communication.
ASK: What are the three communication styles?
SKITS
Groups of 3
Each group gets a scenario to act out
The character will have three response (passive, aggressive, assertive)
You will perform all three ways to respond for the class
********* BRAIN BREAK******** (3 minutes)
Learning Activity #3: Written Practice (20 minutes)
Go through Ways to Resist slides

On your own, fill in the worksheet with a response using one of the three ways
discussed.
During the last little bit of class, I want to share this great video I found while
researching this unit.
https://www.youtube.com/watch?v=F0DFDcGMIY8 (5 minutes)
SPONGE ACTIVITY: Recording a PSA
Let students choose their own partners. They must write a 30 second script
about substance abuse that informs teens about the dangers. They will record
their PSAs on the teachers phones in the office.

Assessment
I hope that this unit has helped you better understand drugs, both legal and
illegal and that you feel you can make smart decisions. Self-Evaluation (S)
Remember- your teenage brains are super susceptible to addiction!
Self evaluation- Hand out self evaluation forms

What went well:

Skit Scenario 1
Your friend is pulling all nighters playing video games. They are starting to fall asleep in
class and not turn in assignments and their grades are suffering.
Skit Scenario 2
Friends trying to convince another friend to get high with them.
Skit Scenario 3
Friends trying to convince another to pop a pill at a party.
Skit Scenario 4
Friends concerned about another friend who is skipping sports practice to get high.
Skit Scenario 5
Trying to convince a friend to take medications from their parents cabinet.
Skit Scenario 6
Person with ADHD being pressured to share medication with friends.
Skit Scenario 7
Friends in locker room smoking an e-cigarette
Skit Scenario 8
A non-smoker is dating a smoker and goes out with them just to hang out. Friends offer
a cigarette to the non-smoker.
Name: ________________________
Written Practice- Refuse, Suggest an Alternative, Avoid the Situation
Answer the following situations using each of the three of the ways to resist. (/12)
We are drinking before the dance Friday night. Are you in? We have a whole bottle of vodka.
Refuse: Suggest an Alternative: Avoid the Situation:
Lets go and smoke some weed instead of going to class.

Do you want to try drinking cough syrup with me? I heard it gives you a good buzz.
Hey, lets bring some alcohol on that school trip tomorrow. It will make it so much fun.
Wowlook at hershes so drunk lets Snapchat it.

I scored some of my little brothers Adderall. Here, have one!


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Lesson Title SLOs Assessmen Key Questions related Learning Activities Instructional Equipment/

t to this Lesson Strategies Resources/

1. Drugs W-9.6 Can students Kahoot quiz Direct Computer &

2. Resilience W-9.9 Observatio Do students What is resilience Direct Computer &

Paper (S) Addiction

6. Peer influence skit

R- 9.4 analyze, evaluate and refine personal communication patterns

Unit Plan Goals

Can student recognize the different type of recreational drugs?

Self-Evaluation- Final evaluation where student grades reflects on their participation in

question answered. (12 marks)

they were in with the same criteria. (10 marks)

They get 0.5 mark for each response. (9 marks)

Participation/Attitude- Student participated in activities and demonstrated a good

attitude throughout the unit. (?? points)

SPECIFIC OUTCOMES FROM ALBERTA LEARNING OBJECTIVES Formative & Summative

LEARNING RESOURCES CONSULTED

Cardboard name plates

Body (65 min.):

Talk about each stat after the question.

Learning Activity #2: Learning About Drugs (35 minutes)

PowerPoint Slides- Uppers, Downers, and All-Arounders (10 minutes)

Flyer Making (10 minutes)

** Assign one self-starting student to use a phone to research fentanyll**

They are to work on individually. There may be a couple of repeats. When

Present to Class (15 minutes)

Learning Activity #3: Drugs investigator (20 minutes)

Go over answers as a class. Have students hand in for marks.

Closure (5 min.): * Connect your closure with learning objectives*

What can be improved upon:

Describe how the students met your lesson objectives:

Scenario 1: Hot Mess at the Hockey Game

What could she have been drinking? Answer: Cough medicine

Scenario 2: Party People

What pill did he take? Answer: Ecstasy

Scenario 3: What did I smoke?

What did she smoke? Answer: Methamphetamine

Scenario 4: Life of the Party

What drug did Trevor take? Answer: Prescription Stimulant

SPECIFIC OUTCOMES FROM ALBERTA LEARNING OBJECTIVES Formative & Summative

W-9.6 analyze addictions; e.g. 1. Become familiar with the

R- 9.4 analyze, evaluate and 2. Explore their own resiliency

R-9.8- analyze skills required to

LEARNING RESOURCES CONSULTED

MATERIALS/ EQUIPMENT/ GYM SET UP

Learning Activity #1: What is Resiliency? (10 minutes) Discussion (F)

a) having caring & positive relationships in our lives

Learning Activity #2: Characteristics of Resiliency (10 minutes)

**Hand out Characteristics of Resiliency checklist **

Practice thought awareness. Resilient people don't let negative

Choose your response. Remember, we all experience bad days and we

Maintain perspective. Resilient people understand that, although a

Build your self confidence. Remember, resilient people are confident

Develop strong relationships.. The more real friendships you develop,

Focus on being flexible. Resilient people understand that things

Looking at your checklist, if you answered NEVER to any of the characteristics,

Closure (5 min.): * Connect your closure with learning objectives*

Are there any questions?

Lesson Reflections (After you teach):

What can be improved upon:

Describe how the students met your lesson objectives:

SPECIFIC OUTCOMES FROM ALBERTA LEARNING OBJECTIVES Formative & Summative

Assign one self-starting student to use a phone to research fentanyll

Hand out Characteristics of Resiliency checklist

** If running behind- assign this as homework *