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Unit and/or Day (Title):

Substance Use and Abuse


Friday March 6, 2015
Curriculum Expectations: List overall and specific expectations
C. Healthy Living: Substance Use, Addictions, and Related
Bahaviours
Overall
C1: Demonstrate an understanding of factors that contribute to healthy
development
Specific
C1.3: Identify and describe the warning sings of substance misuse or
abuse, addictions, and related behaviours and the consequences that
can occur
Learning Goals: In student-friendly language
- Refreshing students memory on the dangers of substance abuse
- How substances affect your body in negative ways
- Understanding what drug abuse may lead to
- Recognize consequences and patterns of drug abuse
Guiding Questions: List 2-3 questions that frame students
learning
1. What are some organs that may be affected by substance abuse?
2. What are some effects you may notice when someone is abusing
drugs?
Time
:
5-10
min.

Before: Minds On (Establish a positive learning


environment, connecting to learning or
experiences, setting the context for learning
- Explain the use of the buzzer - when you hear
this sound that is the end of the activity, please
hand in your card and find your seat

Materials
:
- Cards
with
questions
- Buzzer

Quiz, Quiz, Trade


- Refresh their minds from the previous lesson on
the dangers of substance use
- Students will each be given a card with a
question on it
- In partners they will ask each other the questions
on their card to quiz each other
- Once both students have asked and responded
to the questions they will trade their cards and
move on to find another partner
Time
:

During: Action! (Introducing new learning or


extending/reinforcing prior learning, providing

Materials
:

5
min.

1520
min.

opportunities for practice and application for


learning)
Drugs and Your Body
- Brainstorm on the board collectively - ideas of
ways drugs can effect your body
- Allowing students to get thinking about ways
they believe drugs may affect the human body
WHO AM I Activity
Have organs on whiteboard with description
behind them (hiding so they arent able to read
the answers)
- Have chart person on door to keep for rest of unit
- Will add organs to door as they go along with
description and arrows/lines connecting organ to
description of effects
Address
- As we go along - jot down ideas in the reasons
(while you are listening to class and in your group)
- Point system on board - winner gets a treat
- Using buzzer to stop each round - when buzzer
goes students must stop writing
- Raise your hands when you are done writing
- Some photos are a bit graphic but need to
remember that not all cases are the same - some
are more severe and some are less severe
* Note: Only post one mouth and one set of lungs
- have information coming off both of them - note
to students that once they have completed both
drugs for those then we will post the organ to the
person on the door
- Put students into 5 groups with a whiteboard
- Hand out graphic organizer
- Determine who will write for you and who will
come up to put an organ on the body if you
receive a point (that person will have the same
task throughout the game)
- Explain to activity: using powerpoint
- Will read a passage about the effects of a
drug on an organ in the body and as a group they
will have 30 sec - 1 min
- Write down what
organ they believe it is
- What drug is affecting the body

-5
Whiteboar
ds and
Markers
Powerpoin
t
Computer
- Tape
- Organs
- Chart
Paper with
tracing of
human
- Graphic
Organizer
- Expert
group
handouts
- iPod
speakers

10
min.

- Why
- Go through an example with them
- Brain: read passage
- I am the Brain
- Why: I noticed the drug was affecting my
learning, sleeping, and emotional health - from
previous knowledge I know that these feelings are
affected in the brain - also that the brain has
effects on behaviour
- Place brain and explanation on human
body
- Once example is complete check for
understanding
- Start activity
- The team with the first correct answer will send a
representative up to place the organ on the
human body (unless it is the lung or mouth, in
which case once the second drug has been read
for this the team will place the organ on the body)
- If there is a tie: ask a question about the
hormones (I have on my sheet with drugs and
your body)
- Once complete explain that this will be left up for
the rest of the unit for you to refer back to and
help as a visual aid
Jingle
- Keep students in same groups
- Each group will become an expert group on an
organ to create a jingle to help remember what we
just learned
-***** It needs to explain the effects of that
drug on an organ
- Short and sweet - not too complicated
- Will be posting them up on the human body
- Show an example: on PowerPoint
- Brain: share Voice Memo
- Check for understanding
- Hand out paper with reasoning on them to refer
back to (remind that I will be collecting these AND
your jingle)
- Each group gets one organ EXCEPT the Bones
and Heart group will have to make 2 Jingles (start
with one and see if you have time to get to 2nd)
- Allow them to use whiteboards to write out and

make corrections as they create their jingle


- Give students 10 min to create jingle - write on
piece of paper to hand in so you can share with
your classmates
- Next class you will be presenting jingle to peers
to help they remember
- If there is time ask one group to come up to
volunteer and share their jingle
Time
:
5
min.

After: Consolidation & Connection (Helping


Materials
student demonstrate what they have learned,
:
providing opportunities for consolidation and
reflection)
Exit Cards
- Hand out Today I learned exit cards and have
students fill out before leaving the class
- Allows teacher to check for understanding
and whether we should move forward or need to
spend a bit more time working on how drugs affect
the body

Assessment Opportunities
- Oral Communication
Next Steps
- Discuss Who Becomes Addicted
- Risk Factors/Protective Factors

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