A. Luong, Jennifer Rivas, M.

Winkler
HSC 430 Section 02
November 9, 2017

Lesson Plan: Social and Legal Implications of Alcohol Use

Heading:

Content Area: Alcohol, Tobacco, and Other Drugs (ATOD)

Topic: Alcohol Use

Grade Level: 10th Grade

Time Frame: 1hr 15 min

Standards:

Health Education Content Standards of CA Public Schools (K-12)

1.4.A: Identify the social and legal implications of using and abusing alcohol, tobacco, and

other drugs.

Objectives:

1. Identify the blood alcohol content level that is unsafe for driving a vehicle in CA.

2. Explain how alcohol influences awareness at different points of intoxication.

3. Discuss methods on avoiding using ATOD in social situations.

Introduction/Anticipatory Set (5 min):

The focus of this lesson is to define and analyze blood alcohol content (BAC) and explain

how BAC affects awareness at different stages of intoxication, and how to avoid alcohol, tobacco

and other drugs (ATOD) during social situations.

Question: Can anybody explain, in your own words, what BAC is?
 Expected Answer: The overall percentage of alcohol that is in an individual’s

bloodstream at a given time period.

Question: What are some effects of alcohol consumption that you may have witnessed or

have heard about?

Expected Answer: Answers will vary: i.e slurred speech, unbalanced, slow reactions,

aggressive behaviors, vomiting, passing/blacking out, etc.

First, there will be a powerpoint that defines BAC, what a standard drink is considered,

and how each individual handles alcohol differently. We will also go over the legal driving BAC

levels in California and how to identify the symptoms of alcohol poisoning, as well as what to do

if witnessing someone who has alcohol poisoning. Then, there will be two separate activities in

which students will (1) calculate BAC and identify the characteristics of each individual in the

scenarios based on their weight and the amount of drinks that have consumed, and (2) act out

scenarios of ATOD in social situations while determining the best ways to avoid/deal with these

situations. There will also be a short video to present that demonstrates the harsh effects that

alcohol has on awareness.

Step-by-Step Procedure (1 hour):

Instructional Strategies Student Activities Time Resources

- Powerpoint 1 (5 slides) -Pass out worksheets to students 10 -Computer with

+ What is Blood Alcohol prior to starting powerpoint powerpoint slides
Content (BAC) (Powerpoint 1 - BAC)
+ How is it measured? - Students will fill in blank
+ What is considered a spaces on worksheet with -Computer cables
standard drink? information from the powerpoint (video/audio hookups)
+ What is legal BAC for slides.
driving? -Projector
+ Consequences of -Students may keep Worksheet 1
DUI/DWI to use for future studying. -Printed copies of
+ Alcohol poisoning: Worksheet 1 - BAC
signs/symptoms, how to PowerPoint​ for students
avoid it, & what to do if
it happens.

-After powerpoint
discuss material.

Questions: Answers:
Why would the same Alcohol affects everyone
amount of alcohol affect differently based on their
you differently than it weight. Other factors may be the
affects your other amount of food or water
friends? someone had during that day.

If you were put in the Call 911, do not leave them

situation, what would alone, do not try to give them
you do if you saw a food or drinks, try to keep them
friend who may have sitting down, lay them on their
alcohol poisoning? side with arms above head if
unconscious.

- Handout Worksheet 2 -Divide students into groups of 4 20 -Chart displayed on

with BAC chart and 2 board
scenarios for activity.
-Computer with internet
-Show students chart of
blood alcohol content on -Projector
projector & on
worksheet -(Worksheet 2) Have students do -Printed copies of
activity that includes calculating Worksheet 2 - Blood
-Explain what part of BAC based on weight and Alcohol Determination
perception/awareness is amount of drinks, and answering (Texas Education
affected at different questions about each scenario Agency, 2011) for
BAC levels (listed on (2) of the perception of students.
worksheet). individuals who are under the
influence of alcohol. -Computer cables
(Video/Audio hookups)
- Play video illustrating -After activity is completed,
effects of alcohol on worksheets will be collected.
awareness
- Watch video

-Discuss Video

Questions:
From the video, why Answer: Coordination,
don’t alcohol and driving perception, judgement is
mix? affected, Possible injury, driver Access video via:
licence suspension https://www.youtube.co
What is the most m/watch?v=Q4TsNGu-
common risk associated Answer: Accidents/Injury, CK8
alcohol consumption by Students will give examples on
young people? how accidents may happen.

Present strategies to -Take notes in their notebooks 30 -Computer with

resist alcohol and PowerPoint slides
recognize peer pressure. (Powerpoint 2 -
Powerpoint (5 slides) -Students will split up into Strategies to Resist
groups of four: one person will Alcohol and Peer
- Handout Worksheet 3 be the protagonist, two will be Pressure)
with three scenarios: the friends, and one will be a
law enforcer. -Computer cables
+Your friend sneaks (video/audio hookups)
alcohol into the school -As a group, they will go
dance and pressures you through each scenario, role play, -Projector
into drinking. You don’t and discuss strategies to use to
want to drink because avoid drinking alcohol. -Printed copies of
you know that there are Worksheet 3 - ATOD
chaperons that supervise Student Scenarios​ for
the dance, but you also students
don’t want to cause an
argument. What are
 some methods to avoid -Printed copies of
drinking without causing homework assignment:
conflict? Worksheet 4 -
Strategies to Avoid
+There is a party going Drinking & Peer
on, your friend was Pressure​ for students to
drinking but you are the take home.
designated driver.
Everyone is having a
good time and you are
being pressured to join
the fun and drink too.
What are some things
you can say to avoid
drinking?

+During an event at a
sports game, some
students try to persuade
another person to go
drinking with them.
What can you do to step
in and help the other -After activity is completed,
student from being peer worksheets will be collected.
pressured?

-Following completion - Students are to complete

of activity, explain and Worksheet 4 by creating three of
pass out homework their own peer pressure
(Worksheet 4) to situations and solutions on how
students for them to to avoid the pressure of drinking
complete at home and by using the strategies learned in
return the following day. today’s lesson.

Closure/Conclusion (5 min):
In today’s lesson, the students learned the risks and side effects of drinking and the

effects it has on the body and how it impairs the ability to drive. Throughout this lesson, we
analyzed the effects that alcohol has on one’s awareness at different blood alcohol content levels

and also worked in groups to role-play different scenarios and discuss strategies to avoid

drinking alcohol in social settings. Students will have a worksheet (Worksheet 4) that they will

take home in which they create three of their own peer pressure situations and solutions on how

to avoid the pressure of drinking by using the strategies learned in the classroom. The students

will bring the finished assignment to class the following day.

Content Outline:

I. Identify the blood alcohol content level that is unsafe for driving a vehicle in CA.

A. What is BAC? How is it measured?

Blood Alcohol Content (BAC) also know as Blood Alcohol Concentration is used

to refer to the percentage of alcohol that is in an individual’s bloodstream at a

specific point in time. It can be measured through breath, blood, or urine tests.

Individuals may measure their own or others’ BAC by using their weight and the

amount of drinks consumed and matching the two values up on a BAC chart.

However, this is not always a completely accurate measurement. Variation may

exist due to factors such as sex, body fat percentage, alcohol tolerance, and

water/food consumed by the individual prior to or during alcoholic drinking

(University of Notre Dame, n.d.).

B. In California, what is the BAC level that is considered illegal to drive? (CA

DMV)

.08% or higher for 21 years old and over

.01% or higher for younger than 21 years old

II. Explain how alcohol influences awareness at different points of intoxication.

A. Explain what alcohol does to the brain during intoxication that will impact an

individual’s awareness.

1. Brain​: ​Alcohol interferes with the brain’s communication pathways, and

can affect the way the brain looks and works. These disruptions can
 change mood and behavior, and make it harder to think clearly and move

with coordination (NIH).

B. Explain the effects that alcohol produces during each level of intoxication.

a. In low doses (BAC level: 0.020- 0.079%), alcohol produces:

i. Relaxing effect, reduced tension, lowered inhibitions, poor

concentration, slow reflexes, slow reaction time, reduced

coordination, slower brain activity, sensations and

perceptions that are less clear, judgement and driving

ability becoming impaired (University of Notre Dame,

n.d.).

b. In Medium doses (BAC level: 0.080-0.129%), alcohol produces:

i. Slurred speech, sleepiness, dilated pupils, vision impaired,

significant impairment of motor coordination and loss of

good judgement, unstable/exaggerated moods, possible

vomiting, clear deterioration of reaction time, increased

urine production, more blood flow to skin surface, lower

core body temperature (University of Notre Dame, n.d.).

c. In high doses (BAC level: 0.130-0.249%), alcohol produces:

i. Complete impairment in motor controls and awareness,

blurred vision, major loss of balance, euphoria is reducing

while dysphoria (state of feeling unwell) increases,

vomiting, uncontrolled urination or defecation, breathing

 difficulties, passing/blacking out (University of Notre

Dame, n.d.).

d. In extreme doses (BAC level: 0.250-0.40+%), alcohol produces:

i. Alcohol poisoning, complete loss of consciousness, onset

of coma, possible death due to respiratory arrest

(University of Notre Dame, n.d.).

III. Discuss methods on avoiding using ATOD in social situations.

A. Recognizing types of peer pressure

1. Direct Social Pressure: when someone offers you a drink or an opportunity

to drink.(NIH, n.d)

2. Indirect Social Pressure: when you feel tempted to drink just by being

around others who are drinking—even if no one offers you a drink. (NIH,

n.d)

B. How to avoid engaging in ATOD in social situations

1. National Institute on Drug Abuse for Teens, article “6 Tactful Tips for

Resisting Peer Pressure to Use Drugs and Alcohol”.

a) Offer to be designated driver.

b) If you are in a sports team, say that you can’t drink in order to be at

maximum condition for a sports event.

c) Let your friends know that you have an important exam the next

day and you can’t risk being hungover.

d) Keep a cup or a bottled drink with you while that these social

events, people are less inclined to ask you to drink when you

already have one.

e) Find an activity to do to keep you busy, for example, dancing.

f) Another option would be to place the blame on your strict parents.

 References:

6 Tactful Tips for Resisting Peer Pressure To Use Drugs and Alcohol. (n.d.). Retrieved from

https://teens.drugabuse.gov/blog/post/6-tactful-tips-resisting-peer-pressure-to-use-drugs-a

nd-alcohol

Administrative Office of the Courts. (n.d.). Short and Long Term Effects. Retrieved November

02, 2017, from

http://www2.courtinfo.ca.gov/stopteendui/teens/resources/substances/alcohol/short-and-l

ong-term-effects.cfm

Alcohol Awareness. (n.d.). Retrieved November 02, 2017, from

http://publichealth.hsc.wvu.edu/alcohol/effects-on-the-body/short-term-effects-of-alcohol

California DUI & DWI Laws & Enforcement. (n.d.). Retrieved November 02, 2017, from

​https://www.dmv.org/ca-california/automotive-law/dui.php

Central Michigan University. (2009). Lesson 7: Saying “no” and sticking to it. Retrieved from

https://www.cmich.edu/colleges/cst/MGA/Documents/GR%206-ATOD%20layout%207.

pdf

National Institute of Health (NIH). (n.d.). Building Your Drink Refusal Skills - Rethinking

Drinking -NIAAA. Retrieved from

https://www.rethinkingdrinking.niaaa.nih.gov/Tools/Interactive-worksheets-and-more/Sta

y-in-control/Drink-Refusal-Skills-plan-your-strategies.aspx

National Institute of Health (NIH). (n.d) Alcohol’s Effect on the Body. Retrieved from

https://www.niaaa.nih.gov/alcohol-health/alcohols-effects-body
Ready Airman. (2013). How Alcohol Affects the Brain - Resiliency in 54 Seconds

Retrieved November 02, 2017, from

https://www.youtube.com/watch?v=Q4TsNGu-CK8&feature=youtu.be

Texas Education Agency. (2011). Blood alcohol determination worksheet. Retrieved from

https://uteachdallaspbi.weebly.com/uploads/4/5/0/2/45026975/shattered_dreams_calculat

ing_bac_workshop_student_handout_2.pdf

University of Notre Dame. (n.d.). Blood alcohol concentration. Retrieved from

http://mcwell.nd.edu/your-well-being/physical-well-being/alcohol/blood-alcohol-concent

ration/
 Worksheet 1: Blood Alcohol Content PowerPoint

1. Blood Alcohol Content (BAC) is measured by comparing:

_______________________ & ___________________________

2. One “standard drink” is considered to be how many (fl oz.) of each type of alcoholic beverage?

1. Beer: _______________________

2. Malt Liquor (Mickey’s, Olde English, Colt 45, etc.): ______________________

3. Wine: ___________________________

4. Distilled Spirits (gin, rum, tequila, vodka, whiskey): _____________________

3. What is the legal BAC level for driving in California for individuals OVER 21 years of age?

4. What is the legal BAC level for driving in California for individuals UNDER 21 years of age?

5. Calculate your own BAC Level based on your weight after having:

1 Drink: _________________ 2 Drinks: _________________ 3 Drinks: _______________

6. What are some of the consequences associated with DUI/DWIs?

7. What are the symptoms of alcohol poisoning? How can you avoid it?

8. What should YOU do if you see someone who might be suffering from alcohol poisoning?
 Worksheet 3: ATOD Student Scenarios

1. Your friend sneaks alcohol into the school dance and pressures you into drinking. You
don’t want to drink because you know that there are chaperons that supervise the dance,
but you also don’t want to cause an argument. What are some methods to avoid drinking
without causing conflict?

2. There is a party going on, your friend was drinking but you are the designated driver.
Everyone is having a good time and you are being pressured to join the fun and drink too.
What are some things you can say to avoid drinking?

3. During an event at a sports game, some students try to persuade another person to go
drinking with them. What can you do to step in and help the other student from being
peer pressured?
 Worksheet 4: Strategies to Avoid Drinking & Peer Pressure

Create three situations in which you can be pressured to drink alcohol and present three
strategies in which you avoid drinking in those situations.

Situation Strategy