Lesson Plan: 5 Date: Wednesday, February 26th, 2014 Instructor: Devon Kelly Unit: Illegal Drugs Lesson: Sec.

3 & 4/Above the Influence Target Group: Grades 10-12 Health Time: 90 minutes School: Morgantown High School Cooperating Teacher: Mrs. Arbogast NATIONAL HEALTH EDUCATION STANDARDS: 5.0: Students will demonstrate the ability to use decision-making skills to enhance health. 7.0: Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. 8.0: Students will demonstrate the ability to advocate for personal, family, and community health. WV HEALTH CONTENT STANDARDS HE: HS. 5.03- analyze the effects of potentially harmful decisions that impact health and the effect these decisions have on family, community and self (alcohol, tobacco, and other drug use, STD transmission, pregnancy prevention, teen parenting). HE. HS. 7.03- list examples and explain short and long term impacts of health decisions (e.g., smoking, good diet, wearing seat belts) on the individual, family and community (e.g., lung cancer, heart disease, STDs). HE. HS. 8.01- use written, audio and visual communication methods to express health messages (e.g., posters, reports, role playing). MATERIALS AND EQUIPMENT: 1. Above the Influence Website: www.abovetheinfluence.com 2. Illegal drugs sections 3 & 4/Above the Influence Handout (110 copies) 3. Illegal drugs sections 3 & 4 quizzes (110 copies) 4. Impairment activity: 6 bolts & nuts, 6 pairs of gloves, 6 drunk goggles, 6 stopwatches 5. Vocabulary words on pieces of paper (8 words listed below) 6. Vocabulary definitions on pieces of paper (8 definitions listed below) 7. Paper with above the influence logo 8. Blank white paper for above the influence logo redesign 9. Crayons, colored pencils, colored markers ATTENTION GETTER: Teacher will go over the agenda for the day and will start the class by doing a vocabulary activity with the class so they can get their vocabulary words written down. Vocabulary Matching Activity: Teacher will hand out separated vocabulary words and definitions to students. Teacher will tell students that they need to get up and find the person with the vocabulary word or definition that matches theirs. The object is to match up each vocabulary word with its correct definition. Once everyone thinks they have been matched up correctly, the teacher will call one pair at a time up to the front to see if they are correct. If they match then they will read their vocabulary word and definition to the class and the class will write down the vocabulary word on their handouts besides its definition. Vocabulary words include: 1. Stimulants-drugs that temporarily increase a persons energy and alertness 2. Depressants-drugs that cause relaxation and sleepiness 3. Opiates-group of highly addictive drugs derived from the poppy plants that are used as pain relievers, anesthetics, and sedatives 4. Hallucinogens-drugs that distort perceptions and cause a person to see or hear things that are not real 5. Intervention-involves confronting a drug user about his or her problem to stop them from using drugs 6. Recovery-process of learning to live without drugs 7. Relapse-return to using drugs while trying to recover from drug addiction 8. Neonatal Abstinence Syndrome-drug withdrawal occurring in newborn infants whose mothers were frequent drug users during pregnancy 10 minutes

Objective 1. Students will be able to categorize 2 situations as risks of drug use or warning signs of drug use and define 5 vocabulary words on a ten question quiz. Procedure/Method 1. Team Brainstorming on Risks of Drug Use/Warning Signs of People Using Drugs: Teacher will divide class into 2 teams. One team will be responsible for brainstorming some risks of drug use and the other team will be responsible for brainstorming some warning signs of someone you suspect is using drugs. Each team will have someone come to the board and write down what they come up with under the corresponding column. Once both teams have come up with as many things as they can think of, the teacher will go over their answers and have them write down on their handouts the main ones that they need to know. They will be quizzed on these at the end of class. ---5 minutes Procedure/Method 2. Visit Above the Influence Website: Teacher will hand out small laptops to students and tell them to go to the Above the Influence website. Once there, students will go to the About section and read what Above the Influence is all about. From there, students will go to the Drug Facts li nk and read through the information on the different drugs that are listed. Teacher will tell students to concentrate on the drugs that they didnt research. Once students have had some time to look these over, teacher will ask a student to tell the class a little bit about a few of the drugs that we havent talked about as much including: 1. Salvia 2. Spice 3. Rohypnol 4. GHB 5. DXM ---10 minutes. Procedure/Method 3. Above the Influence Logo Redesign: Teacher will show students the Above the Influence logo and will tell students that they will now think of a personal experience or opinion that they have about drugs and they will create a new Above the Influence logo or they will redesign it by being as creative as possible using their own personal touches. The logos should be visually appealing and colorful. Once finished, students may share their completed work with the class. ---30 minutes Procedure/Method 5: Impairment Activity: Teacher will divide students into teams by their rows and will hand each team a bolt and nut. Teacher will tell students that they will start with the nut unscrewed from the bolt completely and they will take turns going through each person in their row screwing and unscrewing the nut onto the bolt while timing themselves to see how fast they can accomplish it. Now the teacher will give each team a pair of drunk goggles and the teams will repeat this activity while wearing the goggles to see how it affect s their time. Next the teacher will give each team a pair of gloves to put on and the teams will repeat this activity while wearing the gloves to see how it affects their time. Finally the teacher will have the teams wear both the goggles and the gloves and repeat the activity to see how wearing both of the items affects their time. ---If time permits

EVALUATION: Ch. 12 Sections 3 & 4 quiz TIME5 minutes

Procedure/Method 4: Distribute Ch. 12 Sections 3 & 4 Quizzes and allow students 5 minutes to take the quiz. Collect quizzes as the students finish them. ---5 minutes Quiz is worth 20 points. Evaluation Rubric: remember when you develop your rubric-the mastery level should match your objective. The mastery level is the minimum level students can demonstrate to be considered to have mastered the material. An easy way to remember is: mastery is a C.

Illegal Drugs Unit: Ch. 12 Sec. 3 & 4 Quiz HS NHES:

Novice

Partial Mastery

Mastery

Above Mastery

Distinguished

LP 4-OBJ. 1

LP 4-OBJ. 1

LP 4-OBJ. 1

LP 4-OBJ. 1

LP 4-OBJ. 1

5.0: Students will demonstrate the ability to use decisionmaking skills to enhance health. 7.0: Students will demonstrate the ability to practice healthenhancing behaviors and avoid or reduce health risks. 8.0: Students will demonstrate the ability to advocate for personal, family, and community health. WV CSO: HE: HS. 5.03 HE. HS. 7.03 HE. HS. 8.01

Students categorized 01 situations and identified 0-2 words.

Students categorized 2 situations and identified 3-4 words.

Students categorized 2 situations and identified 5 words.

Students categorized 3 situations and identified 6 words.

Students categorized 3 situations and identified 7 words.

TOTAL LESSON TIME: 1. 90 MINUTES