Content Area: Health and Physical Education

 

Index: 2.3B Grade 8 CPI 3

 

Standard: 2.3 - Drugs & Medicine

 

Strand: B - Alcohol, Tobacco and Other Drugs

 

Cumulative Progress Indicator:  3 -  The student will investigate how the use and abuse of alcohol contributes to illnesses such as cancer, liver disease, heart disease, and injuries.

 

Grade: 8

 

Sample Activities:

 

·        USE, ABUSE, OR DEPENDENCY? - Divide the class into three groups. Create one set of cards for each group describing the four phases of the progression of chemical dependency. Give each group a set of cards and have volunteers arrange themselves in the correct order from early to end stage. To make changes in the order, students must challenge the placement and those who arranged the line-up must defend the placement. Reconvene the class and review the definitions of use, abuse, and dependency. Relate the definitions of use, abuse, and dependency to the progression chart and address any misconceptions. Provide small groups several situations, (see samples below) that involve substance use. Groups determine if the scenario constitutes use, abuse, or dependency. Students list questions to consider when making an appropriate decision and indicate where they might look to find answers to those questions.

 

      USE, ABUSE, OR DEPENDENCY?
-        A student goes to the nurse to take prescribed medication.
-        Two students meet in the school lavatory; one student gives the other a Phenobarbital tablet or muscle relaxant brought from home.
-        A person is injured at work. He/she is given a prescription for codeine. The person feels better after a few days, but renews the prescription and continues to use the medication.
-        A person consumes a six-pack of beer every Saturday night.

Variation: Place the words use, abuse, and dependency on large cards and post at distant corners of the room (or give each student three different colored cards with use, abuse, or dependency written on each). Read a scenario and instruct students to move to the corner of the room that best
describes the situation (or raise the appropriate card). A spokesperson from each group defends the group’s position. Conclude the activity by listing some of the resources available to help individuals with substance abuse problems.

Variation: Considering the scenarios noted above, brainstorm the lifelong impact of such actions on the individual and his/her family. Students predict what might happen to the individual at various stages of the life cycle if the behavior continues (e.g., What might happen to the individual who drinks a six pack of beer every Saturday night? What will he/she be like at age 20, 30, or 40?)