Content Area: Health and Physical Education

 

Index: 2.3C Grade 6 CPI 1

 

Standard: 2.3 - Drugs & Medicine

 

Strand: C - Dependency/Addiction and Treatment

 

Cumulative Progress Indicator:  1 -  The student will describe the signs and symptoms of a substance abuse problem and the stages that lead to dependency/addiction.

 

Grade: 6

 

Sample Activities:

 

·        MYTH VS. FACT - Using examples, point out that it is important to know the facts in order to make effective decisions. Read a statement about drugs and medicines. After the statement is read, each student moves to a predetermined corner of the room if he/she believes the statement is a myth; to another corner of the room if he/she believes the statement is a fact; or remains in the center of the room if he/she is unsure. Students discuss their choice with other students in that corner. Each corner selects a spokesperson to defend the group’s choice. (If students always seem to stay in the center of the
room, change the rules. Tell them the center no longer exists and they must make a choice.) During the game, clarify any misconceptions. After the game is over, students write a brief paragraph out-lining what they learned from this activity.

SAMPLE MYTHS AND FACTS
-        Drugs are medicines.
-        You can’t become addicted to medicines but you can become addicted to drugs.
-        Alcoholism is an addiction.
-        Alcohol is not a drug.
-        Tobacco is legal; therefore, it is not a drug.

Variation: Students write myths and facts on index cards. Use the student-generated cards to play the game.

 

·        ON THE JOB - Explain how the use of alcohol, tobacco, and other drugs interferes with job performance. In order to understand this better, students interview a school staff member about his/her job. Each student is given a teacher-prepared questionnaire for the interview. Questions should focus on what the person does, the skills and personal qualities needed for the job, and educational requirements. After the interviews, organize students into groups by job title. Students compare the results of their interviews and predict how the use of ATODs might interfere with job performance.

 

      Variation: As a follow-up activity, students role-play a job interview. Using a script, costumes, and props, students assume the roles of employer and prospective employees. Two of the job candidates should exhibit some signs of substance use (e.g., chain smoking, acting very lethargic or wired). After observing the interviews, the class votes on who should be hired for the job. Discuss the criteria used to make the judgment.

Variation: Introduce the concept of preemployment drug screening, and discuss how drug testing might impact one’s ability to gain employment.

 

·        DEPENDENCY IS AN ILLNESS - Emphasize that chemical dependency is a treatable illness that can affect the entire family. Tell students that family members, who are often called codependent, can be helped just as the chemically dependent person can be helped. Ask students to bring to class a favorite food, such as a candy bar or cupcake. Students place the favorite item on their desk within reach; however, they cannot, under any circumstances, touch or eat the item. At the end of the day, collect the treats. Students share their feelings about the experience and respond to the following questions: “Did the treat cause you to become distracted from your work? Did you think about the treat when you left the room? Did you try to sneak a taste or smell of the item when you thought no one was watching?” Relate the feelings to those of a chemically dependent person and the potential impact of chemical dependency on the individual and his/her family.

Variation: Each student identifies a food frequently available to them whenever they want it, one they really enjoy eating almost every day (e.g., popcorn, ice cream, nachos). Each student completes a contract not to eat that food for one week. Students report their progress and at the end of the week share what they experienced while trying to abstain from eating their favorite snack. Discuss the differences between “needs” and “wants” and relate each to dependency. Important points include the need for behavior change, a personal commitment to change, and the strength of the desire for the food or substance.

 

·        DEPENDENCY TIMELINE - Extend a string along the chalkboard to simulate a time line. Attach signs to the string illustrating the progression of chemical dependency (learning/experimentation, social use, harmful use, and dependency). Post each sign and discuss the significance of the action or behavior. Place the symptoms from the four categories of chemical use progression on cards and distribute randomly to students. Students line up in the correct sequence to represent the stages of dependency. Engage students in a discussion of where the behaviors are placed on the continuum and direct students to move to the correct place. Discuss the symptoms of each stage. After summarizing the activity, each student writes a brief journal entry describing what he/she learned.