Content Area: Health and Physical Education

 

Index: 2.3C Grade 8 CPI 2

 

Standard: 2.3 - Drugs & Medicine

 

Strand: C - Dependency/Addiction and Treatment

 

Cumulative Progress Indicator:  2 -  The student will discuss ways to quit using substances and discuss factors that support the ability to quit.

 

Grade: 8

 

Sample Activities:

 

·        SHARING INFORMATION - Brainstorm groups that might benefit from a short pamphlet on a topic such as alcoholism or chemical dependency (e.g., parents, parents of teens, teens, elementary students) and list on the board. Divide the class into small groups. From the list, each group selects a target audience, develops a pamphlet using a variety of print and technological resources, and creates a distribution plan for the appropriate audience.

Variation: Students take an existing pamphlet or fact sheet and with appropriate assistance, translate it into Spanish or another world language spoken in the community. Students develop a list of community agencies and locations for distribution.

 

·        QUITTING TOBACCO - Brainstorm the long-term effects of tobacco use. Create a continuum that describes the long-term effects of tobacco use on various body systems (e.g., lungs, heart, skin). Use anatomical models to demonstrate the effects of tobacco use. Direct a class discussion on what might happen if the per-son quits smoking at any point on the continuum. Ask: “Is there a point where damage is irreversible? What activity limitations might people have who are affected by lung cancer or emphysema? Are the perceived benefits of tobacco worth the risks?” Students research and write a report on the long-term effects of tobacco use. The paper should include a description of services available to those who want to quit tobacco use.

 

·        GETTING HELP FOR AN ATOD PROBLEM - Brainstorm a list of resources available in the home, school, religious organizations, and community to assist individuals and families with problems related to substance abuse. Invite a panel of sub-stance abuse specialists to discuss treatment and support services available in the community. Students generate a list of questions about the services for the panelists. Information presented by the panel should reinforce the school district’s substance abuse policies and emphasize the need for confidentiality. After the presentation, students write thank-you letters to the speakers, identifying important concepts learned from the presentation.

Variation: After the presentation, students role-play calling a hotline or treatment center for information on substance abuse treatment and family support services.

 

·        SOLVE THE PROBLEM: GETTING HELP - Brainstorm a list of community agencies and programs that provide health and social services for teenagers. Ask: “Why do teens use these services? Why do teens not use these services? What are the barriers that prevent teens from using these services?” Discuss what actions can be taken to help students overcome the barriers and make effective use of available services. Discuss state and federal laws regarding parental notification and confidentiality for substance abuse treatment. Divide the class into four groups to develop role-plays illustrating how others assist a character with a problem Each group presents its role-play to the class for comment and discussion. Students complete the lesson by writing a response to the following statement: “I have a friend who drinks. I can...”

 

      Variation: Using a variety of resources, students create an annotated brochure or directory of community health and social services for adolescents. With the assistance of staff from the community agencies, students design and print the product and develop a marketing plan for community distribution. Engage the school district’s public relations specialist or a volunteer from the community to assist in the development of the campaign.