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Illegal Drugs Lesson Plan Grades 7-8
Step 1: Review “Quick Tips for an Effective Presentation”
Step 2: Gather an overall perspective of the issue
A) Review the drug fact sheets found in the Drugs and Alcohol section of the Centre for Youth Crime Prevention.
B) Review the Objectives of this lesson plan (found below).
C) Identify ways that you are personally linked to the subject matter. This presentation is general in nature, and will be more effective if you tailor it to your personal experiences, the audience and your community.
Step 3: Prepare your materials A) Print the lesson plan.
B) Print required handouts and references. Make a few extra copies just to be sure. D) Gather all materials mentioned below.
E) Ensure your location has any technology you require (computer, projector etc.) Handouts:
Activity #1: Label that Drug: Fill-in-the-blanks Chart (7-8.1 Handout) Activity #2: Scenario: Alyssa’s Saturday Night (7-8.2 Handout) Activity #3: Say This, Not That! (7-8.3 Handout)
Activity #4: Who Can Help? (7-8.4 Handout) Reference Documents:
Activity #1: Label that Drug: Fill-in-the-blanks Chart (7-8.1 Reference) Activity #2: Scenario: Alyssa’s Saturday Night (7-8.2 Reference) Activity #3: Say This, Not That! (7-8.3 Reference)
Activity #4: Who Can Help? (7-8.4 Reference) Other Materials:
SMART board/chalk board to summarize responses on Chart paper and markers for groups to use
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Illegal Drugs – Lesson Plan
Objectives:
A. Learn about various illegal drugs (including short and long-term health impacts) B. Discuss social and legal consequences of drug use
C. Identify strategies for dealing with peer pressure D. List supports that are available for youth
Time: 60 minutes
Introduction (5 minutes):
Introduce yourself. Tell the students about your job, and why you are here to talk to them. Tell students that in today’s class, they will talk about drugs, the impacts they can have, and ways they can deal with peer pressure to try drugs. Additionally, different supports to help them deal with the issue will be addressed.
Tell students that to begin; you are going to go over the basics of a couple types of illegal drugs they may have heard of.
Activity #1 – Name That Drug
Goal: Students will learn about various illegal drugs (including short and long-term health impacts) Type: A chart for students to fill out
Time: 15 minutes
Step 1:
Let students know that most drugs can be broken down into three categories: Stimulants are drugs that make you more hyper and alert.
Depressants are drugs that cause the body and mind to slow down.
Hallucinogens are drugs that disrupt a person’s perception of reality and cause them to imagine experiences and objects that seem real.
Distribute “Activity 1: Label that Drug: Fill-in-the-blanks Chart (7-8.1 Handout)” to students. Tell students they have 5 minutes to read the chart, and fill in the names of the various drugs.
Step 2:
Review correct answers by asking students to share their responses to each number. As you are going through, make sure to discuss each drug, and what information in the chart led them to their label. Answers can be found in “Activity #1: Label that Drug: Fill-in-the-blanks Chart (7-8.1 Reference)”.
Activity #2 - Impacts of Drug Use
Goal: Students will examine possible social and legal consequences of drug use Type: This activity consists of a Scenario and Graphic Organizer for students to fill out Time: 15 minutes
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Put students into small groups. Tell students that each group will receive a copy of a handout with a scenario on it. Their job is to review the scenario, discuss possible consequences of Alyssa’s decision, and brainstorm things she could have done differently.
Step 2:
Provide groups with a copy of “Activity #2: Scenario: Alyssa’s Saturday Night (7-8.2 Handout)”. Read the following scenario (also at the top of their handout) aloud to the class.
Alyssa and a group of her friends head to their classmate Logan's one Saturday night for a small party. Alyssa and her friends each brought a couple coolers to drink that her older brother bought for them. Logan introduces Alyssa to Jen and Grant, who both go to the other middle school across town. Alyssa thinks they are hilarious, and spends most of her time that night with Jen and Grant. Near the end of the night, Grant starts to roll and joint, and asks Alyssa if she wants to join in. Alyssa has never smoked weed before, but has always been curious what it would be like. She says sure; she has a couple hours before her brother is coming to pick her up. When it’s time to go, Alyssa’s friends bug her about not being around all night and ask her where she was as they all pile into her brother's car. Alyssa giggles and jumps in behind them.
Step 3:
Give students about 10 minutes to work with their groups to answer the questions. When the time is up, have each group present their answers to each of the questions. The student responses should be recorded on chart paper, a blackboard or SMART Board. Samples of possible responses are included in
“Activity #2: Scenario: Alyssa’s Saturday Night (7-8.2 Reference)”. Step 4:
To conclude this activity, reinforce the messages from Activity #1, in addition to other social and legal impacts drug use can have. Ask students to consider why Alyssa made the decisions she did.
Prompt students by asking questions like the following:
Do you think she felt pressured by Jen and Grant to try pot?
What do you think her friends would have said if she asked them for advice?
Remind students that sometimes peer pressure can make us get caught up in the moment, and we often forget to stop and think about the long-term consequences. It’s important to remember that there are lasting impacts when we choose to do drugs, whether we plan on driving or not. Remind students that, as in the scenario with Alyssa, it can be hard to resist peer pressure. And, as our discussions revealed, it’s just as easy for things to go wrong.
Facilitator should consider linking to recent stories in the news about youth who experienced negative consequences as a result of drugs (e.g., charged, death, etc.).
Activity #3 – Say This, Not That!
Goal: Students will identify strategies for dealing with peer pressure Type: A scenario and worksheet for students to fill in
Time: 15 minutes
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Put students into small groups and provide each student with a copy of “Say This, Not That! (7-8.3 Handout)”. In their groups, give students 5-10 minutes to come up with 3 to 4 examples of things people may say to try and pressure someone into doing something, and write them in the “Don’t Say That” column. Then, tell students to come up with a witty response to each saying under the “Don’t Say That” column, and write them under the “Say This!” column. The handout has one example included at the top.
Step 2:
When the small groups have recorded their responses, the groups can take turns sharing their “Don’t Say That – Say This” statements. Tell students to fill in the rest of their chart with different options their classmates have come up with. Some sample responses can be found in the “Say This, Not That! (7-8.3 Reference)”.
Step 3:
Conclude this activity by telling students that there are many ways we can deal with peer pressure, and witty statements are just one way. You can also remove yourself from the situation, call a parent or friend if you are stuck somewhere, or make up an excuse. Most importantly, remind students to think about how they treat their friends; make sure they are not pressuring them to try anything. Real friends don’t force you to do things you don’t want to.
Activity #4 – Where to go for help?
Goal: List supports that are available for youth
Type: A worksheet to help youth identify supports around them Time: 5 minutes
Step 1:
Tell students that sometimes we may find ourselves in situations that we don’t know how to get out of. We might be dealing with problems in our lives and looking for something to help us through them, or simply trying to fit in. Despite the reason, it’s important that we think things through before we do them. We may not want to talk to our friends about some things we’re dealing with, but that doesn’t mean we’re alone; there is always someone who can help.
Step 2:
Provide students with a copy of “Who Can Help? (7-8.4 Handout)”. Tell students to list any sources of support that they can think of. Prompt students by suggesting that they think about people in their life, school, and community while they fill in the page. Give students 5 minutes to complete the worksheet. When they are finished, students will submit their completed exit statement to their classroom teacher. The teacher should review the exit statements and hand them back out to students during the next class (or post them on the wall in the classroom as a future reference for students).
Conclusion (5 minutes):
To conclude the lesson, summarize the important points and highlights of your discussions throughout the session. Leave the students with information about how to contact you if they have any follow up questions they didn’t want to ask in class.
Pass out the “Student Evaluation Form” to obtain feedback from students on how the presentation went.
5 Suggestions for Follow-Up Activities:
Students could…
a. Create a podcast to raise awareness about drug use and relevant impacts. b. Research one source of “support” and present the information to the class.
c. Create an informational pamphlet for younger students to inform them about drug use and identify who they can go to for help.
d. Create their own peer pressure scenarios and then list ways to prevent and resolve the situation.
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Activity #1: Label That Drug (Reference)
Fill-In-The-Blanks Chart
Illegal Drugs
Name How it Works Effects How to tell if someone has been using? 1 Cocaine / Crack Cocaine
Street Names: Blow, C, Charlie, Coke, Crack, Flake, Freebase, Nose Candy, Rock, Snow, Stardust Forms: Powder, crystals or rocks
Type: Stimulant
It affects the brain and makes you very energetic and alert.
Euphoria, insomnia, dry mouth and lips, masks fatigue, loss of appetite, lowers inhibitions, hallucinations, rapid heart and breathing rate
Dilated pupils Chapped nostrils Nose bleeding Track marks Sniffling Slurred speech 2 Magic Mushrooms Street Names: Mush, Schrooms, Mushies, Fungus, Fungus Delight (tea)
Forms: Mushroom, brown powder
Type: Hallucinogen
They are absorbed by the bloodstream and then travel to the brain where they alter one’s perception.
Nausea and vomiting, numbness, exaggerated reflexes,
paranoia/confusion, loss of urinary control, increased blood pressure and heart rate.
Dilated pupils Convulsions Muscle weakness or twitching
3 Heroin
Street Names: Smack, Dope, H, Horse, Black Tar, Dust, Point
Forms: Fine, white crystalline powder, grainy brown substance, dark brown sticky gum Type: Depressant
It travels through the bloodstream to the brain. There it’s converted back into morphine, interacts with your brain and can change the way a person experiences pain.
Nausea and vomiting, lack of emotion, headaches, reduced appetite, constipation, itching of the skin.
Decreased response to pain Small (pinpoint) pupils
Slowed speech and movements Track marks
4 Marijuana (Cannabis) Street Names: Pot, Mary, Mary Jane, MJ, Joint, Weed
Forms: Dried leaves, buds seeds or stems, resin, sticky liquid
Type: Hallucinogen
THC is absorbed into the bloodstream and travels to the brain. In the brain, it binds to cannabinoid receptors, which produces the effects felt by the user.
Dry mouth, increased appetite, calm, relaxed feeling, panic, anxiety, impaired short term memory and coordination, hallucinations, increased heart rate. Strong odor Red eyes Slow mental reactions Spontaneous laughter
Illegal Synthetic Drugs 5 Acid (LSD)
Street Names: Acid, Acid Cap, Blotter, Micro, Microdots, Bull’s Eye Forms: Tablets, blotting paper
Type: Hallucinogen
It enters all tissues of the body including the brain. The effects of it are felt gradually within 30-60
minutes, peak within 2 to 4 hours and gradually diminish within 10-12 hours.
Effects can range from a sense of joy/well-being to fear, panic, aggression and severe anxiety. One can also experience “pseudo-hallucinations” (user is aware the hallucination is not real).
Excitable Wild-eyed Dilated pupils Hallucinations
6 Ketamine
Street Names: Special K,
It travels through the bloodstream to the
Drunken/dizzy feeling, confusion, memory loss,
Insensitive to pain Difficulty reasoning
7 Vitamin K, Ket, Ketty
Forms: Liquid, powder, tablets Type: Hallucinogen brain. There, it affects the neurotransmitter (brain chemical) glutamate, which impairs memory, learning, the perception of pain and responses to the environment.
loss of coordination, inability to speak, decreased response to pain, confusion, nausea and vomiting. Some people experience “near death” or “out-of-body” sensations, and this is referred to as “going through the k-hole”.
Coordination problems Slurred speech
7 Ecstasy (MDMA) Street Names: E, XTC, X, Pill, Peanut, Ecstasy, Dove, Love Drug, M&M
Forms: Tablets with various logos and colours Type: Stimulant and/or hallucinogen
It is absorbed into the bloodstream and travels to the brain, where it causes the release several neurotransmitters (serotonin, dopamine and norepinephrine) which produce the effects felt by the user.
Euphoria, increased alertness, teeth grinding and jaw pain, anxiety, nausea and vomiting, dehydration, heightening of emotions and sensory perceptions, loss of inhibitions and hallucinations. Excitable Wild-eyed Dilated pupils Hallucinations 8 Meth (Methamphetamine) Street Names: Crystal Meth, Ice, Crank, Speed, Chalk, Pep Pill
Forms: Powder, crystals, tablets
Type: Stimulant
It travels to the brain through the
bloodstream. Once in the brain, it causes the release of a chemical that is responsible for “pleasure”, which explains the “high” created by the drug.
Euphoria, increased alertness of mind, excessively talkative, decreased appetite, dry mouth, teeth grinding, muscle shaking, paranoia, anxiety, hallucinations and difficulty sleeping, increased breathing and heart rate Dilated pupils Blurred vision Restlessness Tremors “Tweaking” (combination of anxiety, irritability, aggression, paranoia and hallucinations) 9 “Spice”
Street Names: Synthetic Marijuana, Hayze Spice, Herb Dream, Herbal Potpourri, Krypto Buds, Cloud 9
Forms: Mix of herbs sprayed with man-made compounds that mimic the effects of marijuana Type: Hallucinogen
It is absorbed into the bloodstream and travels to the brain. In the brain, it binds to cannabinoid receptors, which produces the effects felt by the user.
Nausea and vomiting, dizziness, extreme anxiety, agitation and panic attacks, euphoria, unrealistic fears, altered sense of time and space, confusion, insomnia, short-term memory loss, convulsions, seizures, suicide, increased heart rate. Shortness of breath High blood pressure Chest pain Dry mouth
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Activity #2: Alyssa’s Saturday Night (Reference)
Scenario
Alyssa and a group of her friends head to their classmate Logan's one Saturday night for a small party. Alyssa and her friends each brought a couple coolers to drink, that her older brother bought for them. Logan introduces Alyssa to Jen and Grant, who both go to the other middle school across town. Alyssa thinks they are hilarious, and spends most of her time that night with Jen and Grant. Near the end of the night, Grant starts to roll and joint, and asks Alyssa if she wants to join in. Alyssa has never smoked weed before, but has always been curious what it would be like. She says sure; she has a couple hours before her brother is coming to pick her up. When it’s time to go, Alyssa’s friends bug her about not being around all night and ask her where she was as they all pile into her brother's car. Alyssa giggles and jumps in behind them.
What are some possible consequences of Alyssa's decision?
• If she lies to her friends, they may get mad at her/ not trust her anymore • Her friends are angry with her when she tells them what she did.
• Her brother smells the weed and refuses to let her in the car.
• When she gets home, her parents smell the pot and she gets in trouble.
• She has a bad reaction to mixing alcohol and pot. Or, the pot could have been laced with something.
What could Alyssa have done differently?
• Alyssa could have chosen to not drink or smoke the pot.
• Alyssa could have left the room and told Logan what his friends were doing. • Alyssa could have declined the pot with a witty response or an excuse.
• Alyssa could have asked her friends for advice before making the decision to smoke the pot. • Alyssa could have called her brother and asked him to come pick her up early.
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Activity 3: Say This, Not That! (Reference)
Come up with 3 to 4 examples of things people may say to try and pressure someone into doing something, and write them in the “Don’t Say That” column. Then, come up with a witty response to each saying under the “Don’t Say That” column, and write them under the “Say This!” column.
DON’T SAY THAT SAY THIS!
Ex: What are you, chicken? Ex: Do I look like I’m covered in feathers and have
wings?
Everybody’s doing it! Really? Well I don’t need to be ‘just like everyone else’.
It’s the cool thing to do. I’ve tried it and I’m allergic / had a bad reaction.
You’re a loser if you don’t. Whatever; if you want to be the next Amanda Bynes,
then go for it.
Just try it, it’s not a big deal. Well, if it’s not a big deal, then why do I have to try it?
Just trying it once won’t hurt you. Seriously? Did you not hear about that (girl/guy) who (had a bad reaction/ended up in the hospital/died)?
Come on, it’s not like you have to do it every day! Exactly. And today is a day I don’t feel like trying it!
No one will ever find out. No thanks – my parents are picking me up in an hour and
if they smell anything, it’ll definitely be a big deal!
You have to try it - you’ll feel awesome. I have to go to (my grandparents/ a big sports
game/other activity) – definitely don’t want to be tired for that!
Do it for me, just this once! I’ll do it with you! If you were really a good friend, you wouldn’t care whether I try it or not.
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Activity #4: Who Can Help? (Reference)
When you need help, who can you go to?- Parents
- Brothers and sisters - Other family members - Guardians - Neighbours - Teachers - Teachers’ aides - Friends - Police officers - Trainers - Elders
