Course Profile

Healthy Active Living Education, Grade 9 open, Catholic

UNIT #2: Substance Use and Abuse

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5

Time: 9 Hours

Unit Developer(s):

Scott Campbell -- Huron Perth Catholic DSB

Theresa Conklin -- Huron Perth Catholic DSB

Steve Henry -- Bruce-Grey Catholic DSB

Heather Marcy -- Huron Perth Catholic DSB

Michele May -- Simcoe Muskoka Catholic DSB

Steve Peck -- Bruce-Grey Catholic DSB

Development Date: April 6, 1999

Unit Description

Choices which students make determine their path in life and ultimately their relationship with God. St. Paul reminds us “Do you know that you are God’s temple and that God’s spirit dwells in you?” (I Cor 3:16). Students will develop an understanding of the facts, myths and effects related to the use and abuse of alcohol, tobacco, and other drugs (e.g. cannabis). Students will identify the major environmental factors (e.g. peer pressure, media) in their lives that contribute to the use of these substances. Students will identify school and community resources (e.g., health unit, police department) involved in the education, prevention and treatment of substance use and abuse. Students will demonstrate the moral decision-making model (see, judge, act and evaluate) according to the faith perspective of the Catholic Church.

Strand(s) & Expectations

Ontario Catholic School Graduate Expectations: CGE 1a, 2a, 2e, 3c, 3d, 4f, 4g, 7a, 7b,

Strand(s): Healthy Living, Living Skills

Overall Expectations: HLV.OIR, HLV.03X, LSV.01X, LSV.02X

Specific Expectations: HL3.0lX, HL3.02X, HL3.03X, HL3.04X, HL3.05X, HL4.06X,

LSI.03X, IS 1.04X, LS2.01R, LS2.02R, LS2.06R, LS3.01R, LS3.04R

Activity Titles (Time and Sequence)

Activity 1	Facts, Myths and Effects of Tobacco, Alcohol and Other Drugs	80-120 min.
Activity 2	Substance Use and Abuse	80-100 min.
Activity 3	School and Community Resources	60- 80 min.
Activity 4	Decision Making and Assertion Skills	200 - 300 min.
Activity 5	Substance Abuse Unit Test	60 - 80 min.

Unit Planning Notes

• Prior to beginning this unit, teachers will encourage students to privately discuss any personal concerns and/or experiences they may have which could affect their participation in this unit.

• In order to develop a positive self concept, teachers will accept students for whom they are in order to help them achieve their God given potential.

• The primary focus of this course centres around participation in physical activity. Therefore it is recommended that this unit not be delivered in a solid block of time. It should be interspersed to allow opportunities for physical activities.

• Teachers will make a tentative allocation of time for the entire unit to synchronize with the course time lines. Programming of this unit will vary due to school schedules and facilities and availability of community resources.

• There are many support agencies in the community which have resources available for classroom and student use. Resources (information pamphlets) and speakers from these agencies are often available (e.g., local Health Units, Centre for Addiction and Mental Health, Covenant House, Lung Association, Heart and Stroke Foundation, Police Departments).

Prior Knowledge Required

• cooperative learning skills

• communication skills (e.g., brainstorming, obtaining information, presenting information

note-making, listening)

• work productively with others

• peer/self-assessment

• computer skills (e.g., keyboarding, Internet)

• role playing skills

• time management skills

• poster design skills

Teacher/Learning Strategies

• brainstorming

• self-reflection

• think/pair/share

• worksheets

• note-making

• cooperative learning

• direct instruction

• role playing

• case studies

• question and answer

• internet searches

• community assisted learning

Assessment/Evaluation

Teachers will assess and evaluate individual student progress continually and use appropriate resources and strategies to facilitate and improve each student's learning. These different strategies will provide opportunities for students to demonstrate the full range of their learning. It is essential that all students have a clear understanding of the course expectations and specific achievement levels.

The following chart identifies a list of suggested assessment tools that the teacher could use for this unit.

Tool	Type	Who	Activity
poster	formative/summative	teacher	Activity 1
worksheets	formative/summative	teacher/self	Activity 2
personal reflection	formative	teacher/self	Activity 2, 3
assignment	formative/summative	teacher/self	Activity 3
self/peer assessment	formative	teacher	Activity 3, 4
group work rubrics	formative/summative	teacher/self	Activity 4
unit test	summative	teacher	Activity 5

Resources

1. Action, OPHEA, 1996

2. Be With Me, Teachers Manual, Year 9, National Office of the Canadian Conference of Catholic Bishops, Ottawa, 1997

3. Canada, Ministry of Health and Welfare. Improving the Odds - A Tobacco - Use Prevention Resource for School Aged Youth 10-14, Ottawa, Canada, 1995

4. Lifetime Fitness, Johnson Publications, 1993.

5. Merki, Mary Bronson and Merki, Don. Glencoe Health: A Guide to Wellness, Glencoe/McGraw-Hill, Woodland Hills, California, 1999.

6. OPHEA. ACTION- Alcohol, Cannabis and Tobacco Health Promotion Project for Youth, Physical ISBN: 0-921868-18-9, 1996

7. Rizzo Toner, Patricia. Substance Abuse Prevention Activities, Just for the Health of It, Unit 6, Simon and Schuster, New York, 1993.

8. Smoke-Free Class of 2000 - Grade 8 Kit, Council for Tobacco-Free Ontario, 1995

9. The Textbook Alternative, Johnson Publications,1992.

10. Turning Points: Readings in Family Life Education, B,I, Prentice Hall Ginn, Scarborough, 1997

Websites

1. The Centre for Addiction and Mental Health: http://www.arf.org/isd/hint.html

2. Against Drunk Driving (ADD): http://www.netmedapro.com/add/

3. Canadian Council On Substance Abuse (CCSA): http://www.ccsa.ca

4. Health Canada: http://www.hc-sc.gc.ca/

5. World Health Organization: http://www.who.ch/programmes/psai/psa3.htm

6. Heart and Stroke Foundation: http://www.hsf.ca/

Accommodations

1. In each of the five activities there are adaptations and accommodations suggested which address the needs of Special Education and ELS/ESD students. These suggested adaptations/accommodations provide opportunities for remediation, consolidation and enrichment for all students.

• using video in place of printed materials • using organizers

• providing heterogeneous groupings • partnering students

• providing material at different reading levels • modifying tests and assignments

Activity #1: Exloring the Facts, Myths and

Effects of Tobacco, Alcohol and Other Drugs

Time: 80-120 minutes

Description

Students will be exposed to common myths related to the use and abuse of tobacco, alcohol and drugs. They will learn specific facts regarding these substances and their physical, psychological, social and economic effects. Students will discover the Catholic moral perspective regarding the use and abuse of tobacco, alcohol and drugs.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: The graduate is expected to be:

An effective communicator:

2a. listens actively and critically to understand and learn in light of gospel values;

2b. reads, understands and uses written materials effectively.

A reflective and creative thinker:

3d. makes decisions in light of gospel values with an informed moral conscience.

A self-directed, responsible, life long learner who:

4g. examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities.

Strand: Healthy Living

Overall Expectations: At the end of Grade 9, students will:

HLV.03X demonstrate personal strategies to deal effectively with the social influences that contribute to the use and abuse of alcohol, tobacco, and other drugs (e.g., cannabis).

Specific Expectations: Students will:

HL3.01X identify facts and myths related to the use and abuse of alcohol, tobacco, and other drugs (e.g., cannabis);

HL3.02X explain the effects of the use and abuse of alcohol, tobacco, and other drugs.

Planning Notes

• teachers will outline the assessment criteria for activity one.

• teachers will ensure that a variety of resources are available.

Prior Knowledge Required

• collaborative learning/cooperative group skills

• brainstorming skills

• communication skills

• note-taking skills

• listening skills

Teaching/Learning Strategies

1. Students will do a jig-saw activity introducing myths and facts. Individual students are assigned one of the following topics:

• Facts and Myths of Tobacco;

• Facts and Myths of Alcohol;

• Facts and Myths of Cannabis;

• Facts and Myths of Cocaine/Crack.

Each student will investigate their topic to generate a list of myths and facts and then meet with the other students assigned the same topic. Each group of students will generate a written composite list and report back to the class. Students will record the information in their books following class discussion.

2. Provide students with a hand-out indicating the effects of tobacco, alcohol and other drugs. Students will design a poster based on the effect(s) of one of these substances. Time will be given in class to commence the poster assignment and will be completed as a homework assignment.

3. A teacher directed discussion will take place which will allow students to develop a poster rubric. Some categories may include Originality, Creativity, Appearance and Content.

Assessment/Evaluation

1. A formative peer assessment of jigsaw notes to determine the students’ ability to explain the effects of drug use and abuse.

2. A formative or summative assessment of the poster to determine the students’ ability to explain the effects of drug use.

Resources

1. Agency Pamphlets: Addiction Research Foundation, Canadian Council on Substance Abuse, Health and Welfare Canada, Local Health Units, World Health Organization

2. Folkers, Gladys, Taking Charge of My Mind and Body, MN Free Spirit Publishing, Minneapolis, Minnesota, 1997.

3. Glencoe Health, Glencoe/McGraw- Hill, Woodland Hills, California, 1999.

4. Hyde , Margaret, Addictions, Gambling, Smoking and Cocaine, McGraw-Hill, New York, 1997

5. Rizzo, Toner, Patricia, Substance Abuse Prevention Activities (Just For The Health of It, Unit 6), Simon and Schuster, New York, 1993

Websites

1. Canadian Council on Smoking and Health (http://www.ccsh.ca/ncth/)

2. Council for a Tobacco-Free Ontario (http://www.opc.on.ca/ctfo/index.html)

3. Master Anti-Smoking Page (http://www.autonomy.com/smoke.htm)

4. Ontario Tobacco Research Unit (OTRU) (http://www.arf.org/otru/)

Software

1. Catechism and Scripture, CD Rom, Ligouri Press, 1994

Accommodations

• Teachers will allow extra time to complete the activities if necessary.

• Teachers will have students work in pairs (one person may act as scribe if necessary).

• Teachers will have heterogeneous groupings.

• Teachers will implement required strategies for I.E.P.s.

Activity #2: Lifestyle Factors Contributing to Substance Use and Abuse

Time: 80 - 100 minutes

Description

Students will identify the major factors, influences, and attitudes that contribute to the use and abuse of tobacco, alcohol, and other drugs. They will distinguish between use and abuse and examine the causes of dependence and addiction. Students will recognize that evil, human weakness, conflict, and reconciliation are part of the Christian journey. Through this activity, students will enhance their ability to make wise, healthy decisions regarding the use of these substances.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: The graduate is expected to be:

A discerning believer formed in the Catholic Faith Community:

1j. recognizes that “ sin, human weakness, conflict, and forgiveness are part of the human

journey” and that the cross, the ultimate sign of forgiveness is the heart of redemption.

An effective communicator:

2a. listens actively and critically to understand and learn in respect of gospel values;

2e. uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media,

technology and information systems to enhance the quality of life.

A self-directed, responsible, lifelong learner:

4g. examines and reflects on one’s personal values, abilities and aspirations influencing life’s

choices and opportunities.

Strands: Healthy Living and Living Skills

Overall Expectations: At the end of Grade 9, students will:

HLV.03X demonstrate personal strategies to deal effectively with the social influences that contribute to the use and abuse of alcohol, tobacco, and other drugs (e.g. cannabis);

LSV.01X use appropriate decision-making skills to achieve goals related to personal health.

Specific Expectations: Students will:

HL3.03X identify the major facts (e.g. environmental influences such as peer pressure, media influenced, adolescent attitudes) that contribute to the use of alcohol, tobacco, and other drugs;

LS1.03X demonstrate understanding of the impact of parents, the media, and culture on values and goals related to healthy active living;

LS3.01R contribute to the success of the group verbally and non-verbally (e.g. by completing a fair share of the group task, acknowledging others’ contributions to the task).

Planning Notes

• Teachers will refer to current statistics regarding substance use and abuse.

• The teacher will make a variety of resources available prior to the activity.

• If possible, the teacher will invite a guest speaker to the class.

• A worksheet asking questions about signs and symptoms leading toward addiction may be developed by the teacher.

Prior Knowledge Required

• note-taking skills

• brainstorming skills

• research skills

• cooperative learning skills

• listening skills

• working productively with others

• time management skills

Teaching/Learning Strategies

1. Think/Pair/Share: Students are to create a two-column chart comparing reasons for using drugs (tobacco, alcohol, and other drugs) and reasons for not using them. They then compare and discuss their charts with a partner. Selected pairs will report their results to the class.

2. The teacher will lead a discussion about why people use substances, stressing the role of family, the media, peers, and adolescent attitudes.

3. Students will consult resources as necessary and define the following terms: drug use, drug misuse, drug abuse, tolerance, physical dependence, psychological dependence, alcoholism, and addiction.

4. In small groups, students will list how companies promote tobacco, alcohol and other drugs to appeal to the adolescent market. They should include the use of colours, images, mood and feelings. Using a magazine advertisement related to tobacco or alcohol, students will analyze this advertisement based on

the media images presented. Students will answer these questions:

• Name three things about the product that the manufacturer wishes you to believe.

• How does the advertisement give you these impressions?

• Do you believe the messages in the ad? Why or why not?

The teacher will build the concept of media influences on drug use and abuse by asking the following questions:

• Why do companies advertise their products?

• How do companies promote alcohol, tobacco and other drugs?

Students will complete (for homework) and submit a worksheet that answers the above questions on an advertisement of their choice.

5. Introduce the topic with a brief discussion of why the teenage population is particularly vulnerable to substance use and abuse. Assist students in making the connection between drug use and the leading cause of death amongst youth (e.g., motor vehicle accidents, homicides, suicides and drownings) using up-to-date statistics. Discuss the impact of chemical dependence on a teenager’s life and define the stages of chemical dependence (initial use, regular use, preoccupation, dependence). Students will brainstorm why teenagers are at risk of becoming chemically dependent. The list might include:

• developing brains and bodies are more sensitive to drugs

• teenagers tend to use drugs more heavily and frequently

• teenagers are more likely to use more than one drug

• social and environmental factors (e.g., families and friends taking drugs)

6. Teachers may choose to invite a local community health representative (e.g., school nurse, public health official, school counsellor, police officer) to speak to students regarding substance use and abuse. As a response, assign a one-page reflection paper or thank-you letter, in which students write about their thoughts and reactions to the material presented.

Assessment/Evaluation

1. A formative self or teacher assessment of worksheet (T/L strategy #4) to determine whether students can identify media influences on drug use.

2. A summative evaluation of the reflection paper Reflection Paper or Letter.

Resources

1. Lifetime Fitness, Johnson Publications, 1993.

2. Merki, Mary Bronson and Merki, Don; Glencoe Health: A Guide to Wellness; Glencoe/McGraw-Hill; Woodland Hills, California; 1999.

3. Rizzo Toner, Patricia; Substance Abuse Prevention Activities (Just for the Health of It, Unit 6), Simon and Schuster, New York, 1993.

4. The Textbook Alternative, Johnson Publications, 1992.

5. Local Agencies: Alcoholics Anonymous, Narcotics Anonymous, Addiction Research Foundation, Health Units, Counseling Services (for Guest Speaker).

6. Agency Pamphlets: Addiction Research Foundation, Canadian Council On Substance Abuse, Health and Welfare Canada, Local Health Units, World Health Organization.

7. Assorted Newspapers, Magazines, and Internet advertisements.

8. Ontario Tobacco Research (OTRU) (http://www.arf.org/otru/)

Accommodations

1. Students with special needs should be paired to allow for completion of Think/Pair/Share.

2. Groups should be heterogeneous.

3. Preferential seating may be necessary for some students, especially for the guest speaker’s presentation.

4. Modifications will be made regarding the Reflection Paper/Thank You Letter (e.g., due date, length) for students with special needs.

5. Teachers will implement strategies recommended in student’s IEP”s.

Activity #3: School and Community Resources

Time: 60-80 minutes

Description

The students will understand that we live in communion with God and with others. As Paul’s Letter to the Galatians illustrates “there is no longer Jew or Greek, there is no longer slave or free, there is no longer male or female; for all of you are one in Christ Jesus” (Gal 3:28). This activity will help students to identify school and community resources that are involved in the education, prevention and treatment of the use and abuse of alcohol, tobacco and other drugs. Identifying these resources will allow students to become aware that there is professional help for individuals in need (e.g., Health Unit, Police Services, Alcoholics Anonymous, Covenant House).

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: The graduate is expected to be:

A reflective and creative thinker:

3c. thinks reflectively and creatively to evaluate situations and solve problems.

A collaborative contributor who:

5a. works effectively as an interdependent team member.

Strand: Healthy Living

Overall Expectations: At the end of Grade 9, students will:

HLV.03X demonstrate personal strategies to deal effectively with the social influences that

contribute to the use and abuse of alcohol, tobacco, and other drugs (e.g.,

cannabis).

Specific Expectations: Students will:

HL3.04X identify the school and community resources involved in the education, prevention, and treatment of the use and abuse of alcohol, tobacco, and other drugs.

Planning Notes

• The teacher may consider inviting a guest speaker before the unit starts.

• The teacher will be sensitive to the individual circumstances of students and their parents/guardians.

• The teacher will respect the choices of others and their right to express their opinion openly

and without hesitation.

• The teacher will ensure that a variety of resources are available in the classroom.

• The teacher will share the assessment strategy with the students prior to the use of the

teaching/learning strategies.

• The teacher will ensure that there are enough copies of student materials needed before the

activity begins.

• The availability of resources will vary from community to community.

Prior Knowledge Required

• collaborative learning skills

• communication skills ( note-taking )

• brainstorming skills

• time management skills

• research skills

Teaching/Learning Strategies

1. Students will be put into groups to brainstorm the following question “If a person needed help with a tobacco, alcohol or drug problem, how would they go about finding it?” Once they have been given enough time to do this, the teacher will compile a list on the blackboard/whiteboard.

2. Students, in groups, will be asked to identify the school and community resources available to support individuals with either tobacco, alcohol or drug-related problems. In chart form, the name, focus (i.e., education, treatment or prevention) as well as the location and telephone number will be given for each resource. Time in class will be devoted for each group to complete this activity. Students could visit the school library or the guidance department to help find this information.

3. As an alternate lesson the teacher could have a police officer or personnel from the public health unit come to the class to speak to students about community resources and support systems available. This would allow for a question and answer period.

Assessment/Evaluation

1. A formative self-assessment of the chart to determine whether students can identify the purpose of the organization as outlined in T/L strategy #2.

2. Assignment rubric could be developed through class discussion. Some suggestions may include using a scale of 1 to 4

1 = very few/incomplete,

2 = somewhat/some,

3 = most of/majority/generally,

4 = completely/all

to evaluate criteria such as a) validity of resources , b) that resources are current, c) variety of resources.

Resources

1. Local Public Health Unit

2. Ontario Lung Association

3. Canadian Council on Smoking and Health

4. Children’s Aid Society

5. Youth Addiction Services

6. Kid’s Help Phone

7. Local Hospital/Health Centre

8. Local Police Service

9. Covenant House

Websites

1. Canadian Council on Smoking and Health (http://www.ccsh.ca/ncth/)

2. Council for a Tobacco-free Ontario (http://www.opc.on.ca/ctfo/index.html)

3. Master Anti-Smoking Page (http://www.autonomy.com/smoke.htm)

4. Ontario Tobacco Research Unit (OTRU) (http://www.arf.org/otru/)

Accommodations

• Teachers will allow extra time to complete the activities if necessary.

• Teachers will have students work in pairs (one person may act as scribe if necessary).

• Teachers will have heterogeneous groupings.

• Teachers will reduce the number of agencies expected to be researched.

• Teachers will use peer tutors where required/feasible.

• Implement strategies recommended in IEP’s.

Activity #4: Decision Making and Assertion Skills

Time: 200 - 300 minutes

Description

Students will transfer knowledge gained from previous activities to real life situations. Students will learn specific strategies for making informed moral decisions with a Catholic Faith perspective within their own lives, regarding substance use and abuse. Students will apply the decision making model (See, Judge, Act, Evaluate) to problem solve real life situations relevant to their own lives.

Strand(s) and Expectations:

Ontario Catholic School Graduate Expectations: The graduate is expected to be:

A discerning believer formed in the Catholic Faith community:

lj. recognizes that “sin, human weakness, conflict and forgiveness are part of the human

journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption.

An effective communicator:

2b. reads, understands and uses written materials effectively;

2c. presents information and ideas clearly and honestly and with sensitivity to others.

A reflective and creative thinker:

3c. thinks reflectively and creatively to evaluate situations and solve problems.

A self-directed, responsible, life long learner who:

4c. takes initiative and demonstrates Christian leadership;

4f. applies effective communication, decision-making, problem-solving, time and resource

management skills;

4g. examines and reflects on one’s personal values, abilities and aspirations influencing life’s

choices and opportunities.

A collaborative contributor who:

5e. respects the rights, responsibilities and contributions of self and others.

5f. exercises Christian leadership in the achievement of individual and group goals;

5g. achieves excellence, originality, and integrity in one’s own work and supports these

qualities in the work of others;

A responsible citizen:

7b. accepts accountability for one’s own actions.

Strands: Healthy Living and Living Skills

Overall Expectations: At the end of grade 9, students will:

HLV.03X demonstrate personal strategies to deal effectively with the social influences that contribute to the use and abuse of alcohol, tobacco, and other drugs (e.g., cannabis);

LSV.01X use appropriate decision-making skills to achieve goals related to personal health;

LSV.03X use appropriate social skills when working collaboratively with others.

Specific Expectations: Students will:

HL3.03X identify the major facts (e.g., environmental influences such as peer pressure, media influences, adolescent attitudes that contribute to the use of alcohol, tobacco and other drugs

HL3.05X demonstrate and use both decision-making and assertion skills with respect to media influences and peer pressure related alcohol, tobacco, and other drugs.

LS1.01X identify personal strengths and area for growth;

LS1.03X demonstrate understanding of the impact of parents, the media, and culture on values and goals related to healthy active living.

LS2.01R demonstrate understanding of personal values that can lead to conflict;

LS2.06R identify coping skills (e.g., involvement in physical activity, talking it out, participating in alternative activities or hobbies) to deal with the internal conflict and stress that often accompanies change;

LS3.01R contribute to the success of the group verbally and non-verbally (e.g., by completing a fair share of the group task, acknowledging others contributions to the task).

Planning Notes

• Teacher will prepare a list of scenarios of real life situations.

• Teacher will be sensitive to the variety of student/family issues regarding substance use and/or abuse.

• Teacher will be sensitive to class dynamics regarding the formation of groups.

• Teacher will encourage students to respect individual feelings/opinions.

Prior Knowledge Required

• collaborative/cooperative group skills

• communication skills

• role playing skills

• knowledge and importance of time lines

Teaching/Learning Strategies

1. Students will be provided with notes on the Decision-Making Model. Teacher will lead a class discussion on the handout (see Appendix 2a).

2. In groups of three, students will examine the two scenarios using the Seeing, Judging, Acting, Evaluating model provided by the teacher and apply the decision-making model to make healthy lifestyle choices. Class discussion will follow.

3. Introduce the concept of assertion and refusal skills. Have students create a list of strategies that teenagers would use to refuse drugs. Ask them to describe the technique and its suitability in various situations. Refusal techniques that should be included are: no thanks, making an excuse, walking away, avoidance and changing the subject.

4. Introduce the concept of peer pressure. Have students describe various situations that they would consider examples of peer pressure. Use the examples to define direct, subtle, internal or external peer pressure. In small groups, students will discuss situations involving drugs and describe the subtle and not so subtle pressures that promote drug use. Collect the responses from the groups and indicate whether they are internal or external. Review the responses noting that internal and external pressures are interrelated and that by dealing with internal pressures first, you can then deal with external pressures.

Homework Assignment: Students will complete a homework assignment that summarizes peer pressure. On a separate page (to be handed in) students are to write: three helpful things they can tell themselves if they feel pressure to use alcohol, tobacco and other drugs, and three things they can tell someone who is pressuring them to use alcohol, tobacco and other drugs.

5. In groups of four, students will be presented with five peer pressure situations and will discuss appropriate solutions to each. Class discussion will follow.

6. Students will design a 5-10 minute skit which presents a practical lesson on the dangers of Substance Use and Abuse. This skit should show what can happen, why it can happen, and how it can happen. The role playing activity should also demonstrate personal strategies to deal effectively with the social influences that contribute to the use and abuse of drugs. Several topics should be suggested to avoid repetition of themes. The teacher and students will develop the criteria and descriptors for a rubric to assess the learning expectation in the role playing scenarios. This will be one of the culminating activities (a unit test is the other culminating activity) for the substance use and abuse activities. Students will be given time to rehearse their skits to be presented the next day. Skit Presentation Rubric categories may include the following: Social Skills, Oral Communication, Organization and Content in conjunction with the four achievement levels

Assessment/Evaluation

1. A formative assessment by the teacher on the homework assignment to determine the students’ ability to identify the major factors that contribute to drug use.

2. A formative assessment by teacher and peers of students ability to demonstrate personal strategies (e.g., decision-making and assertion skills) to deal effectively with the social influences that contribute to drug use.

3. A summative evaluation using a rubric as students demonstrate their skills in a variety of role playing scenarios.

Resources

1. Glencoe Health: A Guide to Wellness, The Reality of Drugs teachers guide, 1999

2. OPHEA. ACTION- Alcohol, Cannabis and Tobacco Health Promotion Project for Youth, Physical

ISBN: 0-921868-18-9, 1996

3. Canada, Ministry of Health and Welfare. Improving the Odds - A Tobacco - Use Prevention Resource for School Aged Youth 10-14, Ottawa, Canada, 1995

4. Addiction Research Foundation (Toronto)

5. Canadian Council on Substance Abuse

6. Substance Abuse Prevention Activities, Just for the Health of it, Unit 6

Accommodations

1. Teacher will ensure that group formation is heterogeneous in nature.

2. Teacher will adapt time restrictions to individual/group needs.

3. Teacher will adapt activities to address the needs of all exceptional students.

4. Teacher will be aware of ESL/ESD students.

5. Implement strategies recommended in student’s IEP’s.

Activity #5: Substance Use and Abuse Unit Test

Time: 60-80 minutes

Description

This activity will culminate the unit. The unit test will assess student achievement in the areas of knowledge/understanding, thinking and inquiry, communication and application.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: The graduate is expected to be:

A discerning believer formed in the Catholic Faith community:

1a illustrates a basic understanding of the saving story of our Christian faith.

An effective communicator:

2a. listens actively and critically to understand and learn in light of gospel values;

2e. uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

A reflective and creative thinker:

3c. thinks reflectively and creatively to evaluate situations and solve problems;

3d. makes decisions in light of gospel values with an informed moral conscience.

A self-directed, responsible, life long learner who:

4f. applies effective communication, decision-making, problem-solving, time and resource management skills;

4g. examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities.

A responsible citizen:

7a. acts morally and legally as a person formed in Catholic traditions;

7b. accepts accountability for one’s own actions.

Strand: Healthy Living

Overall Expectations: At the end of Grade 9, students will

HLV.03X demonstrate personal strategies to deal effectively with the social influences that contribute to the use and abuse of alcohol, tobacco, and other drugs (e.g., cannabis).

Specific Expectations: Students will:

HL3.01X identify facts and myths related to the use and abuse of alcohol, tobacco, and other drugs (e.g., cannabis);

HL3.02X explain the effects of the use and abuse of alcohol, tobacco, and other drugs;

HL3.03X identify the major facts (e.g., environmental influences such as peer pressure, media;

HL3.04X identify the school and community resources involved in the education, prevention, and treatment of the use of alcohol, tobacco, and other drugs;

HL3.05X demonstrate and use both decision-making and assertion skill with respect to media influences and peer pressure related to alcohol, tobacco, and other drugs.

Planning Notes

• the test must assess all areas of achievement

• the test is to be modified to meet the needs of students

• all directions regarding the writing of the test must be clear and well explained to students

• the length of the test must be appropriate for the circumstances (e.g., length of period)

• extra writing materials should be on hand if the need arises

Prior Knowledge Required

The following knowledge is required prior to the beginning of the activity

• test writing skills

• time management skills

Teaching/Learning Strategies

1. The administration of a final unit test would be the strategy used in this activity. Test items must address the four categories of achievement (knowledge/understanding, problem solving, applications and communications) including the use of case studies and/or data analysis.

2. The test should also require analysis of case studies to demonstrate knowledge of the Decision Making Model.

Assessment/Evaluation

1. A formative assessment by the teacher on the test to determine the student’s ability to identify the major components of this unit.

2. A formative assessment by the teacher on the test to determine the student’s ability to apply the Decision Making Model to the case studies.

Resources

1. Folkers, Gladys, Taking Charge of My Mind and Body, MN Free Spirit Publishing, Minneapolis, Minnesota, 1997.

2. Glencoe Health, Glencoe/McGraw- Hill, Woodland Hills, California, 1996.

3. Hyde, Margaret, Addictions, Gambling, Smoking and Cocaine, McGraw-Hill, New York, 1997.

4. Wekesser, Carol, Smoking Current Controversies, Greenhaven Press, San Diego, California, 1997.

Websites

1. Canadian Council on Smoking and Health (http://www.ccsh.ca/ncth/)

2. Council for a Tobacco-free Ontario ( http:www.opc.on.ca/ctfo/index.html)

3. Master Anti-Smoking Page ( http:www.autonomy.com/smoke.htm

4. Ontario Tobacco Research Unit (OTRU) (http:www.arf.org/otru/

Accommodations

1. The teacher will modify number and/or type of questions used.

2. The teacher will allow use of notes/text if required.

3. The teacher will provide alternate methods of completing answers (e.g., use of a scribe, tape recorder).

4. The teacher will provide oral testing, if necessary.

5. The teacher will use different size print.

6. The teacher will decrease number of choices in multiple choice questions.

7 The teacher will provide lists of possible choices to fill in the blank question.

8. The teacher will implement strategies recommended in student’s IEP’s.

9. The teacher will allow extra time to complete the test if necessary.

10. The teacher will use educational assistant/peer tutor if available.

Appendix 2a

Decision-Making Model

Seeing

• recognize the decision and look at the issues

• ask questions about who will be affected

• determine if the decision is a moral one

(Does this have to do with loving God, myself and others?)

Judging

• analyze the options / alternatives and the consequences of each

• evaluate what options would be truly loving ones

• calling upon our conscience consider . . .

a - what the bible says

b - what the Church says

c - what can be learned from the experience of committed Catholics

Acting

• decide to do the loving thing

• ask for God’s help in putting decisions into action

• break your decision into small steps / follow through with your plan

Evaluating

• how did your decision work out?

• what are its effects on your life / on others / on your relationship with God?

• what did you learn?

• if you can change some aspect of the result for the better, do it now

see: Be With Me, Teacher’s Manual, Unit Four, Theme Four: What Is The Loving Thing To Do? page 137.

Decision-Making Scenarios

1. (Sara’s situation) - Sara has just broken up with her boyfriend. She is unhappy about this situation, but realizes the relationship is over. She is now out with a group of friends driving around after seeing a movie. Someone suggests the group stop by their house to pick up a case of beer. In her depressed mood, Sara is up for anything that might numb her pain. Sara thinks about the “decision-making model” before she replies.

2. (Tom’s situation) - Tom has started hanging out with a group of older teenagers. One of the guys he really admires smokes marijuana. One night Tom was offered a joint by this friend. Everyone is watching. Tom thinks about the “decision-making model” before he replies.

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