Alcohol, Tobacco, and Drug Prevention Unit Plan

Overview
This Lesson plan will cover the prevention of alcohol, tobacco, and various drugs. The goal of
the unit is to get students to learn how they can deal with situations they may be put in in regards
to this topics. Another goal of the unit is to inform the students of the effects that these three
topics can have on their body.

Lesson 1- Alcohol, Tobacco, and Drug Prevention

Lesson 2- Alcohol Prevention

Lesson 3- Tobacco Prevention

Lesson 4- Drug Part 1 (Cocaine &Marijuana) Prevention

Lesson 5- Drug Part 2 (Narcotics & Inhalants) Prevention

LESSON PLAN FORMAT: C&I 411 and C & I /EDUC 414

West Virginia University Teacher Education
Preservice Teacher: Katlyn Orndorff
Grade Level/Age: 5th / 10-11

Time of Day: 12:00 pm

Date: 12/17/14

Subject: Health
Learning Focus: Alcohol, Tobacco, and Drug Prevention
Materials/Media/Technology:

* Small pieces of paper, index cards, spinning wheel, prize candy

Prerequisites:
N/A
Learner Differences: Before the lesson assess the class to see if any modifications need to be made.
State Standards & Objectives: [List by number.]

HE.5.1.03
HE.5.5.01

Objectives: [Specifically, what will students be able to do?]

The students will:

Learn the basic information on alcohol, tobacco, and

drugs.

Be able to know the difference between the three and

how they affect the body differently.

Assessment:
The teacher will: Give each student an exit slip prior to
leaving the class. Before they can leave they must fill out
the exit slip that is a short two or three question short
answer based slip. Once they fill out the slip they are to
submit it to the teacher then they can leave. The exit slip
for this lesson will ask the students: What is the most
commonly used drug? List one effect that tobacco can
have on your body?

Procedures:
For each procedure that needs to be modified to accommodate diverse learners in your class, state explicitly that
modification.
The lesson will roughly cover the three components that will be covered in this unit which are: alcohol, tobacco,
and drug prevention.
Introduction [How will you, the teacher, get students interested in the lesson?]
I will start the lesson off with an attention getter for all the students to get interested and involved in to set
the rest of the lesson up. I will start by asking all of the students to think of one excuse that they could tell
someone as to why you dont want to drink alcohol, use drugs, or smoke tobacco. This will be fast pace
so we will go around the room and each student must make up their own and no excuse can be used
twice. So if another student uses one that you were going to use you must come up with another one.
This will set up the lesson so that students know how they can say no but in a more logical way.
Questions:
1

Students will each be asked a different question of either:

Would you like a drink?
Would you like a smoke?
Would you like to do these drugs?

Instruction/Activities [What will you do? What will students do? Include your teaching strategies, management
strategies, and transitions.]
Include:
Questions you will ask as students are working on their task to help them focus on the objectives (e.g.,
probe their understanding, help them get through a struggle point);
Any specific activities or discussion formats you will use (i.e., whole-group discussion, small group, etc.)
1
2
3

The teacher will explain and briefly go over the three topics of alcohol, tobacco, and drugs and how they
affect the body.
Before the lesson each students will be given an index card for them to take any notes they want on the
teachers lesson. They will be informed that those notes will help them in the activity they will do after the
core lesson.
After, the core lesson is finished the teacher will then implement the Wheel of Fortune: Alcohol, tobacco,
and drug edition. The class will be divided into four to five groups depending on the class size. Each
student will be given a number and that will be the group they are in. As a group they will send one group
member up at a time where they will spend the wheel and answer a question as a group the other groups
will have a chance to steal if the answer is incorrect. The steal group will go in numerical order. If the
group answers right they get the points under the question and get to guess a letter of the phrase on the
board. The first group to guess the phrase wins the game. Questions can include:
A. A person around another that smokes and inhales the smoke is called secondhand
smoke? True
B. Marijuana is not the most commonly used illegal drug? False
C. Alcohol is the number one cause of a childs death? True
D. Tobacco is not addictive? False

Closure:
1. As a closure to the lesson as a class we will have a overview of the lesson and retouch the main points. I will
have the students stay in their groups and then talk to their groups about one thing they found most interesting
about the lesson.
2. After that I will then pass out exit slips where the students will answer a short one to two question slips on
what they learned in class. This will help the teacher assess how well the students retained the information.
After they fill out the slip they will hand it into the teacher and then be dismissed.

LESSON PLAN FORMAT: C&I 411 and C & I /EDUC 414

West Virginia University Teacher Education
Preservice Teacher: Katlyn Orndorff
Grade Level/Age: 5th/ 10-11

Time of Day: 12:00 pm

Date: 12/17/14

Subject: Health
Learning Focus: Alcohol, Tobacco, and Drug Prevention
Materials/Media/Technology:

Small slips, Chalkboard, Chalk, Four pictures for operation, index cards
Prerequisites: N/A

Learner Differences: N/A

State Standards & Objectives: [List by number.]

HE.5.1.03
HE.5.5.01

Objectives: [Specifically, what will students be able to do?]

The students will:

Be able to describe the long and short term affect of

alcohol

Learn strategies to use or things they can say if they

are put in a situation where they are asked to drink.

Assessment: Give each student an exit slip prior to leaving

the class. Before they can leave they must fill out the exit
slip that is a short two or three question short answer based
slip. Once they fill out the slip they are to submit it to the
teacher then they can leave. The exit slip for this lesson
will ask the students: What could you say besides no if
someone asked you to drink alcohol? What is a long-term
affect of using alcohol? What is a short-term affect of
using alcohol?

Procedures:
For each procedure that needs to be modified to accommodate diverse learners in your class, state explicitly that
modification.
The lesson will cover prevention of alcohol and the effects that the use of alcohol can cause.
Introduction [How will you, the teacher, get students interested in the lesson?]
I will start the lesson off with an attention getter for all the students to get interested and involved in to set
the rest of the lesson up. I will start by splitting the class into four small groups. I will split the class by
numbering the students off 1-4. The students will then get in their groups. I will then give each group a
different real life scenario that they may encounter with alcohol. The groups goal is to come up with a way
they could avoid the situation and make a short 2 min skit out of the scenario.
Scenarios:
2

Students will each be asked a different scenario of either:

Your best friend is going to a party that will have alcohol what can you do to avoid the situation?
One of your teammates that you play sports with offers you a drink what can you do to avoid the situation?
Some of your friends stole alcohol from their parents house and want you to drink what can you do to
avoid the situation?

You hear some friends having a party and someone is going to sneak alcohol in what can you do in this
situation?

Instruction/Activities [What will you do? What will students do? Include your teaching strategies, management
strategies, and transitions.]

1. The teacher will explain and briefly go over the affects that alcohol can have on the body.
2. Before the lesson each students will be given an index card for them to take any notes they want on the
teachers lesson. They will be informed that those notes will help them in the activity they will do after the core
lesson.
3. After, the core lesson is finished the teacher will then implement the Operation activity. The class will be
divided into four to five groups depending on the class size. Each student will be given a number and that will
be the group they are in. As a group the students will pick one of the unwanted pieces on the body that should
be removed which will be objects related to alcohol. Each piece will have a different question that goes with it.
The goal is to remove all the unwanted pieces before the other groups. If you get a question wrong you must
answer another one on the same unwanted piece. If time runs out then the team with the less unwanted pieces is
the winner. Questions could include:
A. Alcohol can affect the brain if too much is consumed? True
B. Alcohol is not a depressant? False
C. Alcohol is the number one cause of a childs death? True
D. You must be 18 to consume alcohol? False
Closure:
1. As a closure to the lesson as a class we will have an overview of the lesson and retouch the main points. I will
have the students stay in their groups and then talk to their groups about one thing they found most interesting
about the lesson.
2. After that I will then pass out exit slips where the students will answer a short one to two question slips on
what they learned in class. This will help the teacher assess how well the students retained the information.
After they fill out the slip they will hand it into the teacher and then be dismissed.

LESSON PLAN FORMAT: C&I 411 and C & I /EDUC 414

West Virginia University Teacher Education
Preservice Teacher: Katlyn Orndorff
Grade Level/Age: 5th/10-11

Time of Day: 12:00 pm

Date:12/17/14

Subject: Health
Learning Focus: Alcohol, Tobacco, and Drug Prevention
Materials/Media/Technology:

Eight empty water bottles, eight cups half full of water, four caps for the bottles, four pans,
Chalk, Chalk board, four dry erase boards and markers, index cards
Prerequisites: N/A

Learner Differences: N/A

State Standards & Objectives:

HE.5.1.03
HE.5.5.01

Objectives: [Specifically, what will students be able to do?]

The students will:

Be able to describe the long and short-term affect of

tobacco.

Learn strategies to use or things they can say if they

are put in a situation where they are asked to smoke or
use tobacco.

Assessment: Give each student an exit slip prior to leaving

the class. Before they can leave they must fill out the exit
slip that is a short two or three question short answer based
slip. Once they fill out the slip they are to submit it to the
teacher then they can leave. The exit slip for this lesson
will ask the students: How does smoking affect your
lungs? What is secondhand smoke?

Procedures:
For each procedure that needs to be modified to accommodate diverse learners in your class, state explicitly that
modification.
The lesson will cover prevention of tobacco and the effects that the use of tobacco can cause.

Introduction [How will you, the teacher, get students interested in the lesson?]
I will start the lesson off with an attention getter for all the students to get interested and involved in to set
the rest of the lesson up. I will start by splitting the class into four small groups. I will split the class by
numbering the students off 1-4. The students will then get in their groups. I will then give each group two
empty water bottles one with a cap and one without, two cups of water and a pan to put the bottles in to
not make a mess. I will then have two students from each group slowly pour the water into the two empty
bottles. The students will be told that the bottles represent the lungs in the body. The bottle without the
cap is a healthy lung and the one with the cap and a whole in it is the lung of a smoker. The water will
serve as the oxygen that the body needs. The students will see how the healthy lung receives much more
oxygen that the smokers lung. This shows the students how tobacco can affect the lungs.
Questions:
1. How much more water went in the non-smokers lungs than the smokers lungs?
2. How does lack of oxygen affect the body?

Instruction/Activities [What will you do? What will students do? Include your teaching strategies, management
strategies, and transitions.]

1. The teacher will explain and briefly go over the affects that tobacco can have on the body.
2. Before the lesson each students will be given an index card for them to take any notes they want on the
teachers lesson. They will be informed that those notes will help them in the activity they will do after the core
lesson.
3. After, the core lesson is finished the teacher will then implement the Tobacco Millionaire. The class will be
divided into four to five groups depending on the class size. Each student will be given a number and that will
be the group they are in. Each group will be given a dry erase board and a marker. Each group will have to
designate a writer for the group. All at once the class will be given each question. The writer will then write
down the groups answer and hold it up when the teacher says times up. If the group gets the question right they
get the money amount that goes with that question. Another group member will be designated as the banker of
the group and they must keep track of how much money their group has made. The group with the most money
at the end of the game wins.
Questions could include:
A. Tobacco can cause diseases? True
B. How can Tobacco affect your health? Cancer, diseases, etc.
C. 1 in how many adults and teens smoke? 5
D. What percent starts smoking by age 26? 98%
Closure:
1. As a closure to the lesson as a class we will have an overview of the lesson and retouch the main points. I will
have the students stay in their groups and then talk to their groups about one thing they found most interesting
about the lesson.
2. After that I will then pass out exit slips where the students will answer a short one to two question slips on
what they learned in class. This will help the teacher assess how well the students retained the information.
After they fill out the slip they will hand it into the teacher and then be dismissed.

LESSON PLAN FORMAT: C&I 411 and C & I /EDUC 414

West Virginia University Teacher Education
Preservice Teacher: Katlyn Orndorff
Grade Level/Age: 5th/10-11

Time of Day: 12:00 pm

Date: 12/17/14

Subject: Health
Learning Focus: Alcohol, Tobacco, and Drug Prevention
Materials/Media/Technology:

Small slips, Dry erase board and markers, index cards, Ipad
Prerequisites: N/A

Learner Differences: N/A

State Standards & Objectives:

HE.5.1.03
HE.5.5.01

Objectives: [Specifically, what will students be able to do?]

The students will:

Be able to describe the long and short-term affect of

cocaine and Marijuana.

Learn strategies to use or things they can say if they

are put in a situation where they are asked to use
drugs.

Assessment: Give each student an exit slip prior to leaving

the class. Before they can leave they must fill out the exit
slip that is a short two or three question short answer based
slip. Once they fill out the slip they are to submit it to the
teacher then they can leave. The exit slip for this lesson
will ask the students: How does Marijuana affect the
body? How does Cocaine affect the body?

Procedures:
For each procedure that needs to be modified to accommodate diverse learners in your class, state explicitly that
modification.
The lesson will cover prevention of drugs such as Cocaine and Marijuana and the effects that the use of these drugs
can cause.
Introduction [How will you, the teacher, get students interested in the lesson?]
I will start the lesson off with an attention getter for all the students to get interested and involved in to set
the rest of the lesson up. I will start by splitting the class into four small groups. I will split the class by
numbering the students off 1-4. The students will then get in their groups. I will then give each group four
to five minutes to come up with a 1-2 min scene about encountering drugs what they did to avoid the
situation. I will then video each group acting out their scene. Then we will watch each groups video after
we are finished. Then we will discuss what really worked in each of the videos.

Questions:
1. Which way did you think worked the best to avoid the situation?
2. Can you think of any other ways or excuses you could use to get out of the situation of being offered drugs.?

Instruction/Activities [What will you do? What will students do? Include your teaching strategies, management
strategies, and transitions.]

1. The teacher will explain and briefly go over the affects that tobacco can have on the body.
2. Before the lesson each students will be given an index card for them to take any notes they want on the
teachers lesson. They will be informed that those notes will help them in the activity they will do after the core
lesson.
3. After, the core lesson is finished the teacher will then implement the Tug of war. The class will be divided
into two big groups. Each student will be given a number 1-2 and that will be the group they are in. Each group
will be given a dry erase board and a marker. Groups will be sitting in a circle so that everyone is involved and
participating. Each group will have to designate a writer for the group. Each group will be asked to come up
with a question on the topic that they want to ask the other group. Then group one will ask their question to
group two. That group will be given 30 sec to come up with their answer. This will go back and forth between
the two groups. Each time a group answers wrong they will get a tic mark. The group that gets to five tic marks
first loses the war. If time allows play the game again and change up the teams. Students are encouraged to
come up with their own questions for this activity.
Closure:
1. As a closure to the lesson as a class we will have an overview of the lesson and retouch the main points. I will
have the students stay in their groups and then talk to their groups about one thing they found most interesting
about the lesson.
2. After that I will then pass out exit slips where the students will answer a short one to two question slips on
what they learned in class. This will help the teacher assess how well the students retained the information.
After they fill out the slip they will hand it into the teacher and then be dismissed.

LESSON PLAN FORMAT: C&I 411 and C & I /EDUC 414

West Virginia University Teacher Education
Preservice Teacher: Katlyn Orndorff
Grade Level/Age: 5th/10-11

Time of Day: 12:00 pm

Date: 12/17/14

Subject: Health
Learning Focus: Alcohol, Tobacco, and Drug Prevention
Materials/Media/Technology:

Construction paper, Crayon, colored pencils, four dice, index cards

Prerequisites: N/A

Learner Differences: N/A

State Standards & Objectives:

HE.5.1.03
HE.5.5.01

Objectives: [Specifically, what will students be able to do?]

The students will:

Be able to describe the long and short-term affect of

narcotics and inhalants.

Learn strategies to use or things they can say if they

are put in a situation where they are asked to use
drugs.

Assessment: Give each student an exit slip prior to leaving

the class. Before they can leave they must fill out the exit
slip that is a short two or three question short answer based
slip. Once they fill out the slip they are to submit it to the
teacher then they can leave. The exit slip for this lesson
will ask the students: How does Narcotics affect the body?
How does Inhalants affect the body?

Procedures:
For each procedure that needs to be modified to accommodate diverse learners in your class, state explicitly that
modification.
The lesson will cover prevention of drugs such as Narcotics and Inhalants and the effects that the use of these drugs
can cause.
Introduction [How will you, the teacher, get students interested in the lesson?]
I will start the lesson off with an attention getter for all the students to get interested and involved in to set
the rest of the lesson up. I will start by splitting the class into four small groups. I will split the class by
numbering the students off 1-4. The students will then get in their groups. I will then give each group
construction paper, crayons, color pencils and anything else needed to create a comic strip. Each group

will be asked to come up with a mascot and a name for their mascot that while be a drug preventive
mascot. They then will be asked to make a comic strip about how their mascot helped kids make the right
decisions when asked to do drugs. They then will get up as a group and present their comic strip to the
class.

Instruction/Activities [What will you do? What will students do? Include your teaching strategies, management
strategies, and transitions.]

1. The teacher will explain and briefly go over the affects that tobacco can have on the body.
2. Before the lesson each students will be given an index card for them to take any notes they want on the
teachers lesson. They will be informed that those notes will help them in the activity they will do after the core
lesson.
3. After, the core lesson is finished the teacher will then implement the Candy Land Activity. The class will
stay in their group that they were with in the attention getter activity. Each group will be given the same
materials as they were given in the attention getter activity. I will ask each group to make a deck of cards
consisting of 15 cards with questions on one side regarding the topic. The students will be encouraged to make
up their own questions for the deck of cards. Each group will also be asked to make a game piece, which will be
their mascot from the attention getter. Once all the groups are done I will ask each group to bring up their game
piece and their deck of cards. Groups 1-2 will answer a mix of group 3-4 questions and 3-4 will answer group12 questions. Each group will get a dice and will take turns rolling the dice. If you answer the question right your
game piece get to move the spaces you rolled. The first group to reach candy land wins.
Closure:
1. As a closure to the lesson as a class we will have an overview of the lesson and retouch the main points. I will
have the students stay in their groups and then talk to their groups about one thing they found most interesting
about the lesson.
2. After that I will then pass out exit slips where the students will answer a short one to two question slips on
what they learned in class. This will help the teacher assess how well the students retained the information.
After they fill out the slip they will hand it into the teacher and then be dismissed.

Self-reflection:
The students during this lesson really understood and took away the key point of the lesson, which was the
importance of knowing what to say when put in the situation of being asked to partake in drugs and alcohol. I know
the students understood this because before the class ended I had them fill out exits slips that had them relay what
they would say if they were put in that situation. It was great to see that all of the class came up with almost all
different things they could say if they were put in that situation. I think that the exit slips worked really well and it
had the whole class involved and thinking back on the lesson before leaving the classroom.
Overall, I think that the lesson went really well but the part of the lesson that I felt really got all the students

participating and got them interested was the attention getter it really set the pace of the whole lesson. I think if the
hands on attention getter was not used the lesson would not have went as smoothly and the students involvement
throughout the lesson would have been lacking. I felt that after the attention getter the students were all ready to
learn and were excited to participate in the learning activity and the whole lesson in general. I think I met my goal
for the lesson which was to get the all the students involved and participating and then see that they actually retained
the information even when the bell has rang for them to go the next class to fill out the exit slip on what they learned
in the lesson.