Topic and Rationale

Drugs and Substance Abuse
Topic and Rationale
Title of the Unit:

Rationale:
The unit is simply called, Drugs and Substance Abuse, but I want the underlying theme to
be an informative way for students to stay drug-free, and not just scare tactics. This unit will be
towards the middle-end of the semester, that way I have the basic health and teen choice
information out of the way, and they can use that prior knowledge to apply to this unit. The
healthy choices unit will be just before this one, and students will be able to respond properly to
hypothetical scenarios. This unit will be followed up with the Human Sexuality unit, which can
relate to the risky behavior portion of this unit, while being more informative than fear based.
Essential Questions:
Why are controlled substances so harmful to the body? What are some lasting effects of
substance abuse?
What are the legal implications of using drugs and illegal substances as a minor?
What are ways to stay drug-free throughout life? Is it possible to avoid these substances?
Why this is important:
With drug culture seeing a resurgence recently, I feel as though teaching students about
the real facts, we can help them to make the right choices in their life. Access and availability of
illicit substances is becoming more prevalent and dangerous for minors, and studies show that if
a trusted adult provides the proper information, instead of just saying dont do drugs,
researchers have seen a 50% increase in children making the correct choices when placed in
hypothetical scenarios.
Global Implications:
With more students making better choices, we can help to lower the number of drug and
alcohol related criminal activity, as well as the number of related deaths and injuries. In the
United States, there are roughly 29,000 alcohol related deaths, and 17,000 illicit drug related
deaths. Almost 50,000 people are killed every year, from something that can be mostly prevented
with the proper education. There will inevitably be some cases that arent preventable, but I
believe that even just talking to kids about this subject, instead of leaving them to experiment,
can mean the world. I know it did for me.
The Students:
I will be teaching this to high school students, primarily because they are the most at-risk
group amongst all adolescents. Their ability to acquire illicit substances has increased
substantially in recent years, and knowledge is half the battle. Admittedly, teenagers arent the
greatest at making decisions, that much is fact, and providing them with the proper information
can maybe help them towards a good path. Not saying it always will, not saying it wont, but
thats not exactly something we can leave to chance. The truth about synthetic drugs, and even
some of the natural ones, thats some stuff that can give people nightmares, but showing students
what really happens is the truly effective method. This lesson can also be adapted for middle
school students, with some minor tweaks to the scheduling, and the time allowed for the project.
Scope and Sequence:
The students should be at the point in the class where they can make adequate choices in
terms of morality. The basic scope of what children will learn is the effects of harmful substances
on the body, and in using their Health knowledge and Teen Choices knowledge, they should be
able to make the proper choices when presented with hypothetical scenarios, and information.
The students presentations about drugs and alcohol should be informative about the assigned
substance, but not inappropriate regarding the information. The students will learn about
repercussions and the effects of drugs first, then move into learning more about what the drugs
are, and how they affect the body, then move into the moral choices regarding using drugs and
alcohol.
Drug and Substance Abuse Unit Pre-Assessment
Name:
True/False:
1. Trying heroin just once is harmless.
a. True
b. False *
2. Marijuana has fewer long term effects to your health than tobacco.
a. True *
b. False
3. Proper drug and alcohol related education leads to adolescents making better choices.
a. True *
b. False
4. Crystal Methamphetamine is more expensive per ounce than solid gold.
a. True *
b. False
5. If someone is under 18, it is illegal for them to use tobacco products.
a. True
b. False *
6. Natural drugs are less harmful than artificial or synthetic drugs.
a. True
b. False *
7. Close support networks, like family and friends, decrease the risk of substance abuse.
a. True *
b. False
8. Marijuana is taking over Tobacco as a more commonly consumed drug, behind Alcohol.
a. True *
b. False
9. Alcohol is limited for purchase to people age 21 and over, due to the brains development
stages.
a. True *
b. False
10. Marijuana is harmless, and overall just a fun recreational substance.
a. True
b. False *
Multiple Choice:
11. Which of the following is an illegal substance in Colorado?
a. Marijuana
b. Heroin *
c. Pseudoephedrine
d. Alcohol
12. Which of the following contributes to the most related deaths in the United States
annually?
a. Tobacco
b. Marijuana
c. Alcohol *
d. Methamphetamine
13. What is a good prevention method for drug and substance abuse?
a. Fear or Scare Tactics
b. Education *
c. Do Nothing
d. Field Trips
14. Which group of people are susceptible to drug and alcohol abuse?
a. Elderly
b. Wealthy
c. Immigrants
d. All of the above *
15. The Drug Enforcement Agency (DEA) spends roughly how much money each year in
drug related enforcement practices and research?
a. $15 Billion *
b. $65 Million
c. $80
d. $36,000
16. Which drug is legal to acquire, with a proper prescription?
a. Marijuana
b. Opioids
c. Ritalin
Drug and Substance Abuse Unit Test

Name:
True/False:
1. Natural drugs are less harmful than artificial or synthetic drugs.

a. True
b. False *
2. Marijuana is a harmless, fun, recreational drug.
a. True
b. False *
3. If someone is under 18, it is illegal for them to use tobacco products.
a. True
b. False *
4. Alcohol is limited for purchase to people age 21 and older, due to the brains development
level.
a. True *
b. False
5. Close support networks, such as friends and family, greatly decrease the risk for
substance abuse.
a. True *
b. False
6. Trying heroin just once, is harmless.
a. True
b. False *
7. Marijuana is taking over tobacco as the more commonly used drug among adolescents,
behind alcohol.
a. True *
b. False
8. Proper drug and alcohol related education greatly decreases the risk of use and substance
abuse.
a. True *
b. False
9. Crystal Methamphetamine is more expensive, per ounce, than solid gold.
a. True *
b. False
10. Marijuana has fewer long term affects to your health than tobacco.
a. True *
b. False
Multiple Choice:
11. Which of the following is an illegal substance in Colorado?
a. Marijuana
b. Heroin *
c. Pseudoephedrine
d. Alcohol
12. Which of the following contributes to the most related deaths in the United States
annually?
e. Tobacco
f. Marijuana
g. Alcohol *
h. Methamphetamine
13. What is a good prevention method for drug and substance abuse?
i. Fear or Scare Tactics
j. Education *
k. Do Nothing
l. Field Trips
14. Which group of people are susceptible to drug and alcohol abuse?
m. Elderly
n. Wealthy
o. Immigrants
p. All of the above *
15. The Drug Enforcement Agency (DEA) spends roughly how much money each year in
drug related enforcement practices and research?
q. $15 Billion *
r. $65 Million
s. $80
t. $36,000
16. Which drug is legal to acquire, with a proper prescription?
u. Marijuana
v. Opioids
w. Ritalin
x. All of the above *
17. Prescription drug overdose is fairly common because
a. It is a readily available drug, with the proper prescription.
b. Addiction is a problem among users.
c. Doses can be unclear among non-regular users.
d. All of the above. *
18. Why do people need to take larger doses of drugs, after having used consistently?
a. Their body becomes used to the effects. *
b. They feel a need to take more.
c. Drugs become cheaper the more you use.
d. Why not? Take all the drugs while youre at it.
19. Why is Marijuana becoming a bigger problem among adolescents?
a. Access is easier, and price is at a low point.
b. Teens see it as a harmless drug.
c. Popular media glorifies the drug.
e. A and B only
Situational Problems:
20. You and some friends are driving back from a party, where you all consumed some
alcohol. None of you are over the age of 21, and 5 minutes from your house, a police
officer pulls you over after noticing some erratic driving. What do you do?
a. Pull over, then yell Scatter! and everyone runs away.

b. Pull over promptly, and comply with the officer, and brace for the consequences *
c. Speed away from the officer, it happens on TV all the time.
d. Pull over, but lie your way out of anything negative happening.
21. You are hanging out with a friend, playing games and eating pizza. They say want to see
something cool? then head into their room. They return with a bag of Marijuana, and
rolling papers, and ask if you want to partake in the doobage. You know their parent
could be home any minute, but have always seen marijuana as the cool drug. What
would you do?
a. Ask them why their terminology seems so lame and outdated.
b. Accept, and get crazy baked. Pizza tastes better with weed anyway.
c. Decline, and say that you would rather not face the consequences from your
parents.
d. Answers A and C. *
22. You are at school, and while getting some books from your locker, you over-hear some
classmates talking about how everyone is trying cocaine. You are pretty sure they are
trying to coerce another student into trying some, but you arent completely positive.
What would you do?
a. Confront the students, tell them that cocaine is bad for them, and they should stop.
b. Find a nearby teacher, or administrator, and tell them what you just heard. *
c. Ask the students if you can try some cocaine, all those 80s rock stars cant be
wrong, right?
d. Do nothing, and ignore the conversation. They can do whatever they want.
23. One of your close friends was involved in a hit and run accident, and although they didnt
get hurt, the person they collided with is in the hospital. Your friend told you in
confidence, that they have had a problem with drinking lately, and you think that may be
the cause of the accident. You feel the moral responsibility to tell someone, but dont
want to lose your friends trust. What do you do?
a. Confront the friend, explain that they need to come out and tell someone.
b. Explain the situation to someone of authority, and ask for anonymity.
c. Offer your friend the support they need throughout the problem.
d. All of the above. *
Essay:
In your opinion, what is the most dangerous drug in society today? Be sure to include
evidence based off side effects, mortality rate, ease of access, etc. 6 7 sentences, numbers dont
have to be exact.
Extra Credit:
1. You are a school teacher, who needs expensive medical treatment to survive. You
decide to get into the drug manufacturing game, and after a series of unfortunate
events, you take a look at your life, and wonder what happened. What do you do
next? (this is opinion based, I just want to see your answers)
a. Give up, go to the police and turn yourself in.
b. Why stop here? Youre the kingpin of a multi-national drug ring. Take this to
the top, and keep bringing in that money!!!
c. Hand the business off to your sidekick, who is a former student/meth head.
d. Take all of your money, and run off to some island with your spouse, and two
children. The drug lords will never find you there.
Substance Presentation Project:

You and your group will be assigned a certain substance. Your goal is to research the
substance, what exactly it is, is it illegal/what are the legal actions, why do people use it (what
immediate effects it has), what the long term effects are, and how prevalent is it used in the
United States?
You will be graded on whether or not you accurately answer all the above questions, the
cleanliness and appropriateness of your presentation, and the overall effort put into the product.
The substances available for this presentation are as follows:

Alcohol
Marijuana
Tobacco
Cocaine
Heroin
Ecstasy
LSD
Pharmaceutical
Crystal Meth
As a class, you have a choice of either Power Point presentations, or posters. Your decision on
either one, will determine if we visit the computer lab, or stay in the classroom for work time.
Essential Questions:
What Substance are you researching? :
What is it composed of, where does it come from? :
Why do people use it, what are the immediate effects? :
What are the long term effects, what do users suffer from? :
How prevalent is use in the United States? Common or Uncommon? :
Is it illegal, and what are the legal repercussions?
Presentation Rubric:
Subject Material:
10 8
75
40
All information was accurate,

and clearly portrayed.
Some information was

accurate, and somewhat
clearly portrayed.
Little information was

accurate, and/or not clearly
portrayed.
Students occasionally
demonstrated knowledge of
material, and some was
inappropriate.
Students rarely demonstrated

knowledge of material, and
wrong/inappropriate material
was common.
Students demonstrated
knowledge of material, and
avoided stereotypes, or
inappropriate material.
Presentation:
10 8
75
40
Presentation was aesthetically

pleasing, and scheme was
consistent.
Presentation was mostly

pleasing, with few aesthetic
errors.
Presentation was not

organized, many aesthetic
errors.
Few errors, and oral

presentation went smoothly.
Some errors, oral presentation

was average.
Fair amount of errors, oral

presentation quality was poor.
10 8
75
40
Few grammatical errors,

correct spelling and
punctuation.
Some grammatical errors,

some incorrect spelling and
punctuation.
Frequent grammatical errors,

incorrect spelling, and
punctuation.
Grammar and Spelling:
Total: ____/ 30
What Did You Learn?
I have designed this little exercise, called What Did You Learn? or a WDYL. I have
had previous teachers use this method, but I am putting a name to it, and making it a little more
formal. This can be used as a transport between topics, or as a ticket out the door, but I like to see
it as a quick, informal way of assessing students knowledge to this point.
A WDYL can be either written, or verbal, and is basically just a quick, one sentence
response to a question. A simple, what did you learn today question, or something a little more
complex. Students can answer this however they see fit, but it helps instill those little facts, that
maybe you are trying to get across to the class as a whole, but some already know, and some are
way behind.
A WDYL would look like this in a class room, for example purposes, we will show a few verbal
responses, and a few written.
Teacher: Class, quick WDYL!

Class: grumble, grumble
Teacher: Come on, you all learned something right?
Class: Yes, Mr. McFall
Teacher: Excellent, down the line, What Did You Learn?
Student 1: I learned that marijuana is a drug that can lead to riskier behaviors later in life!
Teacher: Good job, What Did You Learn?
Student 2: I learned that it is not illegal for minors to use tobacco, only to purchase it!
Teacher: Good job!
Like that, almost like a down the line kind of rapid response questioning, and they can always
repeat if they need to, just dont let them all say the same stupid answer.
On Paper:
WDYL: 12/15/15
Student 1
1. Today I learned that vodka is made from potatoes and whiskey is made from grains.
Simple question, easy answer. You could always do a verbal WDYL, and students who pass it,
can write it up and hand it in for a ticket out the door.
Drugs Inc. Worksheet
1. What topic is being covered in the documentary?
2. Choose one person being interviewed about their drug habits. What are some things they
have done in relation to the topic substance? What are some different choices you would
have made, to avoid being in their situation?
3. Choose one scene involving the police/DEA agents. What are some things you noticed
about the war on drugs, or on their attitudes in general about the topic substance?
4. What are some lasting things you learned from watching this documentary? What are
some things you would avoid in order to not be featured on this show?
Unit Standards:
TCPW.04
Addictions and/or Substance Abuse
FMCS.01 (Teen) Demonstrate respectful and caring relationships in the family, workplace and community.
FMCS.01.05
(Teen) Demonstrate standards that guide behavior in interpersonal relationships.
FMCS.01.05.b
RWC10-GR.9-S.4GLE.2-EO.a
(Teen) Apply guidelines for assessing the nature of issues and situations.
Analyze the purpose, question at issue, information, points of view, implications and
consequences, inferences, assumptions and concepts inherent in thinking
FMCS.01.05.c (Teen) Apply critical thinking and ethical standards when making judgments and taking action.
RWC10-GR.10-S.4-GLE.1- Identify and evaluate potential sources of information for accuracy, reliability,
EO.d
validity, and timeliness

FCCLA.01
FMCS.01.05.d
Advocacy
(Teen) Demonstrate ethical behavior in family, workplace, and community settings.
RWC10-GR.9-S.4GLE.2-EO.d
Monitor and reflect on the rationale for, and effectiveness of, choices made throughout
the problem-solving process
FMCS.01.05.e (Teen) Compare the relative merits of opposing points of view regarding current ethical issues.
RWC10-GR.9-S.4- Assess strengths and weaknesses of their thinking and thinking of others by using criteria
GLE.2-EO.b
including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic and precision
FCCLA.01
Advocacy
FCCLA.05
Chapter Service Project
FMCS.02 (Teen) Demonstrate nutrition and wellness practice that enhance individual and family well-being.
FMCS.02.01
(Teen) Analyze factors that influence nutrition and wellness practices across the lifespan.
FMCS.02.01.a
(Teen) Explain physical, emotional, social, psychological, and spiritual components of individual
and family wellness.
FCCLA.34
New State Event Public Relations
FMCS.02.01.b
(Teen) Analyze legislation and regulations related to nutrition and wellness.
FCCLA.02
Applied Technology
FCCLA.20
Illustrated Talk
FCCLA.27
National Programs in Action
FCCLA.28
Nutrition and Wellness
FCCLA.48
FMCS.05
FMCS.05.01
FMCS.05.01.a
Student Body
(Teen) Analyze factors that influence human growth & development.
(Teen) Analyze conditions that influence human growth and development.
(Teen) Analyze the effects of life events on individuals' physical, intellectual, social, moral, and
emotional development.
FMCS.06 (Teen) Integrate multiple life roles and responsibilities in family work and community settings.
FMCS.06.02 (Teen) Evaluate the reciprocal effects of individual and family participation in community activities.
FMCS.06.02.b
(Teen) Analyze community resources and system of formal and in support available to individuals
and families.
FCCLA.27
FCCLA.44
Families First
FCCLA.46
Power of One
FMCS.06.02.c
(Teen) Analyze the effects of public policies, agencies and institute the family.
FCCLA.27
FCCLA.44
Families First
FCCLA.46
Power of One
FMCS.06.02a (Teen) Analyze personal and family assets and skills that provide services to the community.
FMCS.08
(Teen) Use reasoning processes, individually and collaboratively, to take responsible action in families,
workplaces and communities.
FMCS.08.01
FMCS.08.01.a
(Teen) Evaluate reasoning for self and others.

(Teen) Analyze different kinds of reasoning (e.g., scientific, practical, interpersonal).
FMCS.08.01.b
(Teen) Distinguish between adequate and inadequate reasoning.
RWC10-GR.11-S.4-GLE.3-EO.d
FMCS.08.01.c
FMCS.08.01.d
Evaluate the reasoning of self and others for quality, strong-sense thinking
(Teen) Establish criteria for adequate reasoning.

(Teen) Contrast consequences of adequate and inadequate reasoning for self, others, culture/society,
and global environment.
FMCS.08.02
(Teen) Analyze recurring and evolving family, workplace and community concerns.
FMCS.08.02.a
(Teen) Classify different types of concerns (e.g., theoretic, technical, practical) and possible
methods for addressing them.
RWC10-GR.9-S.4-GLE.2-EO.c
Implement a purposeful and articulated process to solve a problem
(Teen) Describe recurring and evolving concerns facing individuals, families, workplaces, and

FCCLA.34
FMCS.08.02.c

(Teen) Describe conditions and circumstances that create or sustain recurring and evolving
concerns.
FCCLA.34
FMCS.08.02.d

(Teen) Describe levels of concerns: individual, family, workplace, community, cultural/societal,
global/environmental.
FCCLA.34
FMCS.08.03
FMCS.08.03.a
(Teen) Analyze practical reasoning components.

(Teen) Differentiate types of knowledge needed for reasoned action: value-ends, goals, contextual
factors, possible actions, and consequences.
FMCS.08.04 (Teen) Implement practical reasoning for responsible action in families, workplaces and communities.
FMCS.08.04.a
(Teen) Synthesize information from a variety of sources that are judged to be reliable.
RWC10-GR.10-S.4GLE.1-EO.e
Distinguish between types of evidence (e.g., expert testimony, analogies, anecdotes,

statistics) and use a variety of types to support a particular research purpose
RWC10-GR.9-S.4- Assess strengths and weaknesses of their thinking and thinking of others by using criteria
GLE.2-EO.b
including relevance, clarity, accuracy, fairness, significance, depth, breadth, logic and precision
FCCLA.02
Applied Technology
FCCLA.20
Illustrated Talk
FCCLA.34
FMCS.08.04.b
(Teen) Describe a particular recurring and evolving individual, family, workplace, or community
concern.
FCCLA.01
Advocacy
FCCLA.20
Illustrated Talk
FCCLA.34
FMCS.08.04.c
(Teen) Select goals/valued ends to resolve a particular concern.
FCCLA.27
FCCLA.46

Power of One
FMCS.08.04.d (Teen) Establish standards for choosing responsible action to address a particular concern.
FMCS.08.04.e
(Teen) Evaluate the conditions of a particular concern, e.g. historical, social-psychological,

socioeconomic, political, cultural, global/environmental.
FMCS.08.04.f
(Teen) Use adequate and reliable information to critique possible actions.
FCCLA.20
Illustrated Talk
FMCS.08.04.g
(Teen) Evaluate potential short- and long-term consequences of possible actions on self, others,
culture/society, and global environment.
FCCLA.01
Advocacy
FCCLA.20
Illustrated Talk
FMCS.08.04.h
(Teen) Justify possible reasons and actions based on valued ends and information that is judged to
be adequate and reliable.
RWC10-GR.11-S.4-GLE.3-EO.d
FCCLA.01
Evaluate the reasoning of self and others for quality, strong-sense thinking
Advocacy
FCCLA.20
Illustrated Talk
FMCS.08.04.i (Teen) Implement and monitor a plan of action based on established standards and valued ends.
FCCLA.20
Illustrated Talk
FCCLA.27
FCCLA.46
FMCS.08.05
Power of One
(Teen) Demonstrate scientific inquiry and reasoning to gain factual knowledge and test theories on
which to base judgments for action.
FMCS.08.05.a
(Teen) Delineate scope, concepts, and scientific terminology for a particular inquiry.
FMCS.08.05.b
(Teen) Judge validity and reliability of information, sources, opinions, and evidence.
RWC10-GR.10-S.4-GLE.1- Identify and evaluate potential sources of information for accuracy, reliability,
EO.d
validity, and timeliness

FCCLA Link:
FCCLA.01
FCCLA.02
FCCLA.20
FCCLA.22
FCCLA.28
Advocacy
Applied Technology
Illustrated Talk
Interpersonal Communications
Nutrition and Wellness

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Drugs and Substance Abuse