Samantha Parsons West Virginia State University Substance Abuse: Alcohol

October 31, 2013 Health/5th Grade Unit: Day 1

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES Students will be able to identify reasons behind decisions to drink Students will discuss factors that influence alcohol consumption WV CSOs HE.5.2.01 HE.5.2.04

discuss how risk behaviors as seen through the media may influence a students future behavior discuss how peers can influence healthy and unhealthy behaviors

NATIONAL STANDARDS Students will comprehend concepts related to health promotion and disease prevention to enhance health. MANAGEMENT FRAMEWORK Overall Time: 30 minutes Time Frame: 5 minute teacher led introduction 20 minute teacher led discussion/graph activity 5 minute closure STRATEGIES Teacher/student led discussion, guided instruction, independent practice, inquiry learning PROCEDURES Introduction/ Lesson Set Explain to students that the topic of discussion for the next three days will be substance abuse, namely alcohol. Ask students: o What is alcohol? o What types of alcohol are there? o How do you learn about alcohol if you are not in school? o Why do people drink? Body & Transitions Begin discussion by listing some possible reasons (given by students) on the board to answer the question Why do people drink? After listing a few, pass out a note card to each student Explain to each student that we are going to make a chart showing the reasons people chose to drink Tell each student to write down one reason they think people drink on their note card On the board, write down the following categories:

o Availability, Family Environment, Peer Pressure, Media Pressure, and Legal Restrictions in chart format Explain to students that they are to tape their card above the category they believe their reason falls After each student has added to the chart, review it with the class After review, ask questions: o Which one of these seems to be the most common reason? Why is that? o Do you think that we could add another category? (Genetics?) o Why do you think these factors influence a persons decision to drink? Allow for students to ask questions

Closure Review information covered today: o What is alcohol? o Why do people drink? Pass out Alcohol Fact Sheet handout (for informational purposes only) Exit Slip: Reasons For Drinking (see attached) ASSESSMENT Diagnostic Teacher questioning to assess prior knowledge of topic Formative Teacher questioning, student charting activity Summative Exit Slip: Reasons For Drinking (see attached) MATERIALS Note cards Pen/Pencil Marker/Chalk board Alcohol Fact Sheet (see attached) Exit Slip (see attached) EXTENDED ACTIVITES If Student Finishes Early Students who finish early can read over the fact sheet that was given as informational text. If Lesson Finishes Early If the lesson finishes early, introduce concept for day two of unit. If Technology Fails No technology needed for this lesson.

Samantha Parsons West Virginia State University Substance Abuse: Alcohol

October 31, 2013 Health/5th Grade Unit: Day 2

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES Students will be able to define alcohol and understand its effects. Students will be able to explain why alcohol consumption is bad for their body. Students will be able to distinguish between sober and intoxicated. WV CSOs HE.5.1.03 HE.5.7.01

recognize potentially dangerous situations and know how to obtain help identify health related situations that require thoughtful decisions

NATIONAL STANDARDS Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. MANAGEMENT FRAMEWORK Overall Time: 30 minutes Time Frame: 2 minute teacher introduction on topic 8 minute PowerPoint information 15 minute student activity in groups 5 minute regroup for assessment and closure

STRATEGIES Teacher/ student led discussion, guided instruction, cooperative groups, discovery learning PROCEDURES Introduction/ Lesson Set Briefly review topics covered from Day 1 of unit Inform students that the topic today is Alcohol: Use, Abuse, and Alcoholism Write KWL chart on board and complete the K and W portion Ask questions to gain prior knowledge o What is alcohol? o What is alcoholism? o What is abuse? Body & Transitions Begin PowerPoint- review information out loud with class o Ask probing questions based in information in slide Allow 1-2 minutes for students to ask questions on information given Explain to students that we are going to do an activity that will demonstrate the effects of alcohol on the body Review what the PowerPoint said about effects of alcohol.

o Staggering, Loss of coordination, Confusion, Slow reaction time Split students into groups of 3-4 (based on equipment availability) Give each group one pair of beer goggles (can give two pairs if enough) Have students stand facing one person, at least 3-4 feet apart from one another Give one student a ball (soft) and tell them that they are going to put the goggles on and attempt to toss the ball to their partner Their partner will toss the ball back to the person wearing the goggles Ask questions: o Are you able to make it to your target when throwing? o Did you catch the ball when it was tossed back to you? o Does this feel different than tossing/catching when not wearing beer goggles? Allow students to create further distance with their partner if they need Students will switch goggles with their partner/group members after 2-3 minutes The other member(s) of the group with then have a turn practicing the same skills Gather balls and place in designated area Tell students to remove goggles Transition students into area for relay activity Set up cones in an open area (cleared area in classroom, gymnasium, cafeteria, hallway) o Cones should be set up approximately 20-30 feet from each other, grouping at least 5 feet apart Explain to students that (in their groups) they are going to take turns wearing the goggles and following these steps: o Briskly walk to the cone in front of you o Circle around the back of the cone o Return to home cone o Give next group member a high five o Pass goggles on to the next group member Each student should have one turn in the relay This is a race- so the first group to finish is the winner Ask students to please return goggles to designated area Students will return to seats Ask students questions: o What did you notice about your ability to walk? o Why do you think alcohol has this effect on your motor skills? o After wearing the goggles, why do you think it is a bad idea to drink and drive? Allow students to ask questions

Closure Review what alcohol is and how it effects the body Complete L portion of KWL chart Pass out Exit Slip (see attached) ASSESSMENT Diagnostic Asking essential questions- based on prior knowledge from Day 1 of unit and personal experiences, KWL chart

Formative Questioning during PowerPoint presentation, teacher observation of cooperative group activities Summative Exit slip: MATERIALS Computer Power Point presentation Beer goggles Balls Cones Exit Slip (see attached) Pencil/Pen EXTENDED ACTIVITES If Student Finishes Early Students who finish early can use the back of their exit slip to explain how the beer goggles made them feel. If Lesson Finishes Early Introduce POWER model that will be discussed on day three of the unit If Technology Fails Power Point information will be printed in slide form and can be handed out to each student to look at as it is gone over.

Samantha Parsons West Virginia State University Substance Abuse: Alcohol

October 31, 2013 Health/5th Grade Unit: Day 3

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES Students will be able to recognize potentially harmful situations. Students will be able to properly utilize refusal skills. Students will be able to evaluate possible ending results of a situation WV CSOs HE.5.4.03 HE.5.5.01 HE.5.5.04

display refusal skills to avoid risky behaviors or situations distinguish between safe, risky, or harmful relationships and list strategies to reduce threatening situations predict both positive and negative potential outcomes when making health related decisions

NATIONAL STANDARDS Students will demonstrate the ability to use decision-making skills to enhance health. MANAGEMENT FRAMEWORK Overall Time: 30 minutes Time Frame: 10 minute introduction/ demonstration 15 minute class/partner activity 10 minute closure/review of entire unit STRATEGIES Teacher/student led discussion, student/group presentations, guided instruction, teacher modeling, pair activity, discovery learning PROCEDURES Introduction/ Lesson Set Explain to students that the final part of this unit is to practice refusal skills Ask students: o What are refusal skills? o Why do we need good refusal skills? Introduce and explain the POWER model o Whats the Problem? o What are my Options? o What is best to do? o Enact plan o Reflect on outcome & Revise strategy (if needed) Body & Transitions Break students up into pairs Give handout POWER Model Practice: Alcohol to each group

Go over instructions with entire class Allow each group 10 minutes to work out their POWER model o Observe groups as they discuss After the groups have finished, allow a few groups to share their stories Ask for volunteer to come in front of class and demonstrate their model Ask questions: o Why did you choose those options? o Could you have done anything differently? Allow class to ask questions based on demonstration

Closure Review information from all three days of the unit: o What is alcohol? o What effects does alcohol have on the body? o Why do we need good refusal skills? Exit slip (see attached) ASSESSMENT Diagnostic Teacher questions to assess prior knowledge/information gained from Day 1 and Day 2\ Formative Teacher observations, questioning Summative Exit slip (see attached) MATERIALS POWER model handout (see attached) Exit Slip (see attached) Pen/Pencil EXTENDED ACTIVITES If Student Finishes Early Student who finishes early practice another POWER model example on the back of their sheet If Lesson Finishes Early Classroom discussion on all information learned over the past three days If Technology Fails No technology needed for this lesson

Alcohol: Use, Abuse, and Alcoholism Exit Slip (Day 2) Write 3-4 sentences on what you learned from todays lesson on alcohol. On the bottom, draw a picture of an ad you would like to advertise in our school to promote Saying NO! to alcohol.

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ALCOHOL FACT SHEET

1. The younger you are when you start drinking, the more likely you are to have a problem with alcohol. 2. College students spend more on alcohol than on textbooks. 3. How alcohol affects you depends on: o how much alcohol is consumed o the time period in which it is consumed o how much food is in the stomach o body weight 4. Alcohol is a depressant. 5. Alcoholics don't know they are becoming alcoholics-- "it just happens". 6. When someone has a problem, they follow certain patterns: o lie to sober friends o hide it from sober friends o party more with drinking friends o deny they have a problem 7. The best thing to do for a friend with a problem is to tell a counselor or someone who can help. 8. The body takes about hour to feel the effects of alcohol. If you drink before that time, you may drink too much. 9. Alcohol poisoning occurs when you drink too much alcohol too fast, which can lead to coma or even death. 10. The worst thing to do when a person has had too much to drink is to leave them alone or lying down. They need to be kept awake and moving-- and they need medical help. 11. Alcohol-related accidents are the #1 killer of teens. 12. 1.4 million teens a year are injured in some way through an alcohol related accident. 13. You ALWAYS have a choice about whether or not to drink. 14. Binge drinking can lead to permanent brain damage; coma, then death, can happen in less than an hour. 15. Up to 2/3 of date rape cases involve alcohol.

Reasons People Drink Exit Slip (Day 2) On the lines below, name one reason we discussed that people choose to drink. In your own words, describe why you think this may be an influence on a persons decision to drink alcohol.

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POWER Model Exit Slip (Day 3) On the lines provided, explain what the POWER model. In your own words, tell me what refusal skills are and why they are important. Describe a time you have had to make a good decision. You may draw a picture of your decision.

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The POWER Model

1. What is the problem? The problem is: ______________________________________________________________________________ ______________________________________________________________________________

This makes me feel: ______________________________________________________________________________ ______________________________________________________________________________

2. What are my options? I want: ______________________________________________________________________________ ______________________________________________________________________________

How do I get what I want? ______________________________________________________________________________ ______________________________________________________________________________

3. What is best to do? List: ______________________________________________________________________________ ______________________________________________________________________________

Possible good outcomes: ______________________________________________________________________________ ______________________________________________________________________________

Possible bad outcomes: ______________________________________________________________________________ ______________________________________________________________________________

4. Enact my plan! What will I do? ______________________________________________________________________________ ______________________________________________________________________________

Who will do it? ______________________________________________________________________________ ______________________________________________________________________________

It will be done by: ______________________________________________________________________________ ______________________________________________________________________________

5. Reflect on the outcome. Revise if necessary. Did I or did I not receive a positive outcome? Now that it is over, I think: Yes No

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I feel that: ______________________________________________________________________________ ______________________________________________________________________________

I learned: ______________________________________________________________________________ ______________________________________________________________________________