Lesson #6Melissa Wiebe

Topic: Drug Riddles Subject: Health Grade: 3Date: November 13, 2012

Description of Lesson: Students will learn about 7 of the main types of drugs, how they are used, how they work and their effects on the body.

Outcome(s) Indicator(s)USC3.3 Determine how the misuse and the use of harmful substances (including tobacco) affect the health of self and others.

d. Identify and respond to, with guidance, information about helpful and harmful substances, including medicines, vitamins, drugs, tobacco, and foods.

Materials/Resources:-Blank “Medicine Chart” for Students -Answer Key for Teacher (http://www.drugabuse.gov/sites/default/files/mod4.pdf)-Riddles (see link or attached sheet)-“Recording Sheet” (See link or attached sheet)

Cross-Curricular Competencies: -Develop Thinking-Develop Identity and Interdependence

Prerequisite Learning:-Have an idea of what a drug is.

Adaptations: -For this lesson, students who are strong readers may be paired with students whose reading skills are weaker. Teacher should use their own discretion and pair students together based on personalities and willingness to listen to each other’s opinions. -Those students who are done early and understand the lesson may decide to create their own riddle using a drug of their choice.

Lesson Preparation:-Photocopy 30 “Medicine Charts”-Create Empty chart on the board to be filled in with students.-Change Fluoride on the “Medicine Chart” if needed.-Change Cocaine on “Medicine Chart” depending on student needs.

PresentationSet:- Have student brainstorm different types of drugs (Be sure they include the 8 from the “Medicine Chart” handout.

Management:- Students may raise hands

Time:3 Minutes

Development:- Hand out “Medicine Chart” sheet.

- Go over each drug individual to see what the students already know. - If the students do not know the answer then fill in that area of the chart for them- Be sure to ask students “Why they might use the drug, or if they are able to use the drug”. Ex. Tylenol for headache. Alcohol unable to use.

-Get ‘helper’ to hand out a sheet to each student.

-Allow students to raise their hands to answer.-Write answer on the board

35 Minutes

Closure:- Have students read the riddles -Encourage students to refer to the “Medicine Chart” handout if they are stumped by the riddle.

-Students may work in pairs. Divide the riddles in half, each student will ask half and answer half. -Students will be asked to record their answers on the “Recording Sheet” for each riddle.

10 Minutes

Assessment:Students will hand in the riddle “Recording Sheet”. The teacher will be able to see how well the students understood and deciphered the individual drugs. Students will be marked out of 8.

Medicine ChartDrug Other Terms How It is Used Effects on the

BodyHow It Works

Aspirin or Tylenol

Fluoride

Immunizations

Antibiotics

Alcohol

Caffeine

Illegal Drugs (Marijuana)

Nicotine

RIDDLES Drug AWhich Drug Am I?You take me when you’re feeling sick; I fix a headache or fever—quick.I come in all sizes and shapes, and in flavors bubble gum and grape.I come in two different forms—one from the lab and the other from willow tree bark.So when you’re in pain, don’t stay in the dark, Try me, and I guarantee that you’ll feel better fast, I’m a painkiller that really lasts. The answer to this riddle is one of the words listed below.• Aspirin or Tylenol • Antibiotics • Illegal drugs• Fluoride •Immunizations • Alcohol • Caffeine • Nicotine

Drug BWhich Drug Am I?When you were a baby, you got me as a shot; It may have hurt, but it did a lot. It kept away bad diseases galore like polio, smallpox, and more.These shots are also called vaccinations. Some say they are one of the best creations.The answer to this riddle is one of the words listed below.• Aspirin or Tylenol • Antibiotics • Illegal drugs• Fluoride •Immunizations • Alcohol • Caffeine • Nicotine

Drug CWhich Drug Am I?These kinds of drugs are very bad for you; On top of that, they’re illegal, too. Some of these drugs people smoke, but they’re not cigarettes, no joke! These kinds of drugs make it harder to think; They affect your brain, which can really stink!The answer to this riddle is one of the words listed below.• Aspirin or Tylenol • Antibiotics • Illegal drugs• Fluoride •Immunizations • Alcohol • Caffeine • Nicotine

Drug DWhich Drug Am I?You drink me every day; When you turn on the tap, I flow down the sink every which way. I’ve made a big difference for each and every tooth; Cavities? No, not for this generation of youth! So keep this information in your mental file, Because I’m the secret to your white, healthy smile.The answer to this riddle is one of the words listed below.• Aspirin or Tylenol • Antibiotics • Illegal drugs• Fluoride •Immunizations • Alcohol • Caffeine • Nicotine

Drug EWhich Drug Am I?Whenever a germ gives you an infection I might be the best selection. I'm kind of funny, I've been told, because sometimes I am made out of mold!The answer to this riddle is one of the words listed below.• Aspirin or Tylenol • Antibiotics • Illegal drugs• Fluoride •Immunizations • Alcohol • Caffeine • Nicotine

Drug FWhich Drug Am I?I’m a kind of drug that is in some drinks; I, too, can make it harder to think. I’m so strong that kids can’t drink me until they’re 21, And even adults should know when enough is enough and then be done.The answer to this riddle is one of the words listed below.• Aspirin or Tylenol • Antibiotics • Illegal drugs• Fluoride • Immunizations • Alcohol• Caffeine • Nicotine

Drug GWhich Drug Am I?I am found in many things that are yummy to eat, Like chocolate, soda, and other treats. Grownups drink me in coffee and tea, Now my name, kids, that is the key.The answer to this riddle is one of the words listed below.• Aspirin or Tylenol • Antibiotics • Illegal drugs• Fluoride • Immunizations • Alcohol • Caffeine • Nicotine

Drug HWhich Drug Am I?I am used as an insecticide. In tobacco is where I hide. I'm not the one that makes people choke, But I am the biggest reason people smoke.The answer to this riddle is one of the words listed below.• Aspirin or Tylenol • Antibiotics • Illegal drugs• Fluoride • Immunizations • Alcohol • Caffeine • Nicotine

Lesson #7Melissa Wiebe

Topic: Substance Abuse Roleplays Subject: Health Grade: 3Date: November 13, 2012

Description of Lesson: This lesson will teach students that while some medicines may be harmful, exceeding the recommended dose or using drugs when not needed, can be harmful.

Outcome(s) Indicator(s)USC3.3 Determine how the misuse and the use of harmful substances (including tobacco) affect the health of self and others.

g. Describe situations when helpful substances may become harmful (e.g. medicines are harmful if not taken as directed by the doctor).

Materials/Resources:-The book “Gertrude McFuzz” by Dr. Seuss-Whiteboard-Marker-Writing handout (See attached page)

Cross-Curricular Competencies: -Develop Thinking-Develop Identity and Interdependence

Prerequisite Learning:-Students will need to know what a drug is

Lesson Preparation:-Attain “Gertrude McFuzz”

PresentationSet:- Read “Gertrude McFuzz” by Dr. Seuss - Discussion:- Did Gertrude need to take the drugs?- Why did she take the drugs? - What happened when she took more then her uncle Doctor told her to? - Did her drug use affect only her, or were others involved as well?

Management:- Students will sit in the reading corner on the carpet.

- Students will raise their hands to add to the discussion.

Time:10 Minutes

Development:- Students and teacher will

brainstorm different scenarios of drug use and abuse. These ideas will be used as the writing prompt, students will be asked to write the ending (solution) to the situation.

- Student will create a short skit (2-3 mins) involving different scenarios of drug use and abuse and determine how to deal with the situation. (Examples attached)

- Students will be in their desks and will be asked to raise hands.

- Students will be grouped in 4’s.

3 Minutes

20 Minutes

Closure:- Students will act out

their short skits in front of the class

- After each performance make sure to touch on the scenarios, and how those students chose to deal with the situation. Are there any other ways to solve their problems? Are there outreach programs that students and families can turn to in drug abuse situations? (Such as Al-Anon Family Groups, Alcoholics Anonymous, local counseling, or church facility) What would have happened if they had made the wrong decision?

- Other students will sit in their desks.- Encouraged to clap for fellow

classmates.

20 Minutes

Assessment: Rubric1 2 3

Harmful Situation was Described.

Situation was not described

Situation was not described but audience could figure it out with effort.

Situation was described.

Story Making Students story did not make sense for the audience.

Effort was needed in order for the story to make sense.

The story made sense for the audience.

Outcome of the Story.

Students did not make the right choice, and the affect of the drugs was negative.

Students chose an out come that was not negative, but was not the best outcome for the situation.

Students understood and chose an appropriate outcome for the story.

Enjoyment of Audience

The audience was confused and did not understand the story.

The audience enjoyed the story but there was little connection.

Through the use of narration and acting the students were able to portray the story in an enjoyable way.

Comments: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Questions:- Did Gertrude need to take the drugs? No- Why did she take the drugs? (She wanted to fit in, and taking the drugs would

give her more confidence)- What happened when she took more then her uncle Doctor told her to?- The drugs didn’t work in the right way. There were too many for her.- Did her drug use affect only her, or were others involved as well?- Others were involved. Not only was she unable to fly, but her uncles and many

others had to fly her home and it took over two weeks. She also had to get someone to pull out the feathers (shows that there are consequences for using drugs in other ways than directed)

- Are there outreach programs that students and families can turn to in drug abuse situations? (Such as Al-Anon Family Groups, Alcoholics Anonymous, local counseling, or church facility)

Discussion Examples (If students can not come up with their own)- You and a friend are at home. You friend asks for some Tylenol but does not want

you to tell your mom. What do you do?- A friend and you are walking to school when you find two pills on the ground.

Your friend thinks it’s a good idea to each take one. What do you do?- Your mom tells you, you can only have one vitamin a day, but they taste as good

as candy. When she leaves the room you consider having a few more, what should you do?

- John wants to be the best hockey player on his team. There is a pill that he can take to make him a better hockey player but him mom has told him it is dangerous. What should he do?

Brainstorming: Use the space below to write down 2-3 ideas for your skit

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Skit: Use the space below to tell your story. Write a short form of your skit.

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Lesson #8Melissa Wiebe

Topic: Harmful/Helpful Substances Subject: Health Grade: 3Date: November 13, 2012

Description of Lesson: Students will be able to recognize a variety of different things that contain drugs.

Outcome(s) Indicators)USC3.3 Determine how the misuse and the use of harmful substances (including tobacco) affect the health of self and others.

d. Identify and respond to, with guidance, information about helpful and harmful substances, including medicines, vitamins, drugs, tobacco, and foods.

Materials/Resources:-Word Wall List-Venn Diagram handout.

Cross-Curricular Competencies: -Develop Thinking-Develop Identity and Interdependence

Prerequisite Learning:-Must know what a drug is-How individuals use drugs on a daily basis.-Understanding of how to use a brainstorming ring.

Adaptations: -If students are not comfortable writing out their explanations, they may meet with the teacher at recess or before/after school to discuss their reasoning’s.

Lesson Preparation:-Re-write the word wall words on the board. Create a “3-ringed” brainstorming diagram on the board. -Photocopy handout

PresentationSet:- Read “Tommy’s Terrible Day”- Review the Word List with the students. Be sure to go over what each drug means and whether or not it is an illegal or legal substance.

Management:- Students may sit in the reading corner on the rug.- Students may be sitting in their desks during this time.

Time:6 Minutes

5 Minutes

Development:- Hand out the brainstorming sheet. - “Helper of the day” may be

asked to do this.20 Minutes

- Ask students to find a pair and using the word list words on the board decide whether or not the drugs would be an Helpful/Harmful/Either. (For example, Tylenol could be either depending on whether or not it was used correctly or incorrectly. Ex. Marijuana would be harmful because it is considered an illegal drug. Students shouldn’t find any drugs that are helpful all the time. Most drugs are okay in small amounts, but no drug is okay if used to often or taken too much.

- Students may work in pairs for this activity.

Closure:- Using the word list on the white board, different pairs will be asked to share their placement of certain drugs and their reasoning. - If students chose to place a drug in the helpful circle, be sure to ask them why. After stating their reasoning, place the drug into different situations and see if it is still a helpful drug.

- Students may come to the front to share their information.

10-15 Minutes

Assessment:-Pairs will be asked to hand in their brainstorming Venn diagrams. To assess their understanding the teacher will be looking mainly at the explanation.

1 2 3Understanding through explanation.

Students believed that some drugs are okay to take in any situation.

Students understood that all drugs are harmful but could not explain reasoning.

Students understood that all drugs are harmful if taken too often or is not needed. Illegal drugs are always harmful. Could explain reasoning.

Harmful

BOTH(Explain the different situations)

Helpful

Tommy’s Terrible Day

Tommy was a very happy, healthy little boy. His mother and father let him help them every day. They knew he was very responsible and would not do things which were dangerous. Today was different, however. Tommy was feeling very bad - he had a terrible day at school He ran into the house and banged the door. "Mum!" he shouted, but she was not there. He looked in the kitchen, in the bedroom, in the living room and in the bathroom, but his mother wasn't there. He found a letter from his mother on the kitchen table

It said, "Hi, Tommy I am visiting Grandma. I'll be home at 4:30."

"I feel terrible," thought Tommy.

He was very sad because his mother was not in. He had a sore throat and felt very hot He thought he must have the flu. Also, he had a very bad day at school today. Everything had gone wrong.

'At recess, he had an argument with his best friend, Bobby.

Then his teacher was angry with him because he ran in the hall. At gym time, he tried very hard, but he couldn't catch the ball. It had been a TERRIBLE day, and now Tommy was in a really bad mood. He also felt very sick and his mother was not home to help him. Tommy had seen advertisements on T.V They said, "Take Super Pill. You will soon feel better." He also remembered that his mother had given him a pill when he had a cold last year. His mother told him never to take any medicine on his own, but Tommy thought one pill was not dangerous.

He went to the closet where his mother kept the medicine. It was high up on a shelf. Tommy saw many bottles. There were bottles of powders, lots of pills - all different colours, tubes of cream, cough syrup. He didn't know which was the Super Pill bottle. Well, he knew the pills were white. He looked and found a bottle with white pills.

He took the top off the bottle, and took one of the pills. He thought for a minute "One pill helps a sore throat, more will make me better very quickly. " So Tommy took three or four more pills and swallowed them with some water. He put the bottle back in the closet and went back into the kitchen.

Suddenly he began to feel very strange - his head felt funny, even his legs felt funny. Tommy thought, "I must lie down. This is strange," he thought, "I thought the pills would make me feel better. Instead I feel worse " Tommy lay down on the bed. He was lying very still He didn't hear Grandma come in. "What's wrong, Tommy" Grandma asked. Tommy started to tell his grandmother about his terrible day, but he kept getting mixed up. The words were all mixed up. He started to cry. Grandma looked very worried She said, "Tommy, did you take any pills?" Tommy nodded.

"Your mother always tells you never to take medicine on your own, Tommy. I must call the health centre. I don't know what to do." The nurse at the health centre was able to help Tommy. Tommy felt better the next day. He knew he would never take pills on his own again. Yesterday was a terrible day - the worst of his life!