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Substance Abuse

Hannah Smith-Morgan Avery Maxwell Becky Martin. Substance Abuse . EALR for all.

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Substance Abuse

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  1. Hannah Smith-Morgan Avery Maxwell Becky Martin Substance Abuse

  2. EALR for all • EALR 2: The student acquires the knowledge and skills necessary to maintain a healthy life: Recognizes dimensions of health, recognizes stages of growth and development, reduces health risks, and lives safely. • Health and Fitness EALR (OSPI)

  3. K-2 GLE’s • EALR 2- The student acquires the knowledge and skills necessary to maintain a healthy life: recognizes dimensions of health, recognizes stages of growth and development, reduces health risks, and lives safely. • GLE 2.4.5: Understands issues and risks related to drug use and abuse

  4. K-2 Health Standards . • Standard 4-Students will demonstrate the ability to use interpersonal communication skills to enhance health and avoid or reduce health risks. • 4.2.3-Demonstrate ways to respond in an unwanted, threatening, or dangerous situation. • 4.2.4-Demonstrate ways to tell a trusted adult if threatened or harmed. (NHES) • Standard 5-Students will demonstrate the ability to use decision-making skills to enhance health. • 5.2.1-Identify situations when a health-related decision is needed. • 5.2.2-Differentiate between situations when a health-related decision can be made individually or when assistance is needed (NHES)

  5. K-2 Objectives • Students will: • Identify safety procedures for handling situations where medicines or drugs are involved. (cognitive) • Role-play and discuss situations where they would need to make a decision about medicines or drugs. (cognitive/affective)

  6. K-2 Lesson • Part 1: Role Play • Students pair up • Discuss how to handle situation safely and act it out • Share choices with class • Role Play Scenarios Physical activity incorporation Kids at end of gym Assign different physical activities to role playing scenarios ex: Walk if you would and run if you wouldn’t • Part 2: Worksheet/Assessment: • Have students fill out worksheets individually. • Share correct answers. (Kidshealth.org)

  7. 3-5 GLE’s • EALR 2- The student acquires the knowledge and skills necessary to maintain a healthy life: recognizes dimensions of health, recognizes stages of growth and development, reduces health risks, and lives safely. • 2.4.5 Understands issues and risks related to drug use and abuse. • Describes harmful effects of caffeine, alcohol, and tobacco • (OSPI)

  8. 3-5 Health Standards • Standard 5-Students will demonstrate the ability to use • 5.5.4-Predict the potential outcomes of each option when making a health-related decision. • 5.5.5-Choose a healthy option when making a decision. • 5.5.6-Describe the outcomes of a health-related decision. • Standard 7-Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. • 7.5.3-Demonstrate a variety of behaviors to avoid or reduce health risks. (NHES)

  9. 3-5 Objectives • SWBAT • identify harmful side effects of using tobacco (Cognitive). • summarize side effects of using tobacco (Cognitive). • present their knowledge on the side effects of tobacco use (Cognitive & Affective).

  10. 3-5 Lesson • Materials: • T-Shirt Cutouts or T-Shirts • Markers/ Fabric Markers • Computers or Informational Handouts • Part One: • Split class into small groups • Allow students to create a T-Shirt design that discourages the use of tobacco products. • List at least 5 negative side effects of using tobacco • Part Two: • Within their groups, present T-Shirt idea to the class • Assessment • Participation for T-Shirt Design • Quiz on Major Side Effects of Using Tobacco (kidshealth.org)

  11. 6-8 EALR’s/GLE’s • EALR 2 Health and Fitness • 2.4.1 Understands abusive and risky situations and demonstrates safe behaviors to prevent injury to self and others at home, school, and in the community • Describes risky situations and provides appropriate response. • EALR 3: The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations. • 3.1.1 Applies skills to plan and organize effective oral communication and presentation. (OSPI)

  12. 6-8 Health Standards • Standard 7- Students will demonstrate the ability to practice health-enhancing behaviors and avoid or reduce health risks. • 7.8.2-Demonstrate healthy practices and behaviors that will maintain or improve the health of self and others. • 7.8.3-Demonstrate behaviors to avoid or reduce health risks to self and others. (NHES)

  13. 6-8 Objectives • SWBAT • -Identify a risky situation involving drugs or alcohol (cognitive) • -Identify a peer pressure situation as positive or negative (cognitive) • -Demonstrate behaviors to avoid risky situations (cognitive/affective)

  14. Peer Pressure • Your friends want you to be in the talent show. You have stage fright, but you really want to be in the show. • Good or bad peer pressure? Why?

  15. Peer Pressure • Your best friend isn’t considered “cool” and some other friends of yours are gossiping about her. They want you to join in on talking badly about your best friend. • Good or bad peer pressure? Why?

  16. 6-8 Lesson • The Pressure’s On • Children have partners assigned to them • Skit (alcohol or drugs) • Background knowledge on types/side effects • Personal experience • Present to class • Assessment • Performance (using voice/expression, completion) • Essay (could the scenario be used/ grammar and punctuation • Personal communication (ask questions after performance ex. What could be another way to say no)

  17. References • Standards • 1. http://www.cdc.gov/healthyyouth/sher/standards/index.htm • EALRS/GLES • http://www.k12.wa.us/HealthFitness/Standards.aspx • http://www.k12.wa.us/CurriculumInstruct/Communications/default.aspx • Lesson Plans • K-2: http://classroom.kidshealth.org/index.jsp?Grade=pk&Section=problems (What Should You Do?) • 3-5: http://classroom.kidshealth.org/index.jsp?Grade=35&Section=problems (No Smoking T-Shirt) • 6-8: http://classroom.kidshealth.org/index.jsp?Grade=68&Section=problems (The Pressure's On)

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