Content Outline
Alcohol and Drug- Reduction and Prevention
Day 1
Day 2
Objective: At the end of the lesson, students
will be able to describe 2 myths and 2 truths
about alcohol and drugs, describe alcohol and
drug trends and define healthful behaviors and
risk behaviors and list 6 CDC risk behaviors as
evidence by “Know Your Trends” and “CDC 6
Tables”.
Objective: At the end of the lesson, students
will be able to list 3 predispose risk factors to
alcohol and drugs, list 3 reasons people use
drugs and alcohol, and list 3 reasons people
choose not to use drugs and alcohol by evidence
of “Risk Factors Worksheet” and “Out of
Balance”
Outline:
I. How Widely is Drugs and Alcohol Used?
A. Alcohol Trends
B. Drug Trends
II. Alcohol and Drug Use is a Risk Behavior!
A. Definition of “Healthful behavior” and
“Risk Behavior.
B. CDC Risk Behavior.
Outline:
I. What predisposes a person to risk factors?
II. Reasons People Use Drugs and Alcohol.
III. Reasons People Choose Not to Use Drugs
and Alcohol.
Activity: “What Do You Know Quiz” “Know
Your Trends” and “CDC 6 Tables”.
Day 3
Activity: “Risk Factors Worksheet” and “Out
of Control”.
Day 4
Objectives: At the end of the lesson, students
will be able to define peer pressure, explain
why teens use peer pressure on others,
demonstrate 3 resistance skills against peer
pressure, and explain how the media influences
affect our decisions about drugs and alcohol as
evidence by the exam and planned activity.
Objectives: At the end of the lesson, students
will be able to describe 3 ways how family
influences decisions about alcohol and drugs,
demonstrate each step in the decision-making
model, and explain 3 way drinking affects
thinking and decision-making as evidence of
the “Alcohol, is it worth it?” activity.
Outline:
I.
Peer Pressure Affects Decisions about
Alcohol and Drugs.
A. Definition of “Peer Pressure”.
B. Why do teens use peer pressure on
others.
C. How to resist peer pressure with
drugs and alcohol.
II.
How Media Influences our Decisions
about Drugs and Alcohol.
Outline:
I.
How family Influences Decisions about
Alcohol and Drugs.
A. Good Models vs. Bad Models
B. Family Values
II.
My Ability to Make Decisions
A. Decision-making model
B. How drinking affects thinking and
decision-making.
Activity: “Back at Ya- creation of alcohol
ads.”
Activity: “Alcohol-is it worth it?”
Day 5
Day 6
Objective: At the end of the lesson, students
will be able to describe consequences of
drinking, and the physical effects of alcohol on
the body as evidence by “webquest” activity.
Objective: By the end of the lesson, students
will be able to list 4 alcohol related problems
and identify characteristics, causes, and
consequences of alcoholism by evidence of
“glaciers” and “slow leak” classroom activities.
Outline:
I.
Alcohol and Consequences of
Drinking.
A. What is alcohol?
B. Alcohol Absorption
C. Intoxication
II.
Physical Effects of Alcohol.
A. Short-term
B. Long-term
Activity: “Web Quest”
Day 7
Objective: By the end of the lesson, students
will be able to state 3 effects of the following
drugs: marijuana, inhalants, steroids,
stimulants as evidence by creating a real life
senario that includes the effects of their
assigned drug and the “unknown” activity.
Outline:
I. Drugs of Abuse and Effects
A. Marijuana
B. Inhalants
C. Steroids
D. Stimulants
Outline:
I. Alcohol Related Problems
A. Violence
B. Accidents
C. Suicide
D. Fetal Alcohol Syndrome (FAS)
II. Alcoholism
A. Characteristics
B. Causes
C. Consequences
Activity: “Slow-leak” and “Glaciers”
Day 8
Objective: By the end of the lesson, students
will be able to describe 3 consequences and
effects of the following drugs: sedativehypnotic, narcotics, hallucinogens, and overthe-counter drugs as evidence by “webquest”
activity.
Outline:
I. Consequences and Effects of Drugs
A. Sedative-Hypnotic
B. Narcotics
C. Hallucinogens
D. Over-the-counter drugs
Activity: “Unknown” drug activity
Activity: “Web Quest”
Day 9
Objective: By the end of the lesson, students
will be able to explain 2 reasons why it is
important to be drug-free; state 3 ways how to
be a drug-free role model; describe 4 skills
used to reduce/manage conflict, and role play 3
different resistance skills by evidence of “role
playing” and “Right Choices” classroom
activities.
Outline:
I. The Decision to be Drug-Free
A. Why is it Important to be Drug-Free?
B. How to be a Drug-Free Role Model
C. Skills to Reduce/Manage Conflict
D. Resistance Skills
Activity: “Role Playing” and “Right Choices”.
Day 10
Objective: By the end of the lesson, students
will be able to identify the major regions that
are a drug source for the U.S., explain
economic costs of drugs, and state 3 ways to
take action against Drugs and Terror by
evidence of “Map Work” and “What it CostsDrugs”.
Outline:
I. Drugs and Terror
A. Drug Sources
B. Costs
C. Taking Action
Activity: “Map Work” and “What it CostsDrugs”.