This lesson aims to help students analyze the accuracy of substance-related media messages and to correct misperceptions that can arise from these messages. Advertisements and news articles are common ways for substance-related information to be conveyed, but they each have limitations.
Advertisements promoting two legally available substances (alcoholic beverages and tobacco), and news articles for two prominent illegal drugs
(cannabis and crystal methamphetamine) will be reviewed by students to assess strengths and limitations.
grade
• Skill in assessing the impact of the media on views of crystal meth
• Knowledge of the normative patterns of crystal meth use among students
8
Students will demonstrate:
An ability to assess drug-related media items for accuracy;
A knowledge of the harms linked to alcohol, tobacco, cannabis and crystal methamphetamine;
A knowledge of the percentage of BC students who do not engage in various substance use behaviours.
no2meth

p. 2 - grade 8
• Health and Career Education (2005 )
Substance Misuse Prevention: Analyse influences related to substance misuse (e.g., friends, family, media).
• Social Studies (1997)
Applications of Social Studies: Identify and clarify a problem, an issue, or an inquiry;
Applications of Social Studies: Assess a variety of positions on controversial issues.
• English Language Arts (1996)
Comprehend and Respond: Identify and discuss the advantages and limitations of a variety of media and explain their effects on people’s behaviour;
Comprehend and Respond: Identify and discuss various persuasive and advertising strategies;
Comprehend and Respond: Identify bias and false reasoning in communications as these relate to their contexts.
no2meth

no2meth
1
Make copies of:
•4 Drug-related Media Items
(Activity 1&2)
•4 Fact Sheets (Activity 1&2)
• Analyzing Media Work Sheet
(Activity 1&2 plus Home Link)
• Home Link Activity Guide (1 per student)
• Group Media Analysis
Assessment Tool (one for each group)
2 Familiarize yourself with teacher’s discussion points on the Analysing
Media Work Sheet.
9
10
8
11
7
12
6
1
5
2
4
3
45 minutes grade 8 p.

p. - grade 8
• Ask the class to estimate:
1 The percentage of Gr. 9-10 students in BC (15-16 year olds) that have ever used alcohol.
2 The percentage of high school students (Gr. 7-12) that used it hazardously.
The percentage of Gr. 9 students (15 year olds) that used tobacco in the past year.
5
The percentage of Gr. 9-10 students in BC that used cannabis in the past month.
The percentage of Gr. 8 students that used crystal methamphetamine (meth) in the past year.
• Divide students into 4 or 8 groups; each group will address either the cannabis newspaper articles, or the methamphetamine articles.
• Provide members of each group with:
 Media Items (either cannabis articles or methamphetamine articles)
 Appropriate Fact Sheet
 Analyzing Media Work Sheet (one per group) no2meth

• Ask each group to:
1
2
Review their media items
Review the Fact Sheet for the substance discussed in their item
Answer together the questions posed in the
Analyzing Media Work Sheet
• Remaining in the same groups, repeat the process, having the students address either the alcohol advertisments or tobacco advertisments.
• In the full class, ask a representative from each group to summarize their analyses of their media items.
• While the group representatives are presenting their ideas, watch for evidence that the group’s discussion generated an understanding of the purpose of their media example and that they understood the extent to which the information presented was accurate. Use the information to complete a Group Media Analysis
Assessment Tool for each group.
no2meth grade 8 p. 5

p. - grade 8
Revisit the opening question concerning the prevalence of several substance use behaviours, and provide the following information:
1
2
5 almost 1 in 3 15-16 year olds in BC reported that they have never tried alcohol (McCreary Centre
Society, 2004).
over half of BC adolescents that drink report that they did not binge drink (5 or more drinks in a couple of hours) in the past month (McCreary
Centre Society, 2004).
3 of 4 15 year olds reported that they did not smoke cigarettes (McCreary Centre Society, 2004) in the previous year.
3 out of 4 15-16 year olds in BC reported that they are not current users of cannabis (i.e. did not used in the previous month) (McCreary Centre Society,
2004).
among Grade 8 students in one school district in
BC, fewer than 3.5% reported that they had used crystal methamphetamine in the past year (Krank,
2005).
no2meth

Both forms of media have important limitations:
• advertising items focus on the positive aspects of a substance and tend not to give attention to negative aspects, so their information is often incomplete.
• news stories often focus on the most negative aspects and in doing so, can sensationalize a substance, so their information is also often incomplete.
• both forms of media can convey the impression that everyone is using a particular substance (sometimes this impression is intended, sometimes it’s not), and it is important to emphasize the reality for students.
• to obtain more accurate, balanced information about substances seek 2 or 3 good sources rather than rely on just one, or seek a source that is recognized for providing accurate, balanced information such as www.no2meth
.ca or those listed in the Conducting
Additional Substance-related Online Research section of the Teachers Guide.
no2meth grade 8 p.

Analysis of media messages is a component of Health and Career Education for Grade 8. This particular set of activities provided students with an opportunity to reflect on messages and information concerning legal and illegal substances found in two media forms, advertising and print journalism.
The predominant activity here takes place within a group setting. Rather than focus on individual students, the assessment approach for the activities included here centres on the media analysis skills of each small group. Effective media analysis requires several skills; the assessment tool provided, Group
Media Analysis Assessment Tool , focuses on three: understanding of the purpose of specific media, understanding of the degree to which the information presented is accurate, and assessment of the reliability of media as an information source.
• There aren’t many days that you don’t find an article in the newspaper on alcohol or a pharmaceutical or street drug.
Advertisements for alcoholic beverages are common in all media; tobacco ads in Canada can be found in print publications targeting adults. p. 8 - grade 8 no2meth

• This home link activity, Alcohol and Other
Drug Media Challenge , invites families to pay attention to substance-related articles or advertisements for a week; the challenge is for each family member to find and analyze one media item (article or advertisement) and report back to the family at the end of the week. Doing so will remind everyone in the family of the various drug-related messages
(and their influence) that we all encounter in our daily lives.
• Give each student enough copies of the
Analyzing Media Worksheet for participating family members, as well as the Home Link
Activity Guide (the 4 fact sheets are optional).
• Use a news article already reviewed and summarized by one group on either cannabis or methamphetamine and find one or two other articles about each of these substances with a differing perspective.
• With an overhead projector display them and organize a brief discussion on how new information shapes students’ understanding of issues.
no2meth grade 8 p.

Cannabis newspaper articles
Sally Grover August 19, 2006 12:00am
Article from: The Courier Mail
CANNABIS is usually referred to as the soft drug, worse than tobacco but not as dangerous as heroin or cocaine.
“The under-appreciated risk is depression,” he said. “The evidence is getting reasonably strong that people susceptible to mental problems are developing disorders.”
Professor Hall also lists poor concentration as a direct setback from cannabis use and its effects on young people at school.
Often exploited because of its ability to relax the mind and body, its users can frequently be found lying on a couch in front of a TV surrounded by snack food, sometimes for days at a time.
Most people are aware of the consequences of smoking marijuana, such as laziness, weight gain and the inability to make positive decisions.
In a recent report issued by the NSW health department, new dangerous and long-term effects relating to cannabis use have been found.
Damage to cardiovascular, respiratory and immune systems, short-term memory loss and slow brain development have been reported when the drug is used from a young age.
Professor Wayne Hall, from the School of
Population Health at UQ, confirms that new risks are constantly being discovered to attack all users.
“Teenagers losing interest at school because they have been using marijuana is the quickest problem to develop from use,” he said.
Mark Brown, manager at the Logan House drug rehabilitation centre, agrees that memory loss is a major concern.
“Short-term memory can be devastated by marijuana,” he said.
“A lot of people perceive marijuana as a harmless, social drug. But in reality it is not like that at all.”
Mr Brown likens early cannabis use with alcohol consumption.
“Cardiovascular problems are more of an issue for adults, people who have started smoking cannabis in their 20s and are now in their 40s and 50s,” he said.
Like smoking tobacco, cannabis is lethal to the lungs and the harm can vary depending on the instrument employed.
While these problems take time to occur and are sometimes treatable, Professor Hall says that there are more negative side effects that are often forgotten.
“People use a drug because they like it or enjoy the feeling they get from it,” he says.
“It is like alcohol in that you drink it because the feeling is good at first. Marijuana is the same.”
However, the body quickly adapts to the feeling and the person is left feeling agitated and consume more, thus becoming addicted.
“When you increase the intake and regularity, that’s when the risk starts,” Mr Brown said.
“The body says, ‘I’m not feeling as good as I should’ so the person does more to get rid of that feeling.”
Schizophrenia has also been associated with cannabis addiction. Much research has gone into proving its relation with various results.
p. 10 - grade 8 no2meth

Cannabis newspaper articles
Cannabis newspaper articles
Mon Aug 14, 2006 6:44 PM EDTBy
Cameron French
TORONTO (Reuters) - The light scent of marijuana wafted among exhibits at the 16th
International AIDS Conference in Toronto on Monday, as activists took advantage of
Canada’s comparatively pot-friendly policies to make a pitch for the drug as a pain-killer.
“This is the first time that an exhibit of this kind has been at the AIDS conference,” said
Hilary Black, spokeswoman for the Medical
Marijuana Information Resource Center which along with the Canadian AIDS Society sponsored the display.
“It’s possible that it may be the only time, until we see a global shift around the policies governing this plant.”
Researchers say marijuana can ease some types of severe and chronic pain as well as symptoms like nausea better and with fewer side effects than many prescription remedies.
While marijuana use is not generally legal in Canada, the federal government runs a medical marijuana program, although only about a quarter of medical marijuana users infected with HIV get their cannabis through legal sources, Black said.
In the United States, the use of medical marijuana has long been contested on the state and federal level. Last June, the U.S.
House of Representatives rejected a bill that would have allowed the medical use of the herb. But efforts are under way in several other states to legalize marijuana use.
The Canadian resource center is backed by Cannasat Therapeutics Inc., a Torontobased research company trying to develop cannabis-based medicine that would eventually be available by prescription.
The group has been passing out information on legal access and tips on the use of cannabis as a medicine and dealing with reaction from participants who have come from around the world for the week-long conference.
“We had some people here from Uganda.
One doctor said its like crack cocaine, it’s bad, it trouble,” said Sara Lee Irwin, a spokeswoman for the center and medical marijuana user, as she cut open a foil 250 gram (8.8 ounce) bag of government-issued cannabis.
“The next guy said, ‘It’s not like crack, it’s everywhere, why aren’t we using it?’,” she said.
no2meth grade 8 p. 11

Crystal methamphetamine newspaper articles
By TERA CAMUS Cape Breton Bureau
SYDNEY — The street drug known as crystal meth is slowly gaining steam in Cape Breton.
Cape Breton Regional Police say they’re watching several homes where they suspect residents have been cooking up the mindaltering drug crystal methamphetamine in their kitchens or garages by using everyday store products and a frying pan.
“We have information on a couple of suspected crystal meth labs operating in the area,” said Const. Steve Nagy, who works with the force’s street crime unit. “The danger with that is a lot of guys around here don’t know what they’re doing.
“It’s a matter of following directions, but if you screw up, you can blow up your home or car.”
It takes about $130 worth of store-bought goods to make about $2,800 worth of crystal meth using a potentially volatile process that includes chemicals, heat and filters. Addicts usually smoke the resulting clear rocks or powder in a pipe.
The three main ingredients are easy to find: pseudoephedrine — found in the cold remedy
Sudafed — iodine tincture and the common red phosphorus strike pad found on a book of matches. Other ingredients include Heet liniment, hydrochloric acid, drain cleaner, a bit of acetone and other chemicals commonly found in hardware stores.
Just this week, the province began moving some cold medications behind the counter to limit access.
“Ninety per cent of those who try crystal meth for the first time will get addicted,”
Const. Nagy said. “First-time users describe the feeling as being completely euphoric so they keep trying it again and again.
“It’s called chasing the high, but they never get it.”
After a few months of use, it’s common to develop severe skin problems, including bumps, open sores and deep lesions, as the body tries to shed toxins through sweat and urine. Eyes appear vacant.
The corrosive chemicals used in crystal meth can cause irreparable harm.
“It causes permanent brain damage, and if you’re lucky to get off of it . . . it puts holes in your brain,” Const. Nagy said. “So you’re never the same again.”
Some hard-core addicts have been known to filter their own urine and smoke the residue to try to get a wee high.
“You can have a meth lab anywhere . . . in your kitchen sink, the trunk of your car, anywhere,” Const. Nagy said. “It’s one of the worst drugs around right now.”
Several busts to date have produced small quantities of crystal meth but the drugs of choice still appear to be cocaine, ecstasy and marijuana.
The street crime unit has targeted 27 homes believed to be trafficking in a variety of drugs.
Police say the street value of crystal meth compares to that of cocaine at $100 to $125 per gram, but when sold in larger quantities crystal meth is cheaper. A pound, or a little less than half a kilogram, sells for $15,000 to $18,000 compared to $20,000 to
$25,000 for the same quantity of cocaine. p. 12 - grade 8 no2meth

Crystal methamphetamine newspaper articles
By Brian Jarvis
Sponsored by the South Carolina Dept. of
Juvenile Justice (DJJ) in conjunction with Safe
Schools/Healthy Students, Youth Conference
2006 offered a host of presenters who used equal parts humor and poignancy to convince about 50 youth – all of whom have had run-ins with the law – to turn their lives around.
Ann Kirven, executive director of Clarendon
Behavioral Health Services, took the opportunity to warn both teenagers and their parents of the dangers of crystal methamphetamine.
“Meth is not a drug we see a lot of, but we’re about to see much, much more,” Kirven said.
“I know the next question: Is there meth in
Clarendon County? Yes, there is. It’s here.
You can go to Wal-mart and buy everything you need to make this drug.”
According to Kirven, crack cocaine is like candy compared to meth. Using before-andafter pictures to illustrate her point, Kirven showed how the stimulant ages meth addicts by decades in only a few years.
“It can kill you and will kill you quickly. I’ve seen a lot of people die in my 30 years in office, many of them young people. It’s not a drug you can play with. When people are tweaking, they’ll have sex with anyone and anything, in front of or with children.”
“And if you’re in school, you don’t need any more confusion than you already have,”
Kirven added. “You’ve seen people paranoid on marijuana? This is worse. It’s the worst thing I’ve ever seen, bar none.”
On a lighter note, the conference concluded with a performance by Imagine That, an improv theater troupe that performs across the state. Through a series of audienceriveting skits, the jeans-and-T-shirted ensemble showed the need for teens to communicate with their parents and teachers in order to combat drugs, racism and peer pressure.
“Laughter heals, laughter helps,” said Emcee
Philip Hudson, who founded the theater troupe. “But communication is the key. We get young people and parents talking. If you don’t talk, you become like a test tube, all bottled up. Then you deal with it in a more negative way.”
For more information on Family Support
Services, please call 803-774-4FSS (4377) or visit www.Family SupportService.com.
To contact Safe Schools/Healthy Students, please call Tonia Mallett Smith at 433-7233 or email tmsmith@ clarendon2.k12.sc.us.
The South Carolina Dept. of Juvenile Justice can be reached at 803-896-9749 or visit www.state.sc.us/djj. no2meth grade 8 p. 1

Alcohol advertisements p. 1 - grade 8 no2meth

Alcohol advertisements
These alcohol ads were accessed at the Web site of the Media Awareness Network. For other lesson plans on this topic, visit the Media Awareness Network’s Lesson Library at http://www.media-awareness.ca/english/teachers/index.cfm
no2meth grade 8 p. 15

Tobacco advertisements
Virginia Slims: “Why do we apply mascara at 55 mph? Because we can.”
“Virginia Slims - It’s a woman thing.”
Basic: “Your basic 3-piece suit”
“Basic... It tastes good. It costs less.”
Lucky Strike: “An American Original” Camel: “It’s for you.”
Source for the tobacco advertisements in this handout: “The Richard W. Pollay 20th Century
Tobacco Advertising Collection,” http://roswell.tobaccodocuments.org/pollay/dirdet.cfm
p. 1 - grade 8 no2meth

Tobacco advertisements
Camel: Close-up of White female sipping from wine glass; water mark in shape of
Camel on table top.
Kool: “B Kool!”
Merit: “Success! You can do it! You can switch down to lower tar and enjoy satisfying taste!”
Newport: “Newport pleasure! Fire it up!” no2meth grade 8 p. 1

Analyzing media work sheet
1. What form of media does this item represent?
2. What is the aim or purpose of this item? Does it succeed?
3. Is the information provided accurate? Complete? If not, what information is missing?
p. 18 - grade 8 no2meth

Analyzing media work sheet
4. What does this item say or suggest about how common use of this substance is? According to your fact sheet is this accurate?
5. On the whole do you think this form of media is a good way to obtain information about this substance? no2meth grade 8 p. 1

Analyzing media work sheet
Items 1 and 2 are newspaper articles; 3 and 4 are product advertisements.
Items 1 and 2 aim to provide news relevant to the readership; Items
3 and 4 aim to sell the product. If the logic of each is followed, the aims of all items are achieved reasonably well. The newspaper articles focus on an aspect of the issue and present it. The advertisements clearly link their products with values or attributes important to young people, for example, independence; social success; effectiveness with the opposite sex, and active lifestyle.
News articles
The newspaper articles provide some health-related information but in no case does the article provide complete information. The first article
(on medical marijuana) does not mention that there are significant concerns with recreational cannabis use; on the other hand, the second article on cannabis focuses on the harms linked to cannabis without mentioning its medical potential.
The two articles concerning crystal methamphetamine are typical in that they tend to present worst-case examples of crystal meth use. It is important for the public to know the worst of the possible harms, but in presenting only this information they create the impression that this is the inevitable outcome of crystal methamphetamine use. p. 20 - grade 8 no2meth

Analyzing media work sheet
For example the statement “ Ninety per cent of those who try crystal meth for the first time will get addicted ” is a good example of a scare message. The drug does have high dependence potential. However, dependence depends not only on the drug but also the person and only develops after repeated use. Each of us has a different potential for addiction to a given substance, depending on our personality, history, and life circumstances. Some people report they “felt addicted” the very first time they tried alcohol, smoked a cigarette, or went gambling – and this is certainly possible with crystal meth.
That is, there are a small number of people who, when they first use a substance in a given context, find it difficult to not use it repeatedly.
This repeated use can quickly become dependence.
The statement “ It causes permanent brain damage, and if you’re lucky to get off of it . . . it puts holes in your brain, ” is another example of a scare message. Indeed, heavy long-term use of the drug can lead to psychosis-like symptoms, paranoia, and hallucinations that many chronic users experience. While most of these problems disappear a few days or weeks after drug use stops, there is some evidence to suggest that long-term methamphetamine use may cause lasting brain damage.
Advertisements
By linking their products with attributes attractive to young people, alcohol and tobacco companies create the impression that these products are important ways to obtain the desired attributes. While the use of alcohol and tobacco can facilitate social connections, they are not necessary and young people serve themselves better by developing these and other desirable attributes through their own personal resources. Because these ads never give attention to the harms caused (unless they are required by law, as is the case for tobacco), the ads for these products are always one-sided and incomplete sources of information.
no2meth grade 8 p. 21

Analyzing media work sheet
The cannabis articles don’t create any impression around the level of use; the crystal methamphetamine articles give the impression that many young people are using the substance. BC doesn’t have strong information on student use of crystal meth but it appears that approximately 5% of students in Gr. 7-12 may have used it at least once. Levels of use appear quite a bit higher among youth in custody, street youth, and those who identify as gay males.”
The tobacco and alcohol ads are designed to give the sense that
“everyone is doing it” (at least everyone who is “cool” and to be emulated).
Obviously advertisements present a biased picture and do not provide balanced, accurate information. However, because young people are exposed to so many of them (particularly alcohol ads), it is important that they develop the skills to critically analyze their messages.
Newspaper articles can give sufficient space to report good sciencebased information; on the other hand, they can also provide distorted information. This kind of information can be harmful – it can create a sense of panic in a community that leads to actions that aren’t fully thought out. Those who have had, or know about, quite different experiences with the drug may be led to dismiss the information altogether – even the material that is accurate. p. 22 - grade 8 no2meth

Group media analysis
Skill Level One (1)
Rating Categories
Level Two (2) Level Three (3)
Understanding of Aim or Purpose of Media
Example:
Media messages are designed to inform, entertain and/or persuade for political, commercial, educational, artistic, moral and other purposes.
Group members did not seem to understand the purpose of the media example.
Group members had some difficulty under standing or expressing the purpose of their media example, but grew to understand it through discussion.
Group members clearly understood the purpose of their media example.
Assessment of Information Accuracy:
Media messages are designed to influence an audience and reflect the implicit and explicit values of those who develop them. They are not necessarily fully accurate or complete reflections of the world around them.
Group members did not seem to understand that media messages may not be accurate or complete. They seemed to accept that the messages represented “the truth”.
Group members were able to point to examples of inaccuracy or lack of complete information in their media example, but found it difficult to understand that their example reflects a pattern of inaccuracy or lack of a complete picture inherent in media in general.
Group members understood that their media example reflected the perspective of its developers / writers and was not accurate or fully complete. They also understood that this is typical of most media messages.
Role of media an information source:
The media is a single source of information and must be balanced by other types of information and evidence.
Group members thought that the media is a credible source of information.
Group members recognized the need to be cautious about using the media as a source of information but were not clear on why this is the case.
Group members recognized that, while there may be some truth to some media messages, it needs to be balanced by other sources of information.
Overall Level no2meth grade 8 p. 2

This activity invites your family to pay attention to alcohol and drugrelated media items over the next week: you need enough copies of the Analyzing Media Worksheet for your family, as well as this Home Link Activity Guide (if you think your parents would like the 4 fact sheets, ask about them); tell your family members that the challenge is to take time during the week to find and analyze one media item (article or ad) that deals with alcohol, tobacco, or one of the illegal drugs – everyone gets together at the end of the week to report on their analysis.
In the lesson, Analysing Media Influences with Legal and Illegal Drugs , students learned that two forms of media (print newspaper articles and ads) have different aims, biases and limitations. They analysed articles on cannabis and crystal methamphetamine, and ads on tobacco and alcohol.
The lesson involved small group discussion, offering an opportunity to strengthen their cooperative, analytic and communication skills. By taking on this Media Challenge, you will help strengthen these skills. p. 2 - grade 8 no2meth

The students observed that important limitations of both forms of media is that their presentation of information tends to be biased and incomplete – that is, they don’t often provide a balanced picture, or both sides of a story. By understanding the bias in a media item, young people are better equipped to deal with their influence.
You have a chance to strengthen these points and reinforce your child’s learning by taking on the Media Challenge. Here’s how:
1
2 simply remember to watch out for an article or ad dealing with alcohol, tobacco, or one of the street drugs; answer the questions in the Analysing Media Worksheet ; help your child find time at the end of the week to discuss everyone’s analysis;
5 when discussing, explain your analysis (think aloud!) vs. giving one- or two-word answers; challenge (kindly!) your child on their contribution – this helps her/him learn how to defend their thinking; say what you most liked about the activity and, of course, acknowledge your child’ efforts.
Wrap-up thoughts: most media items have a bias, and it’s helpful to determine that bias. To obtain fully accurate, balanced information about substances seek 2 or 3 good sources rather than rely on just one, or seek a source that is recognized for providing credible information such as www.no2meth.ca
or www.silink.ca
or www.heretohelp.bc.ca
.
no2meth grade 8 p. 25

fact sheet
Alcohol (also called ethanol) is a drug that slows down your central nervous system. It is a depressant, which makes you think, talk, move, and react slower than usual.
Different types of drinks have different amounts of ethanol in them. A beer usually contains 5% of alcohol, while liquor has up to 40%. This means that one standard drink can have different sizes (see the table on the right).
After you have a drink, the ethanol is absorbed into your bloodstream.
How your body responds to alcohol depends on how much alcohol you put in your system, your size, gender, ethnicity, and drinking experience.
Generally, it takes your body about one hour to process one standard drink. So, if you have 3 drinks, it will take at least 3 hours before the effects wear off.
Some people drink alcohol because they like the taste and enjoy the feeling of well-being they get from having a drink or two. For a lot of people, drinking is a normal part of celebrating a special event. For other people, alcohol is more like a tool. They drink to relieve stress or anger. And for shy people, alcohol can help them become more sociable.
Some men and women over 40 drink small amounts of alcohol on a daily basis because it can positively impact their cardiovascular health.
a standard drink is:
Beer
350 ml (12 oz) at 5% alc.
Wine
150 ml (5 oz) at 12% alc.
Cocktail
50 ml (1.5 oz) at 40% alc.
Teens drink alcohol for many of same reasons as adults. And while teens may look and act like adults, the truth is they are still developing physically, mentally, and emotionally.
So, alcohol has a stronger effect on teens than it does on adults.
IMPORTANT: Currently in BC, the legal drinking age is 19!
Alcohol use is quite common in British Columbia:
• Among young teens, alcohol is the most commonly used substance. In the past year
33% of 13 year olds have tried alcohol.
• About 80% of British Columbians drink alcohol occasionally; every fifth resident does so in a risky way at least once a month.
p. 2 - grade 8 no2meth

After one or two drinks, most people feel more relaxed. However, even light drinking can affect a person’s coordination, speech, balance and vision, even if they don’t feel drunk.
With increased alcohol consumption a person’s judgement, motor skills and ability to estimate distances becomes increasingly impaired.
Risky or hazardous drinking can lead to the following results:
• Falls, accidents or incidents of violence
• Poor decision making
• Vomiting or respiratory depression, which are the signs of alcohol poisoning
Drinking becomes even more risky if a person is:
• Mixing substances . Combining alcohol with other substances including over-the- counter or prescription medications can be dangerous and lead to overdose.
• Operating a motor vehicle . Driving while under the influence, or riding with someone who is impaired is risky for you and other drivers or pedestrians.
• Pregnant . Women who drink alcohol can harm their babies. Alcohol can be transferred from the mother into the baby’s system, causing problems with growth and brain development that can last a lifetime for the baby.
Whenever a person’s drinking patterns negatively affect their lives, or the lives of others, they have a problem with alcohol!
IMPORTANT: Half of all alcohol related harms and deaths are caused by social drinkers.
These are people who normally drink wisely but just happen to have too many on a particular occasion.
Drinking heavily can:
 cause problems with relationships , money or the law ;
 result in health problems such as stomach ulcers, liver disease brain damage and cancer can result as well;
 lead to a dependence on alcohol, so a person needs the substance to cope with daily life. Withdrawal from alcohol can be dangerous and may require medical assistance.
REMEMBER: the younger a person starts drinking, the more likely he or she is to develop substance-related problems later in life.
no2meth grade 8 p. 2

fact sheet
Cannabis is a mood altering drug that comes from the Cannabis
Sativa plant. It is typically classified on its own, because it acts like a depressant, stimulant, and a hallucinogen.
Researchers believe cannabis first grew in the Himalayan mountains in India thousands of years ago. Today there are different types of cannabis plants that grow naturally in many parts of the world. For more than 10,000 years, people in many cultures have been using cannabis for recreational, religious and medical reasons.
Cannabis comes in three forms: marijuana, hashish and hash oil. Marijuana is the most common form of cannabis. It is most often smoked, but can also be added to some baked food or brewed in tea. When cannabis is smoked, it is quickly absorbed through the lungs into the bloodstream, and then distributed through the body and brain. Cannabis, remains in the body for a long time following use.
Cannabis is an illegal drug in Canada. This means that use, possession, production and trafficking of cannabis are not permitted by the law, with the exception of medical use.
Certain groups of people use cannabis for spiritual reasons; however, most people use the drug for recreational purposes. Some people use cannabis for the relaxing effects of the drug, while others are drawn to the “high” feeling they experience.
Since 2001, people in Canada with serious medical conditions such as AIDS, cancer, or arthritis have been able to use cannabis for medical purposes.
Most teens smoke up for the first time because they’re curious about the drug’s effects. Some teens try it because others are trying it. For some, using cannabis is a way of responding to life stresses. Other teens simply enjoy the risk of participating in illegal activities that would potentially upset their parents. The truth is that drug use of any kind is dangerous for teens because their brains and bodies are still developing.
• Cannabis is the most commonly used illegal drug in BC and in most of the world.
• Over 52% of people in the province have tried cannabis in their lifetime.
• Close to 17% of British Columbians have used the drug at least once in the last year.
p. 28 - grade 8 no2meth

Smoking or ingesting cannabis creates a sense of euphoria, and makes people feel more relaxed and less inhibited. Colours might seem brighter, and sounds and smells more distinct. Many users become confused and giddy, and most report having a dry mouth and intense hunger or thirst. As the euphoria passes, some people feel sleepy.
For many, cannabis use brings unpleasant effects such as anxiety, depression, and paranoia. Moderate amounts of cannabis may impair a person’s motor skills, shortterm memory, and concentration. High doses of cannabis can cause panic attacks and psychosis.
Both the positive and negative effects of cannabis usually disappear within hours.
Cannabis use poses additional risks when a person is:
• An adolescent.
Teenagers are still developing physically and emotionally, and may suffer from cognitive impairment as a result of heavy cannabis use.
• Pregnant.
Women who use cannabis are more likely to have premature or underweight babies.
• Mixing substances.
The effect of combining cannabis with alcohol or other substances can more than double or triple the effect of each individual substance.
• Operating a motor vehicle.
Cannabis can affect a person’s concentration, handeye coordination, time and distance perception, other driving-related skills, and particularly a driver’s ability to react to unexpected road dangers.
PROBLEMS RESULTING FROM CANNABIS USE
One of the signs of problem cannabis use is tolerance. With continued use, a person needs an increasing amount of cannabis to achieve the desired effect. Heavy cannabis use can cause dependence. When a person becomes emotionally or physically dependent on cannabis, they have a hard time functioning without using the drug.
Canabis use may also lead to other problems:


Health problems.
Cannabis smoke contains cancer-producing chemicals that can, over time, lead to respiratory health problems (chronic coughing, lung infections) and cancer.
Thinking problems.
Long-term users may also develop difficulties with memory, concentration, abstract thinking, and motivation.
 Mental Health.
People with a predisposition or family history of mental health issues such as depression or schizophrenia can initiate or worsen symptoms with cannabis use.
no2meth grade 8 p. 2

fact sheet
Tobacco is a leafy plant that contains a chemical called nicotine. It is a stimulant that speeds up activity in your central nervous system, increases your heart rate and raises blood pressure.
The tobacco plant is native to North and South America. Aboriginal people chewed tobacco leaves for hundreds of years before the arrival of Europeans. Many of the early European settlers in the Americas learned how to smoke tobacco. As smoking became more popular, the demand for tobacco increased, and settlers started building large tobacco plantations.
Today, the world’s leading tobacco producers are China, Brazil, India and the United
States. The process of making modern tobacco is complex. Many chemicals are now being added to the leaves. When you smoke tobacco, over 4000 chemicals are released and absorbed into your bloodstream. This is why smoking is so dangerous.
This is also why companies must include health warnings on cigarette packages sold in Canada.
When you smoke tobacco, nicotine and other dangerous toxins enter your bloodstream through your lungs. When you stand near a smoker, you breathe in the air filled with dangerous smoke as though you are smoking. When you chew tobacco, all chemicals get absorbed by the skin in your mouth and travel through to your bloodstream.
Some people use tobacco on a daily basis because they think it helps them relax.
Others use it only on social occasions, such as when having beer with friends or trying to build new friendships. They feel cigarettes make them appear more mature, tough, or even interesting to others. Certain people use cigarettes to curb their appetite. The truth is that many people simply smoke because they have a dependence on nicotine. So, even if they want to stop, they may find it difficult.
Teens are into tobacco for many of the same reasons as adults, though most don’t realize the downside to smoking.
It is important to know that:
1 Most new smokers get their first cigarette from someone they know. Kids who grow up with parents or relatives who smoke are more likely to start smoking too.
2
Most teens who smoke regularly continue to smoke well into their 20s (and beyond).
In BC it is illegal to sell cigarettes to anyone under the age of 1 !
p. 0 - grade 8 no2meth

• About 20% of Canadians smoke, compared with 50% four decades ago (a reduction greater than any other substance in the past 20 years).
• Around 19% of youth between the ages of 15 and 19 smoke cigarettes in BC.
When a person has a cigarette their blood pressure and heart rate increase. At the same time, the flow of blood to their feet and extremities decreases. The person might lose their breath easily, cough or wheeze.
New smokers sometimes get dizzy or vomit after smoking a cigarette. They may also get diarrhea or experience abdominal cramps. If they have a cold or asthma, their symptoms may get worse.
Smoking can make people smell really bad, particularly their hair, clothes and breath. Later, smokers experience problems with their teeth and gums; some even get yellow stains on their fingers.
Over time and regular use, smokers can develop a physical, emotional and social dependence on tobacco. This means that their bodies crave nicotine. They may feel relief when they have another cigarette, but it is only temporary. The craving comes back again and again.
People with a dependence on cigarettes tend to turn to tobacco whenever they feel something – sadness, anger, or boredom. Other develop smoking habits that are linked to studying, working or socializing. People who smoke may not always recognize their dependence on using tobacco.
THE LONG-TERM IMPACT OF TOBACCO USE
IMPORTANT: The longer a person smokes, the greater his or her chances of developing a serious smoking-related illness.


Smoking has been linked to a variety of cancers, damage to the cardiovascular system, respiratory diseases, as well as stomach problems and weak bones.
Half of all smokers die prematurely. A regular smoker loses an average of 15 years of life expectancy. It is by far the leading cause of premature death in
Canada, killing 3 times more people than alcohol, car accidents, suicide and homicide combined.
 People who are dependent on tobacco may experience withdrawal symptoms when they cut down or stop using it. Symptoms can include agitation or nervousness, sleep disturbances, loss of concentration, headaches, coughing or cravings. Quitting smoking at any time has immediate noticeable benefits, and over time can greatly reduce the health risks of smoking.
no2meth grade 8 p. 1

fact sheet
Methamphetamine is a powerful drug – a stimulant . Like all stimulants, including coffee and cocaine, methamphetamine increases the activity of your nervous system, speeding up your heart rate and breathing, and stimulating the brain.
Methamphetamine comes in many forms: pills, capsules, powder, or crystals (which look like shards of ice or glass). Most commonly, people smoke or swallow it. Some people may snort or inject it. The effects of the drug can last for an entire day.
Some methamphetamine pills are manufactured legally by pharmaceutical companies. Most methamphetamine however is made in makeshift operations by people who don’t always know how to make it properly. These manufacturers may use chemicals extracted from products they buy in stores, such as iodine, drain cleaner, paint thinner, or camping fuel. In Canada, it is illegal to make, sell, buy, or use methamphetamine, unless prescribed by a doctor. forms of meth: ...
M
Pills / Capsules
Powder
Some adults might use methamphetamine because they think it will give them extra energy to help them work or study harder. Other people use the drug for recreational reasons (such as at parties).
Some people might just be curious, or use it as an attempt to relieve boredom. There are people who use methamphetamine for medical reasons, such as for Parkinson’s disease.
Crystals
Teens may try methamphetamine for many of same reasons as adults, though they might not realize the downside of drug use. Some teens may experiment with methamphetamine because they are curious. They may have heard about the high they can get. Or they may have heard it can help them study. Some may want to experiment and see if the drug makes them more social.
Methamphetamine is especially harmful to young people. A teen’s brain is not fully developed. Regular use of methamphetamine can cause brain damage.
• Approximately 5% of BC public school students in Grades 7 through 12 have tried methamphetamine.
• The vast majority of students (86%, according to one survey) have never used any of the “party drugs”, which include methamphetamine and ecstasy.
p. 2 - grade 8 no2meth

Methamphetamine affects brain activity by binding strongly with the pleasure receptors in the brain. A low dose of methamphetamine may produce the following effects: an increase in energy and alertness, increased feelings of self-confidence, reduced appetite and improved mental and physical performance.
These effects diminish and change with high dose and frequent use. Happiness becomes crankiness. Energy becomes tiredness. Alertness becomes poor memory. Confidence becomes depression. People who use a lot of methamphetamine may begin to feel extremely anxious and miserable.
Over time, people may lose interest in their appearance. They can develop tooth and gum problems, or skin sores. They may grind their teeth, or experience tremors, hostility or paranoia.
Buying and using methamphetamine off the street is risky! Some of the people who make the drug add things that don’t belong to make the production cheaper so they can make more money. This also makes the drug even more dangerous.
Regular use of methamphetamine can lead to a need to use more of the drug to achieve the desired effect. This is called tolerance . As a person develops tolerance, their risk of developing dependence to methamphetamine greatly increases. Dependence involves the need to use a drug in order to feel normal and function properly.
METHAMPHETAMINE USE IS PARTICULARLY RISKY WHEN A PERSON IS:
 Mixing methamphetamine with other drugs.
Mixing is extremely dangerous because it can lead to overdose and death.


Using needles.
People who inject the drug are more likely to become dependent or get a serious disease, such as AIDS or Hepatitis C.
Pregnant or breastfeeding. Expectant or breastfeeding women should never use the drug. Methamphetamine can have negative effects on baby’s development and growth.
 A long-term heavy user.
Persons who use significant doses of methamphetamine for a long time may stop taking care of their hygiene, or eating and sleeping properly. This combined with the drug’s impact on the brain can lead to significant brain and organ damage. Symptoms of long-term use include:
• Hearing or seeing things that are not there
• Repetitive behaviour patterns, like picking at your skin, or pulling your hair
• Formication (the feeling that there are bugs crawling on your skin)
• Paranoid thoughts that can lead a person to be aggressive
• Thoughts about hurting yourself or others no2meth grade 8 p.