St Philip’s Christian College
Gosford Campus
Faculty of Personal Development, Health and Physical Education
Drugs
Year 9-10
Term 1
Name: __________________________
Class: _________
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
1
ENCAPSULATING YOUR NEEDS
Write your opinions in the capsules below:
1. Drugs – what I know
- __________________________________________________________
- __________________________________________________________
- __________________________________________________________
2. Drugs – what I want to find out
- __________________________________________________________
- __________________________________________________________
- __________________________________________________________
3. Drugs – what my concerns are
- __________________________________________________________
- __________________________________________________________
- __________________________________________________________
4. Drugs education – what the teacher can do to help
- __________________________________________________________
- __________________________________________________________
- __________________________________________________________
5. Circle the most important factors in each capsule
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
2
DRUGS – THE BASIC FACTS
http://au.reachout.com/All-about-drugs
Types of drugs
A drug is defined as __________________________________________________________________
__________________________________________________________________________________
Drugs can be broadly classified into three groups: _________________________________________
1. ____________________________
Some drugs have a "depressant" effect and _______________________________________. Taken in
small amounts they may ______________________________________. Taken in large amounts they may
cause you _____________________________________________________________________ or may
cause ________________________________________. Mixing depressant drugs may be dangerous and
________________________________________________________________.
The effect of the depressant you are taking may also be influenced by the amount you take. Taken in large
amounts cannabis may cause hallucinations.
Depressant drugs include:

_____________________l

Opiates and opioids, including drugs like ___________, ___________, codeine and methadone.

_____________ (marijuana, hashish, hash oil)

__________________________ (including valium and __________)

Some ____________________________, like ______________________________________.
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
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2. ____________________________
Some drugs have a 'stimulant' effect which _______________________________________. They
________ _____________________________________________________________. Stimulants may
make you feel _____________________________________________________________ and dilate your
pupils. If you take a large amount of a stimulant drug you can become _________________
________________________________ and get stomach cramps. People who also use amphetamines
regularly may be putting themselves at risk of developing a ___________________________________
Stimulant drugs include:

__________________

__________________

__________________

__________________

__________________

__________________
3. ____________________________
Hallucinogens may ______________________________________________. During this time, people may
experience ______________________________________________. It is __________________
____________________________ whether your hallucinations are likely to be ___________________
__________________________________. It is not uncommon to experience ____________________
__________________________ during an hallucination. It is also difficult to predict the ____________
___________________________ of the hallucinations. You may still be having them for up to _______ or
for periods after this time. Losing ____________________________________________ may cause
people to _______________________________________ they wouldn't normally take. Some people may
develop ___________________________________________ as a result of taking hallucinogenic drugs.
Hallucinogenic drugs include:

__________________

__________________

Mescaline

Cannabis may have _______________________________________________________
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
4
The effects of drugs
Drugs have their own ____________________________ on people, which may result in ___________
____________________________________ for everyone. Your ______________________________
______________ at the time of taking the substance may _______________________________ to it.
Depressants, stimulants and hallucinogens all have different effects. You may want to check out the
Australian Drug Foundation's website for information about the effects of individual drugs.
Why do people take drugs?
Everyone has a different reason for trying alcohol and other drugs. Some of the reasons as to why people
may be taking drugs are:

To _____________ with friends

Have _________

_________________, or the need to feel part of a group

_____________

_____________

_____________

To ______________________ and escape from worries
Illegal drugs
Illegal drugs can be particularly ___________________, as they are not manufactured in a controlled way.
Any time you take an illegal drug you cannot know whether it is _________________________ or the
same as the last time you tried it which means you may be _______________________________.
Mixing Drugs and Alcohol
Mixing drugs can be dangerous. Stimulants can ________________________________________ like
alcohol. You may feel _____________________ than you are which may mean you _______________
_________________, and put ________________________________.
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
5
Harm minimisation: just say no
Miranda Devine - June 19, 2008
From: http://www.smh.com.au/news/opinion/harm-minimisation-just-say-no/2008/06/18/1213770730340.html
Three weeks ago, on May 27, Tony and Angela Wood went to a Chinese restaurant to mark what would have been
their daughter Anna's 28th birthday, had she lived. As they do each year, they ordered her favourite meal, Peking
duck, and remembered the 15-year-old girl who died in 1995 after taking ecstasy for the first time.
But while her parents have been touring schools and spreading the message that illegal drug use is never safe, Anna
Wood was being co-opted without their permission as a poster girl of the drug harm-minimisation lobby, which has
shaped debate about drug use in Australia for 25 years - but is losing credibility as contrary evidence piles up.
The Woods say drug educators went to schools after Anna's death and told students it wasn't ecstasy that killed her but
an overdose of water. And less than two weeks after her death, Alex Wodak, the director of St Vincent's Hospital's
Alcohol and Drug Service and a cannabis legalisation advocate, wrote a two-page letter to the Wood family to urge
them to become harm-minimisation lobbyists. He wanted them to meet politicians Bob Carr, John Howard and Paul
Keating and argue against "tough law enforcement policies" so as to "at least make something good come out of
Anna's death".
The Woods, who wear buttons bearing Anna's picture and the message "Say No To Drugs", were upset by his
approach.
But signs that the harm-minimisation lobby's influence may be waning came this week when the NSW Health
Minister, Reba Meagher, buckled to angry parents and banned a brochure, Choosing To Use, produced by her Sydney
West Area Health Service, which advised year 9 and 10 students "how to keep your head together" if they "choose" to
experiment with illegal drugs.
Among "a few tips that might help" in the brochure is advice to "use only small amounts and not too often".
Teenagers expect adults to tell them not to take drugs, says law student, Ryan Hidden, 20, who is also secretary of the
Recovered Drug Users League. Instead he had the same harm-minimisation message pumped into him at school.
"Whether it was through drug educators or the school, the perception was that drugs might be banned but there was a
way of taking them safely," he said yesterday. "Especially when it comes from people in authority, it reinforces the
message you're getting in the playground, that drugs are acceptable under certain circumstances.
At 13, Hidden started smoking marijuana heavily, and later "dabbled" in methamphetamines and ecstasy. He says he
became paranoid and suffered "mental health effects". Expelled from school and thrown out of home, he enrolled in
Drug Beat, a South Australian rehabilitation centre that required abstinence, not maintenance. He resat his school
exams and started university this year.
But he remembers that when he tried to get help to stop his drug use at 16, he came up against the laissez faire
attitudes of drug counsellors who would never tell him he needed to stop smoking cannabis. Instead they would say:
"Make sure you clean your bong regularly," and suggested he might consider limiting his use to weekends.
"It just wants to keep them trapped in addiction and misery."
Tony Wood wasn't surprised by the contents of Choosing To Use this week, either, "because most of the stuff put out
by government and drug educators is a little soft on drugs", he said yesterday.
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
6
"Parents we talk to are really frustrated. They've become hostile about what their children are being told. We've got to
start putting out pamphlets and positive messages to show kids how to say no to drugs. Kids really want to know how
to say 'no'."
Yet harm minimisers continue to push for legalisation of the drug even while its popularity wanes and medical
evidence mounts of the risks of psychosis and depression. The University of Mississippi this week also found cannabis
potency has more than doubled since 1983.
While Choosing To Use is not quite the recruitment tool for drug dealers some claim, it is a small example of drug
education shaped by harm-minimisation lobbyists, whose conservative attitudes have been frozen in time for 25 years.
Its underlying message to children is that illegal drug use is tacitly condoned by authorities, and it is relatively safe if
you follow expert drug tips.
It tiptoes around the notion of "choice", as if terrified of appearing authoritarian. Yet children, even teenagers, are
trusting. They expect that if they are contemplating doing something genuinely dangerous, those in authority will try
to stop them. After all, the police don't pull over speeding L-platers and say: "Well, if you choose to speed that's your
decision, and here are a few tips on doing it safely. Get to know your family speeding history. Speed only in small
amounts and not too often. Off you go, son, go for your life."
No, when it comes to speeding or parking violations, it's zero tolerance. Why no fear of authoritarianism on
overstaying your meter, when the cost in human misery is so inconsequential in comparison?
Complete a Plus 2 / Minus 2 for Harm Minimisation and for Zero Tolerance
Harm Minimisation:
Zero Tolerance:
-
3
-
3
-
2
-
2
-
1
-
1
+
1
+
1
+
2
+
2
+
3
+
3
Which approach do you think is the better alternative in the fight against drugs:
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
_____________________________________________________________________________________________
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
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WHAT DRUG IS THAT? – LINKING EFFECTS WITH HARMS
The following list of short-term effects is guide to how a person will feel depending on the amount they
drink. Don’t forget that effects vary according to the individual and that the more alcohol consumed, the
more a person is affected.
Use the list of harms and risks below and record on the following sheet the ones that belong to each effect.
Add any additional ones that you think of.
Possible Harm or Risks:
•
Damage to reputation
•
Loss of respect
•
Getting into trouble with parents
•
Getting into a fight
•
Abusive Behaviour
•
Vomiting
•
Doing something you regret
•
Getting into trouble with police
•
Having to lie or keep secrets
•
Hurting someone else
•
Coming on too strong with someone
•
Falling over
•
Making an idiot of yourself
•
Having a hangover
•
Injuries or death
•
Vandalism
•
Getting in a car with a drunk driver
•
Passing out
•
Starting a fight
•
Engaging in unsafe sex
•
Damaging home
•
Theft
•
Being sexually vulnerable
•
Being involved in a prank
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
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Amount Consumed: Minimal amount of alcohol
Short term-effects: Mild effects only
List of likely harms or risks:
_____________________________________________________________________________________
_____________________________________________________________________________________
Amount Consumed: After 1 -2 standard drinks
Short term-effects: Feel happy, relaxed, poorer concentration, slower reflexes
List of likely harms or risks:
_____________________________________________________________________________________
_____________________________________________________________________________________
Amount Consumed: After a few more… (i.e. A binge which is 4-5 standard drinks)
Short term-effects: Fewer inhibitions, more confidence, less coordination, slurred speech, intense moods
– sad, angry, happy
List of likely harms or risks:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Amount Consumed: And a few more…
Short term-effects: Confusion, blurred vision, poor muscle control, nausea, vomiting, loss of
consciousness
List of likely harms or risks:
_____________________________________________________________________________________
_____________________________________________________________________________________
Amount Consumed: And even more…
Short term-effects: Coma leading to the major organs failing leading to DEATH
List of likely harms or risks:
_____________________________________________________________________________________
_____________________________________________________________________________________
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
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Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
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BODY IMAGE AND DRUG USE
Emily is 16 and she thinks she needs to lose weight. She plays netball twice
a week but finds, with the extra study she doesn’t have time to do much else.
She has heard that stimulant drugs like amphetamines will keep her awake
and also reduce her appetite. Emily has begun to take amphetamines 3 times
per week.
How may this behaviour harm Emily? (refer to legal, health and social implications)
What could you as a friend do to help Emily?
What are some alternatives?
Nathan is 16. He is fairly slim and ha just started working out at the local gym.
He is keen to improve his body size. There is lots of talk in the change rooms
about the use of steroids to ‘bulk up’. Nathan has decided to use steroids,
which he purchases from a guy at the gym.
Ho may this behaviour harm Nathan? (refer to legal, health and social implications)
What could you as a friend do to help Nathan?
What are some alternatives to Nathan’s steroid use?
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
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Jasmin is 17. She feels that she is getting fat and wants to lose weight. She
doesn’t like playing sport much. She has tried ‘crash’ diets, but found that
she was getting too hungry. She decides that if she makes herself vomit
after each meal, she will be able to eat what she wants and still lose
weight (this is known as bulimia). Jasmine is also using laxatives to make her
go to the toilet regularly.
How may this behaviour harm Jasmine? (refer to legal, health and social implications).
What could you as a friend do to help Jasmine?
What are some alternatives to Jasmine’s bulimia and laxative use?
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
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YES I WILL – NO I WON’T – AGGH MAYBE – YEAH RIGHTO – OK
Select one of the following situations to consider:
- A friend offers you a cigarette
- A stranger offers you ecstasy at an underage
nightclub
- An older relative offers you an alcoholic drink
- An older friend offers you some cannabis
- A younger friend wants you to sniff solvents with
them
- Your brother or sister suggests you take their
ADD medicine
1. What are the factors to take into account when making this decision?
2. The decision
YES or NO
3. The Response:
 Aggressive
 Assertive
 Passive
4. The Expected Reaction:
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
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Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
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WHERE DO YOU STAND?
Tick the box according to your views on these statements and write your reason
Strongly
Agree
Agree
Don’t
Know
Disagree
Strongly
Disagree
We need laws to control the use of drugs
Reason: ____________________________________________________________________
The laws about alcohol are sensible
Reason: ____________________________________________________________________
The laws on tobacco need to be changed
Reason: ____________________________________________________________________
Cannabis should be legalised
Reason: ____________________________________________________________________
Heroin should be legalised
Reason: ____________________________________________________________________
The drug laws in all countries should be
the same
Reason:
_________________________________________________________________________
Which drug law would you like to change or introduce? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Explain why you think any one particular drug law exists. Why is it necessary to have any drug
laws whatsoever?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
15
DRUG TALK
Write the different names for the same drug in the appropriate places. Also record the type of
person who would use this drug (stereotype) and the basic effect on the body:
CANNABIS
LSD
ECSTASY
HEROIN
COCAINE
SPEED
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
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UPPERS AND DOWNERS
1. Write the names of drugs in the boxes under the appropriate faces
Stimulants: Speed up the nervous system
Common reasons to use: _______________________________________________________
Depressants: Slow the nervous system
Common reasons to use: _______________________________________________________
Hallucinogens: Alter perceptual function
Common reasons to use: _______________________________________________________
Analgesics: Reduce pain
Common reasons to use: _______________________________________________________
Don’t know???
Common reasons to use: _______________________________________________________
Write down one thing that you have learned in this activity:
______________________________________________________________________________
______________________________________________________________________________
Write one thing you already knew:
______________________________________________________________________________
______________________________________________________________________________
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
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WICKED DRUGS
1. As a class, generate a list of 9 drugs. Rank them according to how dangerous you think they
are. Write the name of the drug in the top part of the box and the reason for its position in the
bottom half.
Most Dangerous
1.
2.
3.
4.
5.
6.
7.
8.
9.
Least Dangerous
2. List all the general criteria that help you to decide how dangerous a drug is. List your sources of
information about drugs.
CRITERIA
INFORMATION SERVICES
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
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Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
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BODY MAP
Research a different drug to your assessment task, and summarise the information on the diagram
below
THE DRUG:
_______________
Physical Effects
Other Effects
Reasons for Use
Emotional Effects
Other Names
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
20
CANNABIS
E
E
S
J
O
I
N
T
S
A
U
N
D
A
I
S
X
N
T
P
U
W
L
D
G
O
O
I
N
L
S
N
P
O
I
E
S
D
R
I
E
I
Z
A
L
R
I
O
E
C
M
I
A
T
P
G
T
Z
U
E
H
M
B
I
R
C
U
A
E
O
A
A
I
J
G
F
A
L
A
T
I
S
L
N
T
M
V
N
I
A
W
O
R
I
N
I
M
E
A
R
A
I
E
R
L
P
Y
O
M
L
N
B
E
Z
N
D
T
S
A
P
B
N
B
A
F
A
A
I
N
T
T
L
S
M
Q
M
T
G
P
B
U
J
C
H
T
K
U
H
F
B
Q
E
G
N
O
B
L
C
N
N
A
C
I
W
S
L
H
S
I
H
S
A
H
Z
H
I
T
U
K
N
ADDICTION
MARIJUANA
BONG
POLICE
CANNABIS
POSSESSION
CONE
POT
CULTIVATION
PSYCHOSIS
DAMAGE
SCHIZOPHRENIA
DIZZINESS
STIMULANT
EXPERIMENTATION
THC
HARMFUL
INHIBITIONS
HASHISH
JOINTS
ILLEGAL
LEGALISATION
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
P
S
Y
C
H
O
S
I
S
L
F
E
I
N
N
S
C
H
I
Z
O
P
H
R
E
N
I
A
O
J
N
O
I
S
S
E
S
S
O
P
J
D
Y
Q
N
21
CANNABIS vs. TOBACCO
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
22
SCENARIO RESPONSE
Scenario One
You are a group of friends, worried that a member of the group is using too much pot. He or she
has been skipping school, borrowing money and is generally out of it a lot of the time.
Your friend has mentioned that he or she has a lot on their mind, but no one really knows what the
problem is.
Your task
 Discuss whether or not you should get some help for your friend. Why or why not?
 Talk to each other about all of the possible places and/or people you cold go to for help in this
school or local community?
 Would young people feel comfortable for getting help?
 You must decide as a group what would be the most appropriate action to take in this situation
Scenario Two
You are a group of friends, worried that a member of the group is beginning to behave oddly.
Something seems not quite right. Your friend is saying strange things and claims that he or she
has special powers. You know that he or she smokes a bit of cannabis and uses ecstasy at
parties.
Your task
 Discuss whether or not you should get some help for your friend. Why or why not?
 Talk to each other about all of the possible places and/or people you cold go to for help in this
school or local community?
 Would young people feel comfortable for getting help?
 You must decide as a group what would be the most appropriate action to take in this situation
Scenario Three
One person in your group of friends tells you that he or she thinks a student in your year level is
selling cannabis at school. He or she knows this because they overheard a conversation where
the person was offering deals to younger students.
Consider here the needs of the students selling the cannabis and the younger students.
Your task
 Discuss whether or not you should get some help for your friend. Why or why not?
 Talk to each other about all of the possible places and/or people you cold go to for help in this
school or local community?
 Would young people feel comfortable for getting help?
 You must decide as a group what would be the most appropriate action to take in this situation
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
23
WORKSHEET ACTIVITY
CANNABIS DECISIONS AND CONSEQUENCES ARE COMPLEX
Scenario One
When Chris and Woody are sitting in the bedroom, Woody asks Chris if he wants to try some
dope. Chris hesitates and then says yes.
What thoughts might a young person have when deciding whether to try cannabis for the first
time?
In coming to a decision, many different factors can influence us. Sometimes we can think both
negative and positive thoughts at the same time, which makes decision-making so complex. We
can call these hidden thoughts.
For example, A girl getting dressed for a party where drugs might be available might think:
Positive thoughts: “I’ll have fun, I look okay as I am, my friends like me the way I am”
Negative thoughts: “I’m too fat; I won’t know what t say, I won’t fit in”
Provide a list of the thoughts that may have influence Chris in the wasted video
Positive
Negative
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
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Scenario Two
When Chris goes to see Emma she is angry about lots of things, such as his drug use, letting her
down, coming to the house stoned…
What thoughts might someone have in making the decision to end a relationship?
In coming to a decision, many different factors can influence us. Sometimes we can think both
negative and positive thoughts at the same time, which makes decision-making so complex. We
can call these hidden thoughts.
For example, A girl getting dressed for a party where drugs might be available might think:
Positive thoughts: “I’ll have fun, I look okay as I am, my friends like me the way I am”
Negative thoughts: “I’m too fat; I won’t know what t say, I won’t fit in”
Positive
Negative
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
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Scenario Three
In the chorus one girl says “I thought you’d just get a warning … I’m not sure, is it illegal?”
What (hidden) thoughts might a police officer consider when deciding whether to warn or charge a
young person?
In coming to a decision, many different factors can influence us. Sometimes we can think both
negative and positive thoughts at the same time, which makes decision-making so complex. We
can call these hidden thoughts.
For example, A girl getting dressed for a party where drugs might be available might think:
Positive thoughts: “I’ll have fun, I look okay as I am, my friends like me the way I am”
Negative thoughts: “I’m too fat; I won’t know what t say, I won’t fit in”
Positive
Negative
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
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WEB – BASED ACTIVITY – INTERNET SITE SEARCH
http://www.abc.net.au/quantum/poison/default.htm
http://au.reachout.com/
www.adin.com.au
http://druginfo.adf.org.au/
Select one of the following websites, and answer the following questions:
1.
Write the site address you are searching and the name of the author
_______________________________________________________________________
2.
What are the topics / subjects / options that this site offers on its home page?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
3.
What can you learn about the effects of cannabis use at this site?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4.
How can this site assist you if you are seeking help for a drug problem?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
5.
Does this site offer services / links? Which ones would be useful?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Now complete the activities at http://wps.pearsoned.com.au/pdhpe4/ and from the menu link
“Drugs – Reality and risk”
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
27
HELP - H
1. What are the possible problems if someone takes different drugs?
STIMULANTS
DEPRESSANTS
ANY DRUG
HALLUCINOGENS
ANALGESICS
2. How can someone under the influence of ______________________ be helped?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
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3. What is the most useful thing you can do for someone under the influence of drugs?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
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CAN I HELP YOU
1. Write under the drawings the kinds of information, support and advice a user of
_______________________ might seek
Information
Support
Advice
_____________________
________________________ ________________________
_____________________
________________________ ________________________
_____________________
________________________ ________________________
_____________________
________________________ ________________________
2. What kinds of information, support and advice might any drugs user seek?
Information
Support
Advice
______________________
_______________________
________________________
______________________
_______________________
________________________
______________________
_______________________
________________________
______________________
_______________________
________________________
3. Write down what factors will ensure that information, support and advice are appropriate
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
29
WHAT DRUG IS THAT?
“A DAY IN THE LIFE OF …”
Scenario
Bec is planning to go to a party with her friends April and Josh on Friday night. When Bec sees
April on Friday, April tells her she and Josh are going to try some pills that Josh is getting from
his brother. Bec feels uneasy, but April and Josh are her best friends and they do nearly
everything together. Bec has a suspicion that April will expect her to drop pills, too.
Bec plays for time. She asks, ‘What are they?”
‘I dunno’ says April, ‘but Josh has some last week’.
‘What happened?’
‘He thought it was a buzz. He reckons he can get a lot more’.
‘Was it ecstasy?’
‘Dunno. Could be. Could be speed’.
Bec doesn’t like the sound of it much. Why can’t they just party on like they normally do?
‘I haven’t got enough money’.
‘That’s OK. Josh’s got enough’.
‘Thanks’, Lisa thinks. ‘Just like April. Always wanting to include everyone’. Bec decides to try the
straight approach. She smiles at her friend. ‘To be honest, April, I don’t want to do that. I think it’s
a bit bent’,
‘Come on! Is that you talking?’
‘April, it could be anything. You don’t know’
‘Josh reckons it’s OK. Nothing happened to him. His brother’s been doing it forever’.
Bec has another thought: ‘What if something goes wrong? What would I do?’
‘What happens if you get sick? What if you overdose? What am I supposed to do?’
‘Oh far out Bec. Promise me you won’t let Mum know. She would ground me forever. I mean
forever. Promise me!’
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
30
1. What do you think Bec and April might be worried about?
2. How realistic are those worries? Would other young people think that way?
3. If Lisa doesn’t want to get involved, what might she do?
• Could she decide not to go to the party? What might she do instead?
• Could she go to the party, but mix with other people?
• Could she ask her parent/s for advice?
• Is there something else she could do to solve her problems?
4. What do we owe her friends?
•
Are there limits to friendship? Why? Why not?
•
Would you do anything for a friend? Explain your answer?
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
31
DRUG WORD SEARCH
P
S
Y
C
H
E
D
E
L
I
C
B
H
D
C
D
G
C
N
A
R
C
O
T
I
C
A
R
N
A
R
A
N
A
U
J
I
R
A
M
L
D
O
U
F
U
Q
H
R
N
J
S
B
G
L
R
I
Q
S
F
G
H
V
A
O
N
I
I
U
D
S
X
T
C
E
S
S
G
M
N
D
A
C
E
S
T
I
G
L
I
O
M
D
P
E
O
I
B
E
M
M
E
E
A
N
I
G
S
H
K
N
I
R
I
U
P
E
Q
W
E
S
N
H
E
A
R
P
T
L
N
N
H
T
A
L
I
Y
H
T
N
E
Y
A
C
I
O
O
P
R
O
F
L
I
A
D
I
N
R
T
I
B
I
U
D
H
R
O
Y
M
L
T
A
O
C
A
D
C
D
H
O
N
F
M
I
Q
A
C
C
C
L
P
D
L
T
C
I
N
W
N
P
I
N
C
O
N
B
M
A
I
L
T
D
M
E
N
B
O
T
B
C
Y
L
I
W
A
ADDICTION
ALCOHOL
AMPHETAMINE
CAFFEINE
CANNABINOID
COCAINE
DEPRESSION
DRUGS
HALLUCINATION
INHALANT
MARIJUANA
NARCOTIC
NICOTINE
PSYCHEDELIC
STIMULANT
TOBACCO
WITHDRAWAL
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
32
DRUG ABUSE CROSSWORD
1
2
3
4
5
6
7
8
9
10
11
12
Across
2. Fibre of the cannabis plant; used to make cord
4. Stimulant found in coffee, coke and chocolate
6. Drugs derived from 'Poppies'
7. Alcohol's effect on the central nervous system
8. An imagined experience; can be caused by drugs or disorders such as schizophrenia
11. Nerve Cells
12. Drug in tobacco that is a stimulant
Down
1. Process by which alcohol is made
3. Also known as 'Angel Dust'
5. Real name for the drug 'Speed'
9. Abbreviation for tetrahydrocannabinol
10. Another name for the drug 'Acid'
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
33
EVALUATION SHEET
Colour in the face that corresponds to your feelings about the unit you have just completed.
1. The things I liked best in this class unit were;
2. The things I liked least in this unit were;
3. Improvements that I could suggest for this unit include;
Teacher’s Comments: (1 = poor, 5 = excellent)
1
2
3
4
5
Application in class
Workbook presentation
Homework completion
Recommendations:
Unit 1 – SPCC Gosford – Year 9-10 PDH - Drugs
34