Career Academy Integrated Unit Plan
Academy Name: __Medical Academy___
Date Created: _______June 19, 2012__
School: ____NSB High School________
Created by: _Loree Cox/ Kathleen Rich Zois
Integrated Unit Plan Title: Drug Unit
Courses to integrate: Chemistry and Health Science 1
Grade Level: 10th
Timeline & Duration: 2 months
Unit Summary: The Drug Unit is a thematic interdisciplinary unit designed for 10th graders at New Smyrna Beach High School.
During this unit, students study prescriptive drugs, over the counter drugs, and illicit drugs. Students examine these drugs from
historical, societal, biological, and mathematical perspectives. They learn content from the disciplines of chemistry, biology, math,
reading, history, and technology. The unit ends with a presentation to the ninth grade Medical Academy Students. This will be a
presentation of choice with instructor approval (i.e. Power Point, digital video, poster, song, educational pamphlet) This unit takes
into account : personalization, common intellectual mission, and adult world connection. It also addresses collaboration, technology,
communication, art and design, community ethics and responsibility, and critical thinking.
Overview of Activities/Lessons per Course
Course
Chemistry
Health Science 1
Activity/Lesson
Activity: Stoichiometry
Calculations
Activity:Create a
student drug use
survey.
Activity/Lesson
Activity/Lesson
Activity/Lesson
Lesson: How pH of
chemicals effect
physical
characteristics of
drugs
Lesson: How do drugs
affect the nervous and
endocrine systems
Activity: FCAT Article:
Opium Wars
Activity: FCAT Article:
Current Issues
surrounding drugs
Activity: Technology
based research with
final product
Presentation
Activity/Lesson
Lesson Instructions for ___Chemistry – Aspirin Lab___ (course):
Standards (Performance Tasks or Course Frameworks or Sunshine State Standards ):
1. The conservation of atoms in chemical reactions leads to the principle of conservation of matter and the ability to
calculate the mass of products and reactants. As a basis for understanding this concept:
a. Students knowhow to describe chemical reactions by writing balanced equations.
b. Students knowthe quantity one mole is set by defining one mole of carbon 12 atoms to have a mass of exactly 12
grams.
c. Students knowone mole equals 6.02 x 1023 particles (atoms or molecules).
d. Students knowhow to determine the molar mass of a molecule from its chemical formula and a table of atomic masses
and how to convert the mass of a molecular substance to moles, number of particles, or volume of gas at standard
temperature and pressure.
e. Students knowhow to calculate the masses of reactants and products in a chemical reaction from the mass of one of the
reactants or products and the relevant atomic masses.
f. Students knowhow to calculate percent yield in a chemical reaction.
Rigor & Relevance (quadrant):
Instructions to Teacher:
Directions are given on Aspirin Lab handout.
Instructions to Students:
Directions are given on Aspirin Lab handout.
Instructions for Student Accommodations:
Provide additional instruction and lab follow up time for students in need of this.
Assessment for Activity:
Percent yield will portray accuracy of lab calculations.
Approximate Length of Time for Activity:
1 class period
Materials Needed:
Lab with fume hood
Beakers
Hotplate
Salicylic acid
Acetic anhydride
Sulfuric acid
Büchner funnel
Resources Needed:
Lab instructions and equipment.
Attachments:
Aspirin Lab
Lesson Instructions for ___Health Science 1 Drug use Survey___ (course): HS1
Standards (Performance Tasks or Course Frameworks or Sunshine State Standards ):
Rigor & Relevance (quadrant):
LA.A1.4.2 Selects and uses strategies to understand words and text, and to make and confirm inferences from what is read, including
interpreting diagrams, graphs, and statistical illustrations.
LA.A2.4.4 Locates, gathers, analyzes, and evaluates written information for variety of purposes, including research projects, real-world
tasks, and self improvement.
LA.A2.4.7 Analyzes the validity and reliability of primary source information and uses the information appropriately.
LA.910.2.2.3 Organize information to show understanding or relationships among facts, ideas, and events.
LA.910.4.2.2 Record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and
reliability of these sources and attributing sources of information.
The student understands and uses the tools of data analysis for managing information. (MA.E.1.4)
1. interprets data that has been collected, organized, and displayed in charts, tables, and plots.
2. calculates measures of central tendency (mean, median, and mode) and dispersion (range, standard deviation, and variance) for complex sets of
data and determines the most meaningful measure to describe the data.
3. analyzes real-world data and makes predictions of larger populations by applying formulas to calculate measures of central tendency and dispersion
using the sample population data, and using appropriate technology, including calculators and computers.
The student identifies patterns and makes predictions from an orderly display of data using concepts of
probability and statistics. (MA.E.2.4)
1. determines probabilities using counting procedures, tables, tree diagrams, and formulas for permutations and combinations.
2. determines the probability for simple and compound events as well as independent and dependent events.
The student uses statistical methods to make inferences and valid arguments about real-world situations.
(MA.E.3.4)
1. designs and performs real-world statistical experiments that involve more than one variable, then analyzes results and reports findings.
2. explains the limitations of using statistical techniques and data in making inferences and valid arguments.
Instructions to Teacher: As a class ,students will brainstorm questions to create a drug use survey (closed ended for
ease of data analysis). Print up students surveys. Ask selected teachers to distribute surveys and collect when finished.
The teachers will return them to Health Science 1 teachers. HS1 Student groups will analyze class sets of survey data.
Students will use results of survey as part of their presentations.
Instructions to Students: Work with a partner to brainstorm questions to use for a student based drug survey. As a class
create a drug use survey to be distributed to members of the student body. Once surveys are complete, work with partner
to collect data from a class set of surveys to compile supporting data for your presentation.
Instructions for Student Accommodations: Teacher should provide assistance as needed. Create peer-tutoring pairs.
Allow extra time if needed.
Assessment for Activity: Formative - Class participation in survey creation. Summative – Survey results are
incorporated into final presentation.
Approximate Length of Time for Activity: One class period
Materials Needed: Markers ,flip charts, printed surveys, envelopes, paper and writing instrument. Population numbers for
your school.
Resources Needed: Prior knowledge, teacher input, http://www.oas.samhsa.gov/nsduh.htm
Attachments: Student Drug usage information formula
STUDENT DRUG USAGE INFORMATION
MEAN: The average of a set of data.
Sum of all data________ = Mean
Number of pieces of data
MEDIAN: The middle number when all data are
listed in order. If there is no middle number, the
median is the average of the two middle numbers.
MODE: The most frequent value in a set of data (the
number that appears the most often).
To predict the outcome for a larger group from the set of data that you
have:
1. First, determine the percentage from your data.
Example:
3 people out of 20 would live to be 85.
3 = X_ = 15 = 15%
20 100 100
2. Then multiply that percentage by the size of the larger
population.
Example:
In a population of 2000, how many people could
we expect to live to be 85?
15% * 2000 = 300
Lesson Instructions for __How drugs affect the nervous system and endocrine systems (course):
HS1
Standards (Performance Tasks or Course Frameworks or Sunshine State Standards ):
Rigor & Relevance (quadrant): 01.0 Discuss and describe an overview of the human body, including organization and chemical
processes.
02.0 Use correct medical terminology relating to body structure and function. 02.01 Use anatomical terminology to describe location of
parts or areas of the body or to describe the relation of one part to another.
02.02 Use correct medical terminology, including roots, prefixes and suffixes, to indicate anatomical structures
03.0 Identify cells and tissues microscopically and macroscopically and relate their specialized functions.
03.01 Describe cell structure and function in healthy tissue.
03.02 Describe cell structure and function in diseased tissue
03.03 List the four main types of tissue.
03.04 Define the location and function of tissues.
04.0 Identify and discuss the structure and function of the body systems in relation to health and disease
05.0 Identify and explain factors relating to the transmission of disease. 05.04 Define and explain homeostasis
As a result of the coordinated structures and functions of organ systems, the internal environment of the human body remains
relatively stable (homeostatic) despite changes in the outside environment. As a basis for understanding this concept:
b. Students know how the nervous system mediates communication between different parts of the body and the body's interactions with
the environment.
c. Students know how feedback loops in the nervous and endocrine systems regulate conditions in the body.
d. Students know the functions of the nervous system and the role of neurons in transmitting electrochemical impulses.
e. Students know the roles of sensory neurons, interneurons, and motor neurons in sensation, thought, and response.
i. Students know how hormones (including digestive, reproductive, osmoregulatory) provide internal feedback mechanisms for
homeostasis at the cellular level and in whole organisms.
Instructions to Teacher: Present students with information discussing
Instructions to Students: Use organizers to help take notes on the endocrine and nervous system. Fill out diagrams
pertaining to each unit. Take part in classroom discussions pertaining to the functions, organs, disease process effects of
drugs on each system.
Instructions for Student Accommodations: One-on-one instruction, peer tutoring, vocabulary, modeling
Assessment for Activity: Unit exam for the Endocrine System and Nervous System
Approximate Length of Time for Activity: 4 weeks
Materials Needed: Unit organizers, diagrams and exam review handouts ,Power Point presentation and writing implements
Resources Needed: Instructor’s lecture notes
Attachments:
Duplicate as needed.
Lesson Instructions for __FCAT Article (course): HS1
Standards (Performance Tasks or Course Frameworks or Sunshine State Standards ):
Rigor & Relevance (quadrant): LA.A1.4.2 Selects and uses strategies to understand words and text, and to make and confirm
inferences from what is read, including interpreting diagrams, graphs, and statistical illustration.
LA.A1.4.3 Refines vocabulary for interpersonal, academic, and workplace situations, including figurative, idiomatic, and technical
meanings.
LA.A2.4.1 Determines the main idea and identifies relevant details, methods of development, and their effectiveness in a variety of
types of written material.
LA.A2.4.4 Locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, realworld tasks, and self-improvement.
LA.B1.4.2 Drafts and revises writing that: is focused, purposeful, and reflects insight into the writing situation; has an organizational
pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of
completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with
the subject; uses creative writing strategies as appropriate to the purposes of the paper; demonstrates a mature command of language
with freshness of expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation, and
spelling.
READING CONNECTION
Health Science Education/ Health Science 1
LA.B2.4.1 Writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content,
processes, and experiences from a variety of media.
LA.D2.4.2 Understands the subtleties of literary devices and techniques in the comprehension and creation of communication.
SC.F1.4.1 Knows that the body processes involve specific biochemical reactions governed by biochemical principles.
SC.F 1.4.2 Knows that body structures are uniquely designed and adapted for their function.
SC.H3.4.6 Knows that scientific knowledge is used by those who engage in design and technology to solve practical problems, taking
human values and limitations into account.
LA.910.1.6.3 Use context clues to determine meanings of unfamiliar words.
LA.910.1.6.9 Determine the correct meaning of words with multiple meanings in context.
LA.910.1.7.2 Analyze the author’s purpose and/or perspective in a variety of text and understand how they affect meaning.
LA.910.1.7.5 Analyze a variety of text structures (e.g., comparison/contrast, cause/effect, chronological order, argument/support, lists)
and text features (main headings with subheadings) and explain their impact on meaning in text.
LA.910.2.1.7 Analyze, interpret, and evaluate an author’s use of descriptive language (e.g., tone, irony, mood, imagery, pun,
alliteration, onomatopoeia, allusion), figurative language (e.g., symbolism, metaphor personification, hyperbole), common
idioms, and mythological and literary allusions, and explain how they impact meaning in a variety of texts.
LA.910.2.2.2 Use information from the text to answer questions or to state the main idea or provide relevant details.
LA.910.2.2.3 Organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points
within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining).
Instructions to Teacher: Copy a class set of the article, Drugs, Brains, and Behavior: The Science of Addiction: Drugs and the
Brain: Introducing the Human Brain (attached)
. Alternatively, students may read the article at http://www.drugabuse.gov/publications/science-addiction/drugs-brain
 Copy question sheet (attached) for each student or display.
 Assign reading. Because this article is the basis for a writing activity, individual silent reading is preferred—based, of course,
on your student population.
 Distribute questions or display questions on overhead. Instruct students to use the FCAT “boxes” provided or to draw one
eight-line box and one fourteen-line box on a piece of notebook paper. Remind students that all writing must be within these
boxes and that their writing will be graded using the FCAT short and extended response rubrics (included). (See modifications
below.)
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
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Instructions to Students: Read the article.
Answer the questions in the appropriate boxes. Write only within the boxes.
You will be graded using the FCAT short response and extended response rubrics.


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Instructions for Student Accommodations: Optional—read aloud with a partner, popcorn reading, allow extra time.
Teacher provides assistance as needed.
For students who have already passed the FCAT or are resistant to “boxed” activities, try having them write a five-sentence
paragraph for question 1 and two five-sentence paragraphs for question 2.
Assessment for Activity: Use FCAT rubrics.
It can be really helpful for students to participate in peer assessment with this assignment. Have the student grade his/her own answers
using the rubric. Students should write the appropriate number in the margin with an explanation for the grade (for example, “used 3
supporting details”). Then student’s trade papers and each grades another student’s paper with the same method. It’s helpful for
students to use different color pens or pencils.
Approximate Length of Time for Activity: 30-50 minutes depending upon reading speed
Add 30 minutes if students will grade responses in class.
Materials Needed: Copies of article, Drugs, Brains, and Behavior: The Science of Addiction: Drugs and the Brain:
Introducing the Human Brain (class set)



Questions (attached)
Florida FCAT short and extended response rubrics (attached)
Paper and pen or pencil
Resources Needed: http://www.drugabuse.gov/publications/science-addiction/drugs-brain This site has many articles that will help
with this unit. You may order resources, handouts and posters for your classroom use, free of charge.
Attachments:Drugs, Brains, and Behavior: The Science of Addiction: Drugs and the Brain: Introducing the Human Brain and FCAT
FCAT Short Response Question, Form, and Rubric
FCAT Extended Response Question, Form, and Rubric
Duplicate as needed.
Introducing ... Your Brain!
The brain is the command center of your body. It controls just about everything you do, even when you are sleeping.
Weighing about 3 pounds, the brain is made up of many parts that all work together as a team. Each of these different parts has a
specific and important job to do.
When drugs enter the brain, they can interrupt the work and actually change how the brain performs its jobs. These changes are what
lead to compulsive drug use, the hallmark of addiction.
Drugs of abuse affect three primary areas of the brain:


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The brain stem is in charge of all of the functions our body needs to stay alive—breathing,
circulating blood, and digesting food. It also links the brain with the spinal cord, which runs
down the back and is responsible for moving muscles and limbs as well as letting the brain
know what’s happening to the body.
The limbic system links together a bunch of brain structures that control our emotional
responses, such as feeling pleasure when we eat chocolate. The good feelings motivate us to
repeat the behavior, which is good because eating is critical to our lives.
The cerebral cortex is the mushroom-like outer part of the brain (the gray matter). In humans,
it is so big that it makes up about three-fourths of the entire brain. It’s divided into four areas,
called lobes, which control specific functions. Some areas process information from our senses, enabling us to see, feel, hear,
and taste. The front part of the cortex, known as the frontal cortex or forebrain, is the thinking center. It powers our ability to
think, plan, solve problems, and make decisions.
How Does the Brain Communicate?
The brain is a complex communications network consisting of billions of neurons, or nerve cells. Networks of neurons pass messages
back and forth within the brain, the spinal column, and the peripheral nervous system. These nerve networks control everything we
feel, think, and do.
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Neurons
Your brain contains about 100 billion neurons—nerve cells that work nonstop to send and receive messages. Within a neuron,
messages travel from the cell body down the axon to the axon terminal in the form of electrical impulses. From there, the
message is sent to other neurons with the help of neurotransmitters.
Neurotransmitters—The Brain's Chemical Messengers
To make messages jump from one neuron to another, the neuron creates chemical messengers, called neurotransmitters. The
axon terminal releases neurotransmitters that travel across the space (called the synapse) to nearby neurons. Then the
transmitter binds to receptors on the nearby neuron.
Receptors—The Brain's Chemical Receivers
As the neurotransmitter approaches the nearby neuron, it attaches to a special site on the cell called a receptor. A
neurotransmitter and its receptor operate like a key and lock, in that an exquisitely specific mechanism makes sure that each
receptor will forward the appropriate message only after interacting with the right kind of neurotransmitter.
Transporters—The Brain’s Chemical Recyclers
Once neurotransmitters do their job, they are pulled back into their original neuron by transporters. This recycling process
shuts off the signal between the neurons.
To send a message, a brain cell releases a chemical (neurotransmitter) into the space
separating two cells, called the synapse. The neurotransmitter crosses the synapse and
attaches to proteins (receptors) on the receiving brain cell. This causes changes in the
receiving brain cell, and the message is delivered.
What Do Drugs Do to the Brain?
Drugs are chemicals. They work in the brain by tapping into its communication system and interfering with the way nerve cells
normally send, receive, and process information. Different drugs—because of their chemical structures—work differently. In fact,
some drugs can change the brain in ways that last long after the person has stopped taking drugs, maybe even permanently. This is
more likely when a drug is taken repeatedly.
Some drugs, such as marijuana and heroin, activate neurons because their chemical structure mimics that of a natural neurotransmitter.
In fact, these drugs can “fool” receptors, can lock onto them, and can activate the nerve cells. The problem is, they don't work the
same way as a natural neurotransmitter, so the neurons wind up sending abnormal messages through the brain.
Other drugs, such as amphetamine, cause nerve cells to release excessive amounts of natural neurotransmitters or prevent the normal
recycling of these brain chemicals (cocaine and amphetamine). This leads to an exaggerated message in the brain, ultimately wreaking
havoc on the communication channels. The difference in effect is like the difference between someone whispering in your ear versus
someone shouting in a microphone.
All drugs of abuse—nicotine, cocaine, marijuana, and others—affect the brain’s “reward” circuit, which is part of the limbic system.
Normally, the reward circuit responds to pleasurable experiences by releasing the neurotransmitter dopamine, which creates feelings
of pleasure, and tells the brain that this is something important—pay attention and remember it. Drugs hijack this system, causing
unusually large amounts of dopamine to flood the system. Sometimes, this lasts for a long time compared to what happens when a
natural reward stimulates dopamine. This flood of dopamine is what causes the “high” or euphoria associated with drug abuse
How Does Someone Become Addicted to Drugs?
Think about how you feel when something good happens—maybe your team wins a game or you're praised for something you've done
well—that's your limbic system at work. Because natural pleasures in our lives are necessary for survival, the limbic system creates an
appetite that drives you to seek out those things.
The first time someone uses a drug of abuse, he or she experiences unnaturally intense feelings of pleasure. The reward circuitry is
activated—with dopamine carrying the message. Of course, drugs have other effects, too; a first-time smoker also may cough and feel
nauseated from toxic chemicals in a tobacco or marijuana cigarette.
But the brain starts changing as a result of the unnatural flood of neurotransmitters. Because they sense more than enough dopamine,
neurons may begin to reduce the number of dopamine receptors or simply make less dopamine. The result is less dopamine signaling
in the brain, what the scientists call “down regulation.” Because some drugs are toxic, some neurons also may die.
As a result, dopamine’s ability to activate circuits to cause pleasure is severely weakened. The person feels flat, lifeless, and
depressed. In fact, without drugs, life may seem joyless. Now the person needs drugs just to bring dopamine levels up to normal.
Larger amounts of the drug are needed to create a dopamine flood, or “high”—an effect known as “tolerance.”
These brain changes drive a person to seek out and use drugs compulsively, despite negative consequences such as stealing, losing
friends, family problems, or other physical or mental problems brought on by drug abuse—this is addiction.
Although we know what happens to the brain when someone becomes addicted, we can’t predict how many times a person must use a
drug before becoming addicted. A person's genetic makeup, the genes that make each of us who we are, and the environment each
play a role. What we do know is that a person who uses drugs risks becoming addicted, craving the drug despite its potentially
devastating consequences.
Isn’t Drug Addiction a Voluntary Behavior?
A person may start out taking drugs voluntarily, but as time passes and drug use continues, something happens that makes a person go
from being a voluntary drug user to a compulsive drug user. Why? Because the continued use of drugs changes how your brain
functions. It impairs your ability to think clearly, to feel OK without drugs, and to control your behaviors. These all contribute to the
compulsive drug seeking and use that is addiction.
Isn’t Becoming Addicted to a Drug Just a Character Flaw?
The first time people use drugs, it’s usually a conscious decision they’ve made. But once people become addicted, they are dealing
with a brain disease. Each drug of abuse has its own individual way of changing how the brain functions. But in most cases, it doesn’t
really matter which drug a person is addicted to; many of the effects it has on the brain are similar. The fact is that our brains are wired
to make sure we will repeat activities, like eating, by associating those activities with pleasure or reward. Whenever this reward circuit
is activated, the brain notes that something important is happening that needs to be remembered, and teaches us to do it again and
again, without thinking about it. Because drugs of abuse stimulate the same circuit, we learn to abuse drugs in the same way. So while
the initial decision to take drugs is a choice for some, a physical need replaces that choice. This is what’s known as addiction.
Are There Effective Treatments for Drug Addiction?
Yes, although there is no cure for drug addiction yet. Addiction is a treatable, but often chronic disease. And just as with other chronic
diseases, such as diabetes or heart disease, people learn to manage their condition, sometimes with the help of medications. People
addicted to drugs can do the same. Drug addiction can be effectively treated with behavioral-based therapies in which people learn to
change their behavior; and, for addiction to some drugs, such as tobacco, alcohol, heroin, or other opiate drugs, medications can help.
Treatment will vary for each person, depending on the type of drug(s) being abused and the individual’s specific circumstances. For
many people with drug addictions, multiple courses of treatment may be needed to achieve success. Scientific research has revealed
13 basic principles that are the foundation for effective drug addiction treatment. These are discussed in NIDA's Principles of Drug
Addiction Treatment: A Research-Based Guide.
For Drug Treatment To Work, Doesn't the Person Have To Really Want It?
Most people go into drug treatment either because the court ordered them to do so, or because loved ones urged them to seek
treatment. The good news is that, according to scientific studies, people who enter drug treatment programs in which they face “high”
pressure" to deal with their addiction can benefit from treatment, regardless of the reason they sought treatment in the first place.
Shouldn't Treatment for Drug Addiction Be a One-Shot Deal?
No—it’s like treating a broken bone. Like diabetes and even asthma, drug addiction typically is a chronic disorder. Some people can
quit drug use “cold turkey,” or they can quit after receiving treatment just one time at a rehabilitation facility. But most who have
become addicted to drugs need longer term treatment and, in many instances, repeated treatments—much like a person who has
developed asthma needs to constantly monitor changes in medication and exercise. The important point is that even when someone
relapses, they should not give up hope. Rather they need to go back to treatment or modify their current treatment. In fact, setbacks are
likely. Even people with diabetes may go off their diet or miss an insulin injection, and their symptoms will recur—that’s a cue to get
back on track, not to view treatment as a failure.
How Do I Know if Someone Has a Drug Problem?
There are questions people can ask to assess whether or not a person has a drug problem. These do not necessarily indicate that
someone is addicted, but answering yes to any of these questions may suggest a developing problem, which could require follow-up
with a professional drug treatment specialist. These include:
1.
2.
3.
4.
5.
6.
Have you ever ridden in a car driven by someone (including yourself) who had been using alcohol or drugs?
Do you ever use alcohol or drugs to relax, to feel better about yourself, or to fit in?
Do you ever use alcohol or drugs when you are alone?
Do you ever forget things you did while using alcohol or drugs?
Do family or friends ever tell you to cut down on your use of alcohol or drugs?
Have you ever gotten into trouble while you were using alcohol or drugs?
Resource Materials
1. National Institute on Drug Abuse. The Science of Addiction: Drugs, Brains, and Behavior
(http://www.drugabuse.gov/ScienceofAddiction/). NIH Pub. No. 07-5605. Bethesda, MD: NIDA, NIH, DHHS. 2007, Reprinted
February 2008. Retrieved September 2009.
2. National Institute on Drug Abuse. NIDA InfoFacts: Drug Addiction Treatment Methods
(http://www.drugabuse.gov/infofacts/treatmeth.html). Bethesda, MD: NIDA, NIH, DHHS. Revised June 2008. Retrieved
September 2009.
3. National Institute on Drug Abuse. NIDA's Principles of Drug Addiction Treatment: A Research-Based Guide (Second Edition)
(http://www.nida.nih.gov/PODAT/PODATIndex.html). NIH Pub. No. 09-4180. Bethesda, MD: NIDA, NIH, DHHS. Printed
October 1999. Reprinted July 2000, February 2008. Revised April 2009. Retrieved September 2009.
4. National Institute on Drug Abuse. The Brain: Understanding Neurobiology Through the Study of Addiction (http://scienceeducation.nih.gov/supplements/nih2/addiction/
default.htm). NIH Pub. No. 00-4871. Bethesda, MD: NIDA, NIH, DHHS. Printed 2000. Retrieved September 2009.
5. National Institute on Drug Abuse. Mind Over Matter: The Brain’s Response to Drugs: Teacher’s Guide
(http://teens.drugabuse.gov/mom/tg_pdf.php). NIH Publication No. 05-3592. Bethesda, MD: NIDA, NIH, DHHS. Printed
December 1997. Reprinted 1998, 2002. Revised January 2000, May 2005. Retrieved September 2009.
6. Scholastic News. Heads Up, Real News About Drugs And Your Body: The Brain (http://headsup.scholastic.com/articles/heads-upfree-copies-of-past-issues/). Retrieved December 2010.
FORM - FCAT Reading/Short Response
Short Response questions should require up to 5 minutes to answer. A complete answer is worth 2 points and a partial
answer is worth 1 point.
The article, Drugs, Brains, and Behavior: The Science of Addiction: Drugs and the Brain: Introducing the Human
Brain.What is the main idea of the article? Use details and information from the article to support your
response.
RUBRIC - FCAT Reading/Short Response
Score
2
Description
The response indicates that the student has a complete
understanding of the reading concept embodied in the task. The
student has provided a response that is accurate, complete, and
fulfills all the requirements of the task. Necessary support and/or
examples are included, and the information given is clearly textbased.
1
The response indicates that the student has a partial understanding
of the reading concept embodied in the task. The student has
provided a response that includes information that is essentially
correct and text-based, but the information is too general or too
simplistic. Some of the support and/or examples may be incomplete
or omitted.
0
The response is inaccurate, confused, and/or irrelevant, or the
student has failed to respond to the task.
FCAT Reading/Extended Response
Extended Response questions usually require up to 10 minutes to answer. A complete answer is
worth 4 points. A partial answer is worth 1, 2, or 3 points.
1. Your friends are peer pressuring you into using drugs. What information could you use
form the article to talk your friends out of using drugs? How could you tell if someone you
know has a drug problem? What advice could you give them about getting help for their
drug problem? Use details and information from the article to support your response.
RUBRIC - FCAT Reading/Extended Response
Score
Description
The response indicates that the student has a thorough understanding of the
4
concept and has provided a response that is accurate, complete, and fulfills all the
requirements of the task. Necessary support and/or examples are included.
The response indicates that the student has an understanding of the concept
3
and has provided a response that is accurate and fulfills all the requirements of
the task, but the required support/details are not complete.
The response indicates that the student has a partial understanding of the
concept and has provided a response that includes information that is essentially
2
correct but the information is too general or too simplistic. Some of the support
and/or examples may be incomplete or omitted.
The response indicates that the student has very limited understanding of the
1
concept and the response is incomplete, may exhibit many flaws and may not
address all requirements of the task.
0
The response is inaccurate, confused, and/or irrelevant, or the student has failed
to respond to the task.
Lesson Instructions for __Technology Based Research (course): HS1
Standards (Performance Tasks or Course Frameworks or Sunshine State Standards ):
Rigor & Relevance (quadrant): 01.0 Discuss and describe an overview of the human body, including organization and chemical
processes.
03.04 Define the location and function of tissues.
04.0 Identify and discuss the structure and function of the body systems in relation to health and disease
05.03 Discuss the immune system
05.04 Define and explain homeostasis
05.05 List and discuss the body’s defense mechanisms
LA.A2.4.4 Locates, gathers, analyzes, and evaluates written information for a variety of purposes, including research projects, realworld tasks, and self-improvement.
LA.A2.4.8 Synthesizes information from multiple sources to draw conclusions.
LA.B1.4.2 Drafts and revises writing that: is focused, purposeful, and reflects insight into the writing situation; has an organizational
pattern that provides for a logical progression of ideas; has effective use of transitional devices that contribute to a sense of
completeness; has support that is substantial, specific, relevant, and concrete; demonstrates a commitment to and involvement with the
subject; uses creative writing strategies as appropriate to the purposes of the paper; demonstrates a mature command of language with
freshness of expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation, and
spelling.
LA.B1.4.3 Produces final documents that have been edited for: correct spelling; correct punctuation, including commas, colons, and
common use of semicolons; correct capitalization; correct sentence formation; correct instances of possessives, subject/verb agreement,
instances of noun/pronoun agreement, and the intentional use of fragments for effect; and correct formatting that appeals to readers,
including appropriate use of a variety of graphics, tables, charts and illustrations in both standard and innovative forms.
LA.B2.4.1 Writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content,
processes, and experiences from a variety of media.
LA.B2.4.3 Writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level
of detail, and organization.
LA.B2.4.4 Selects and uses a variety of electronic media, such as the Internet, information services, and desktop publishing software
programs, to create, revise, retrieve, and verify information.
LA.C3.4.2 Selects and uses a variety of speaking strategies to clarify meaning and to reflect understanding, interpretation, application,
and evaluation of content, processes, or experiences, including asking relevant questions when necessary, making appropriate and
meaningful comments, and making insightful observations.
SC.F1.4.1 Knows that the body processes involve specific biochemical reactions governed by biochemical principles.
SC.F1.4.2 Knows that body structures are uniquely designed and adapted for their function.
SC.F1.4.5 Knows that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activity
governed by proteins.
SC.F1.4.8 Knows that cell behavior can be affected by molecules from other parts of the organism or even from other organisms.
New Standards:
LA.910.3.4.1 Spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes,
knowledge of Greek, Latin, and Anglo-Saxon root words, and knowledge of foreign words commonly used in English.
LA.910.3.4.2 Capitalization, including names of academic courses and proper adjectives.
LA.910.3.4.3 Punctuation, including commas, colons, semicolons, apostrophes, dashes, quotation marks, and underlining or italics.
LA.910.3.4.4 Possessives, subject/verb agreement, comparative and superlative adjectives and adverbs, and noun/pronoun agreement.
LA.910.3.4.5 Sentence formation, including absolutes and absolute phrases, infinitives and infinitive phrases, and use of fragments for
effect.
LA.910.3.5.1 Prepare writing using technology in a format appropriate to the purpose (e.g., for display, multimedia).
LA.910.3.5.3 Sharing with others, or submitting for publication.
LA.910.4.1.1 Write in a variety of expressive and reflective forms that use a range of appropriate strategies and specific narrative
techniques, employ literary devices, and sensory description.
LA.910.4.1.2 Incorporate figurative language, emotions, gestures, rhythm, dialogue, characterization, plot, and appropriate format.
LA.910.4.2.1 Write in a variety of informational/expository forms, including a variety of technical documents (e.g., how-to manuals,
procedures, assembly directions.
LA.910.4.2.2 Record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and
reliability of these sources and attributing sources of information.
LA.910.4.2.3 Write informational/expository essays that speculate on the causes and effects of a situation, establish the connection
between the postulated causes or effects, offer evidence supporting the validity of the proposed causes or effects, and include
introductory, body, and concluding paragraphs.
LA.910.5.2.2 Research and organize information for oral communication appropriate for the occasion, audience, and purpose (e.g.,
class discussions, entertaining, informative, persuasive, or technical presentations).
LA.910.6.2.2 Organize, synthesize, analyze, and evaluate the validity and reliability of information from multiple sources (including
primary and secondary sources) to draw conclusions using a variety of techniques, and correctly use standardized citations.
LA.910.6.2.3 Write an informational report that integrates information and makes distinctions between the relative value and
significance of specific data, facts, and ideas.
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Instructions to Teacher: Introduce and explain project R.A.F.T. and rubrics to students.
Divide students into groups of two or three.
Assign each student group a drug that is abused by teenagers.
Allow students access to computer lab to research drug and complete presentation.


Circulate and provide guidance as appropriate.
Schedule presentations
Instructions to Students:
You will examine assigned drug from historical, societal and biological perspectives.
You will create a presentation of choice with instructor approval (i.e. Power Point, digital video, poster, song, educational pamphlet) on
your assigned drug.
Your graphics, language, and message of the presentation should be appropriate for the audience.
-drug message.
ins an explanation of the drug’s use/role in contemporary culture.
ws a molecular structure of the drug.
Explains how the drug affects the body (nervous and endocrine systems).
the community or the world.
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

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Instructions for Student Accommodations:
Provide individual help as needed.
Select mixed ability pairs to allow peer tutoring if appropriate for your students.
Allow extra time.
Assessment for Activity: Summative- R.A.FT. rubric includes presentation
Approximate Length of Time for Activity: 5 class periods
Materials Needed: Access to computer lab, R.A.F.T. and rubric handout. Drug list
Resources Needed:
http://sitesearch.familydoctor.org/?q=drug+abuse&sp_cs=UTF-8&sop=en&x=11&y=8
http://www.drugabuse.gov/drugs-abuse
http://www.nlm.nih.gov/medlineplus/drugabuse.html
http://www.helpguide.org/mental/drug_substance_abuse_addiction_signs_effects_treatment.htm
http://www.myhealthnewsdaily.com/2748-prescription-drug-abuse-solutions.html
http://www.medicinenet.com/drug_abuse_pictures_slideshow_otc_prescription/article.htm
http://www.merckmanuals.com/home/special_subjects/drug_use_and_abuse/overview_of_drug_abuse.html
http://www.emedicinehealth.com/substance_abuse/article_em.htm
Attachments: R.A.F.T. handout, rubric, and drug list
Duplicate as needed.
Lesson Instructions for _ ____________________ (course):
Standards (Performance Tasks or Course Frameworks or Sunshine State Standards ):
Rigor & Relevance (quadrant):
Instructions to Teacher:
Instructions to Students:
Instructions for Student Accommodations:
Assessment for Activity:
Approximate Length of Time for Activity:
Materials Needed:
Resources Needed:
Attachments:
Duplicate as needed.
Teenage Drug Use Prevention
ROLE:
Anti-Drug Advocate
AUDIENCE: High School Student Body
FORMAT:
High School Anti-Drug Campaign
TOPIC:
A clear anti drug message explaining how your assigned drug affects the body as well as how it impact the
community or the world. Your goal is to completely inform the student body and persuade them to refrain
from using drugs.
 Use the following resources to help you research a specific skin disorder.

Classroom resources provided by your teacher

These websites may be useful for research. If you need to use another web site regarding you assigned
drug, be sure to get teacher approval:
http://sitesearch.familydoctor.org/?q=drug+abuse&sp_cs=UTF-8&sop=en&x=11&y=8
http://www.drugabuse.gov/drugs-abuse
http://www.nlm.nih.gov/medlineplus/drugabuse.html
http://www.helpguide.org/mental/drug_substance_abuse_addiction_signs_effects_treatment.htm
http://www.myhealthnewsdaily.com/2748-prescription-drug-abuse-solutions.html
http://www.medicinenet.com/drug_abuse_pictures_slideshow_otc_prescription/article.htm
http://www.merckmanuals.com/home/special_subjects/drug_use_and_abuse/overview_of_drug_abuse.html
http://www.emedicinehealth.com/substance_abuse/article_em.htm
 Research your assigned drug, making sure that your project includes the following:
a. Clear anti-drug message.
b. History of the drug.
c. An explanation of the drug’s use/role in contemporary culture.
d. Shows a molecular structure of the drug.
e. Explains how the drug affects the body (nervous and endocrine systems).
f. What are the treatments when the drug is abused?
g. Explains how the drug can impact the community or the world .
.
 The 9th grade Medical Academy classes will serve as your audience. You will give the audience complete
information on your assigned drug topic, be creative and include pictures. When you explain the affects of
the drug on the body, be sure to tell the students what will happen if he/she abuses the drug over long
periods of time. Include possible treatments
 Your grade will be based on the accuracy of your content, how well you fulfill the requirements of the
assignment, and how interesting information is. See the attached rubric.
 Create and Present
o You must create a PowerPoint, model or display (poster or display board) to illustrate your presentation.
o You and your partner will present your research using your PowerPoint, model or display. You may use note
cards/cue cards. You have a five minute time limit.
o You will be graded according to the rubric provided.
o All students are required to speak during the presentation, and all members of the
o group must contribute to the presentation (organizing, drawing, designing
o PowerPoint, model or poster)
 You will turn in a works cited page (MLA format), cue cards and PowerPoint including pictures of your
assigned drug topic.
RUBRIC For TEEN DRUG USE PREVENTION RESEARCH AND PRESENTATION
2 = Weak
4 = Moderately Weak
1.
Drug is adequately described and defined and contains a history of the drug.
2
4
6
8
10
2.
Contains a clear anti-drug message.
2
4
6
8
3.
6 = Average 8 = Moderately Strong
10
Consequences of drug abuse and treatment options are thoroughly covered.
2
4
6
8
10
4. Contains an explanation of the drug’s use/role in contemporary culture. Explains the impact on the community or the world.
2
4
6
8
10
4.
Explains how the drug affects the body with attention to the nervous and endocrine systems
5.
2
4
6
8
10
Accurate and appropriate information is presented in an organized, clear and concise manner
6.
2
4
6
8
10
Topic is clearly and creatively displayed and defined including clear pictures and molecular structure of the drug
2
4
6
8
10
7.
A variety of methods was used to complete the research. Works Cited is neat, word-processed and completely in MLA format.
2
4
6
8
10
8.
Presentation is interesting, well-prepared and persuasive.
2
4
6
8
10
9.
Poise, language, volume, and overall presentation skills are mature and professional
2
4
6
8
10
10. Team members clearly communicated information regarding the assigned drug topic. Overall content represents the team member’s best work.
2
4
6
8
10
Student Name ____________________________________________________________ Total Points__________________
10 = Strong
Limiting Reactant – Synthesis of Aspirin
Aspirin (acetylsalicylic acid) is the most common medicinal drug in use today. Aspirin is an analgesic (pain reliever), an antipyretic
(fever reducer), and anti-inflammatory medicine. While aspirin has many benefits, there are side effects, which include dizziness,
nausea, upset stomach, and bleeding of the stomach. Aspirin is produced by the esterification of salicylic acid.
In this experiment you will measure the amount of aspirin produced and calculate the percent yield.
Chemical reactions will continue as long as there are reactants present. As soon as a reactant is consumed the reaction will stop, no
matter how much of the other reactants remaining. The reactant that runs out first is called the limiting reagent. The term limiting
reagent refers to the fact that the amount of product that can be produced is dependant upon that chemical, thus it limits the reaction.
The reactants that are not entirely consumed are referred to as excess reagents.
Given the combustion reaction that occurs between methane and oxygen:
CH4(g) + 2 O2(g) ⇨ CO2(g) + 2 H2O(g)
The above reaction can be read in two ways, either in terms of atoms/ molecules or in terms of moles. The more practical approach is
to read the reaction in terms of moles, since we seldom deal with individual atoms or molecules in the lab. Thus the above reaction
could be read as one mole of methane reacts with two moles of oxygen and forms one mole of carbon dioxide and two moles of water.
In order to determine the limiting reagent it is necessary to determine the number of moles of all reactants present.
Example 1:
If 12.0 g of methane reacts with 40.0 g of oxygen, which reactant is the limiting reagent? How much product would be formed? How
much excess reagent would be left?
Step 1: Determine the moles present of each reactant
Step 2: Determine the amount of oxygen needed to completely react with 0.750 mol of methane. Multiply by the molar ratio, the
values in the ratio come from the coefficients in the reactant.
This calculation indicates that 1.50 moles of oxygen are needed to completely react with all of the methane. Comparing this amount to
the actual amount of oxygen, shows that there isn’t enough oxygen (we only have 1.25 mol). Thus the oxygen is the limiting reagent.
Step 3: Now that the limiting reagent has been determined we can calculate the amount of product that will be produced. Make sure
that you start the calculation with the actual amount of limiting reagent.
This is the stoichiometric yield for carbon dioxide, which is the amount that would be produced if 100 % of the limiting reagent reacts.
The stoichiometric yield of water could also be determined in the same manner. It is oftentimes more useful to express the
stoichiometric yield in terms of mass, this can be done by simply multiplying by molar mass.
Step 4: In order to determine the amount of excess reagent that remains it is first necessary to determine the amount that reacted.
Again you want to start this calculation with the limiting reagent.
Now the amount of methane that reacted can be subtracted from the initial amount methane present to determine the amount
remaining.
0.750 mol - 0.625 mol = 0.125 mol CH left over
Often times reactions do not proceed to completion, that is they do not reach the stoichiometric yield. There can be many reasons for a
reaction to stop short of completion, including non-ideal conditions and competing reactions. A measure of a reaction’s efficiency is
percent yield:
The actual yield is the amount of product formed during the experiment. By definition the actual yield cannot exceed the
stoichiometric yield.
Example 2:
Suppose that the actual yield of carbon dioxide from the reaction in example 1 was measured to be 21.2 g. The percent yield would
then be:
Procedure:
Caution: Some of the chemicals used in this experiment are dangerous, always follow proper safety procedures. The aspirin that you
make will not be pure enough to take – do not consume your aspirin!
1.) Fill a 400 mL beaker with approximately 100 mL of water. Place the beaker on a hot plate and bring to a boil.
2.) Add between 4 and 5 g of salicylic acid to a flask. Record the exact mass in your notebook.
3.) In a hood, measure out between 5 and 7 mL of acetic anhydride (d = 1.08 g/mL) and add this to the flask with the salicylic acid.
Record the exact volume of acetic anhydride in your notebook. To the flask slowly add 7 to 10 drops of concentrated sulfuric acid.
After every two or three drops swirl the flask for a few seconds.
4.) Place the flask in the water bath (no need to clamp). Heat the contents for 15 minutes. If any solid remains after this time consult
your instructor.
5.) Remove the flask from the water bath and cool it by running it under cold water. Cool the flask further by adding about 30 mL of
ice water, and placing the flask inside an ice bath.
Aspirin crystals should start to form at this time. If crystals are slow to form, it may help to scratch the inside of the flask with a
stirring rod. Leave the flask in the ice until it appears no more crystals are forming.
6.) Set up a Büchner funnel and filter flask according to your instructor’s directions. Filter the crude aspirin. Use your stir rod and
squirt bottle to transfer all of the aspirin from the flask to the funnel.
7.) When it appears that your aspirin is dry, weigh a watch glass. Scrape your aspirin from the funnel on to the watch glass.
8.) Store your aspirin for one week.
9.) At the beginning of the next lab, weight the watch glass and aspirin.
Post Lab Calculations and Questions
1.) Calculate the theoretical yield of aspirin
2.) Calculate the amount of excess reagent remaining.
3.) Calculate the %-yield
Q1.) Draw the structure of aspirin.
Q3.) If 75.0 g of copper (II) sulfide reacts with 40.0 g of oxygen and forms 54.0 g of copper
(II) oxide, what is the percent yield? Don’t forget to balance the equation first.
CuS (s) + O2 (g) CuO (s) + SO2 (g)
Pre Lab Questions
1.) Use your technology to find chemical formulas and calculate the molar mass of the following compounds:
a.) salicylic acid
formula:
molar mass:
b.) acetic anhydride
formula:
molar mass:
c.) aspirin
formula:
molar mass
2.) Acetic acid is the active ingredient in what common food?
3.) Why do you have to store your aspirin for a week before weighing it?
4.) What are the common side effects associated with the use of aspirin?
6.) Define the following terms:
Antipyretic –
Analgesic –